Introducing February’s Book of the Month: Rebel of the Sands by Alwyn Hamilton (including GCSE Language prep task on inference)

This fantasy YA novel opens a glorious trilogy (the final instalment has just published this week) exploring identity, loyalty and other eternal themes relating to the classic battles between good and evil. As with many other books I’ve recommended, I love and recommend this series for its genuine feminist principles – not just a ‘strong girl’ lead, but well-rounded female (and male) characters, great examples of female friendships as well as serious moral dilemmas, not just glib ‘this is right, I must do it’ scenarios.

It’s a very popular trilogy, so well worth putting in front of students, as it’s likely to tempt less keen readers in with its vivid and unusual 1001 Nights-inspired setting crossed with the Wild West (at least in this opening section – it’s more fantasy and less western as the story moves on).

The opening chapter can be found here on the Guardian website, but (as ever) I would also recommend purchasing a classroom/library copy. Here’s an activity using the first four paragraphs only to really focus on inference skills. I’d use it with year 9 or 10 students to practice/build these before serious exam-paper-focused work.

Paste a copy of the book’s first four paragraphs into the centre of a blank page (ideally A3).  Students need to annotate the passage with statements to show what they can infer from it. The inference should be written as a statement, with the evidence for it underlined and linked to the inference statement. They might feel that more than one part of the text could be evidence – that is fine.

For lower ability groups, or to start them off, you could pre-annotate with ‘the narrator is a girl pretending to be a boy’ and link it to the clause in the third paragraph ‘but so long as I didn’t seem like a girl it didn’t much matter’. For the weakest students, I might be tempted to provide inferences on post-its that they just match to relevant places in the text, e.g.:

  • the narrator is doing something they shouldn’t be but it isn’t evil/wicked
  • the book seems to be a Western
  • the narrator lives with their uncle
  • the narrator is a girl pretending to be a boy

With more able students, you could then discuss how the writer shows us these aspects, to lead into a discussion of how information is introduced at the start of a narrative (perhaps introducing ideas about structure, or ‘show, not tell’, depending on where you’re headed next).

Look out for more detail about this book in a couple of weeks, and another teaching idea.

Beth Kemp

Teacher of English, writer, blogger, reader, mother, feminist

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