The Diamond of Drury Lane by Julia Golding

Publication Details

Julia Golding (2006) The Diamond of Drury Lane Egmont ISBN 1-4052-2149-6

The Author

Julia Golding was born in 1969 and grew up on the edge of Epping Forest. This must have had an influence on her young mind, as she used to imagine stories about the strange and mysterious trees she was able to view from her bedroom.

She read English at Cambridge and then joined the Foreign Office. As a diplomat she was sent to Poland, where her work varied from town twinning in the Tatra Mountains, to the rather less glamorous task of inspecting the bottom of a Silesian coal mine.

After leaving Poland Julia went to Oxford and read for a doctorate in English Literature of the Romantic Period. She then joined Oxfam and became a campaigner at the UN, hoping to lessen the impact of conflict on civilians living in war zones.

Julia Golding now works full-time as a writer and lives in Oxford with her husband and three children. In January 2006, The Diamond of Drury Lane was selected as the winner of the Ottakar's Prize, by a panel comprised of both booksellers and children. This prize was established to reward new, or non- established writers of children's books.

Cat Among the Pigeons, a sequel to The Diamond of Drury Lane, is also published by Egmont. Secret of the Sirens, the first in a quartet, is published by OUP.

Curriculum Context

The teaching suggestions for The Diamond of Drury Lane are most suitable for use in KS2 with years 4, 5 & 6, although younger children would enjoy listening and responding to this fast- paced narrative.

Ideas may be incorporated into a cross-curricular unit of work, with history, PHSE and literacy. The book could also be a recommended read for those children who enjoy longer narratives.

At KS2 The Diamond of Drury Lane fits into the Literacy Framework, as a 'historical story' and 'story that raise issues' in Year 4. In Year 5 the text works as a source of identifying 'the point of view from which a story is told and how this affects the reader's response,' and in Year 6 it fits the range of 'longer novels from more than one genre.'

As well as literacy the book provides opportunities for enriching the teaching of History and PHSE.

As an accessible introduction into life in the 18th century, this book provides an entertaining start. It is a mystery story, an adventure and an imagined autobiography, told through the words of the narrator, Cat Royal.

Pupils may:

  • Identify the different ways in which the past is represented and suggest reasons
  • Further investigate historical topics
  • Compare and contrast life in the past and their own lives

In PHSE:

  • To realise the consequences of anti-social and aggressive behaviours such as bullying
  • To understand and empathise with others and value themselves as individuals

For further reading about life in the 18th century Y6 pupils could be directed to Coram Boy by Jamila Gavin, which also looks at the difficulties of life in the latter part of the century. Leon Garfield's Smith is a modern classic also set in this period.

Synopsis

Set in Georgian London the story is told by a young girl, Catherine Royal, known as Cat to her friends. She lives in the theatre and hears and sees more than anyone guesses.

When she overhears the owner of the theatre, and her benefactor, Mr Sheridan, talking about hiding a diamond in the theatre, her curiosity is aroused, but unfortunately she is not the only one.

The mystery adventure story that Cat recounts, takes the reader from back-stage, to some of the most evil and poverty stricken streets of London, to the drawing rooms of more stately homes.

It is a swift-moving and exciting romp through London's streets and the history of the period is portrayed in a lively and no-nonsense way. In the end Cat finds that values are worth more than diamonds and that diamonds are not all that they may appear to be.

Themes and Issues

  • Society and classes
  • Values and friendships
  • Bullying
  • Honesty and making choices
  • Slavery

Setting

  • Time: 18th century
  • Place: The Theatre Royal, Drury Lane but also the surrounding streets of London and different areas of the city.

Structure

The Diamond of Drury Lane is divided into 5 sections, called Acts; each Act is then divided into chapters/scenes. It also has a prologue and an epilogue.

The story begins in a very direct form.

Reader, you are set to embark on an adventure about one hidden treasure, two bare-knuckle boxers, three enemies and four hundred and thirty-eight rioters

This opening draws the reader in immediately, as we are invited to see the life in the18th century theatre through the eyes of Cat Royal, who has been brought up there by Mr Sheridan after she was found on the doorstep as a baby. Following this intriguing start the story quickly moves into a fast -paced adventure and mystery.

  • Opening: The prologue opens the story and sets the scene for the mystery. In Act 1 we are introduced to the main characters and life on the streets of London. We meet Johnny, the new prompt; Pedro, a former slave who can make people weep when he plays the violin; and Syd, who is leader of one of the gangs.
  • Inciting Moment: Cat overhears a conversation between Mr Sheridan and Marchmont when she learns that Mr Sheridan is to look after a diamond and keep it safe in Drury Lane.
  • Development: Cat searches for the diamond and enlists the help of Pedro, whom she does not entirely trust at first. They are introduced to the children of the Duke of Avon, Francis and Elizabeth, and are invited to entertain their friends.Cat is encouraged to become a writer and Francis, dressed as a chimney sweep, joins Cat and Pedro, on the streets of London. They are all drawn into the mystery and Cat's life is put in danger when the leader of one of the gangs, Billy, threatens her life if she does not hand over the diamond.
  • Climax: Cat realises that Johnny is really Captain Sparkler, an anti-monarchist wanted by the police. When Billy 'Boil' Shepherd captures him she has to find a way to rescue him and ensure he leaves the country.
  • Denouement: Cat is imprisoned for stealing jewels given to her by Lady Elizabeth and is forced to wait for Johnny's ship to sail for America before she can be rescued.
  • Ending: Cat is released from prison and the Duke of Avon realises his error of judgement.

The epilogue concludes the story with Cat restored to her family in the theatre – a victorious return with her value promoted and a party to celebrate.

The novel also has a list of characters at the start and a glossary of slang in the back and period vocabulary.

Narration and Point of View

The book is narrated in the first person by Cat Royal. There is also a story within a story, explaining how Cat became a writer and this is a reflection of the prologue.

I took a deep breath.
'Reader, you are set to embark on an adventure told by an ignorant and prejudiced author – me.'

Aims:

  • To encourage reflection on life in the 18th century by reading historical fiction
  • To develop understanding of the structure and elements of a different genres

Teaching Suggestions

Literacy

First thoughts

  • Read the prologue and predict what might happen.
  • What type of story is it?
  • How can you tell? What are the clues?
  • When do you think this story is taking place?

Point of view

  • The story is written in first person. Take the first paragraph and change into third person narrative then compare and contrast the effects.

Character study

  • Choose your favourite character from the novel and write a character profile for that person in the style of a modern pop magazine. Use the information you have gleaned from the novel about the character and also your imagination.
  • After reading pages 17 –20 discuss your first impressions of Johnny Smith.
    • Do you think he is a character to trust or someone to watch?
    • Use the text to support your arguments.
    • Do your impressions of Johnny change at any time during the story and if so why?
    • A little information is given about Pedro and his background.
    • Write a short plan for a sequel to his story.
    • Will he become a famous violinist and travel the world or will something else happen in his life?
    • Discuss possibilities and make a concept map of ideas before starting to write your plan.

Structure

  • Under the map at the beginning of each 'Act' is a caption.
    • Divide the class into five groups and ask each group to write a different caption for that section of the novel. Swap ideas and vote for the best substitute.
    • Discuss the structure of the novel. What part does each act play in the overall pattern of the story

Language

  • Discussion point - on page 185 a line is 'struck through by the censor'.
    • What does that mean and why do you think this was done?
    • What is the significance of the deleted sentence?
  • Look at how Mrs Peters speaks and the use of the apostrophe as a device to show how she is speaking.
    • Write this passage out in full replacing the apostrophes with the letters then read out both and discuss your impressions.
  • Read through the glossary of words in common use at the time.
    • Make a list like this of slang words in use today (no swear words!).
    • Pupils may like to work in pairs or small groups to do this and then feed back to the class at the end.
    • When the list is complete arrange it into alphabetical order.

Extending the story

  • Imagine that Johnny is brought before the court for his crimes. Role-play the scene with Cat as a witness and the other members of the 'cast' playing their parts too.
  • Plan a sequel to The Diamond of Drury Lane.
    • What other sorts of adventures might Cat become involved in?
    • Perhaps she finds some clue to her parentage, or becomes a great actress or maybe Johnny invites her to visit him in America.
    • Make a list of suggestions from the class before attempting individual work.
  • Take one scene from the story and write it out like a play script complete with stage directions. Perform in groups and discuss the effect.

Criticism, summary and review

  • Read the critics' comments
  • Read a selection of critical reviews from current newspapers
  • Write your own short, sharp comment on the novel.
  • Write your own blurb for the story.
    • What are the most important features to attract a reader?

History

  • Look at the list of critics in the front of the novel.
    • Using reference sources including the internet (Google) to find out more about these figures.
    • Are they all real people?
    • Working in pairs, or small groups, prepare a list of five facts for one of these characters and then five opinions expressed about them.

For example: Sheridan wrote The Rivals. (fact)
The Rivals is a marvellous play. (opinion)

  • The beginning of each act has a map of part of London in the 18th century.
    • Compare and contrast these maps with present day maps.
    • Are there any discernible changes?
    • Why might these changes have taken place

 

  • Slavery is mentioned in the novel.
    • Find out what was happening in America and England at that time with the importation of slaves.
    • Write a newspaper report in the style of the time from an abolitionist's perspective. You will need to look at some old newspapers first.
  • We know little of Pedro's background; who he is; where he comes from; what happened to his family.
    • Using the information gained from your investigation of slavery (see history below) write a timeline for him with what 'could' have happened to him.
  • Research the social classes of the time and the monarchy.
    • What facts can you find out about King George?
    • Why do you think the people disliked him so much?
    • Captain Sparkle was accused of treason for drawing political cartoons.
    • Discuss the changes in attitude towards the monarchy since the 18th century.
    • Research what was happening in France at this time?
  • Who were the Bow Street Runners?
    • Find out and bullet- point a list of facts about them.

PHSE

  • Bullying forms a large part of the background to this novel.
    • Have you ever been bullied?
    • How did it make you feel?
    • How could bullying be stopped?
  • In groups role-play the scene where Cat is surrounded by Billy's gang and discuss your feelings as Cat or as part of the gang.
  • Discuss how being part of a gang might make someone feel safer but could lead to more danger.
    • Make a list of good points for belonging to Syd or Billy's gang and then a list of reasons why Cat should not be involved.
    • Do you think it is fair that Cat cannot be accepted into Syd's gang just because she is a girl?
  • On page 339 Cat takes a bath.
    • She mentions her immodesty at removing her shift.
    • What does this mean?
    • What do you think about this?
    • The bathwater is also shared with Johnny. Why?
    • What does this tell you about personal hygiene and why have our attitudes changed?
  • Cat suspects that Pedro will 'shop' Johnny for the reward.
    • Discuss why Pedro could feel tempted to do so
    • 'Hot-seat Pedro' about his motives for wanting to find the diamond.

Other possibilities

  • Signor Angelini speaks in Italian.
    • Learn some other Italian words to use in everyday conversation.
    • Compile a list of European languages and answer the register every day using a different language.
    • Alternatively have a week devoted to Europe and explore the different cultures by sampling food; dressing in costumes; learning some simple phrases in the language; compiling a fact file for each country; writing a holiday brochure for the country; find out about different customs; investigate different regions of the countries and write to consulates asking for further information.
    • Present the project to the school in a class assembly.