Upper Form

Prepared by: English Language Teachers of Jempol & Jelebu Secondary Schools

CONTENTS 1.0 2.0 3.0 4.0

5.0

6.0 7.0 8.0

PREFACE ACKNOWLEDGEMENT THE WRITERS POEMS 4.1 THE LIVING PHOTOGRAPH 4.2 CHARGE OF THE LIGHT BRIGADE SHORT STORIES 5.1 TANJONG RHU (LEAVING NO FOOTPRINT) 5.2 LEAVING (CHANGING THEIR SKIES) THE RIGHT THING TO DO (FIVE SHORT PLAYS) PICTURES CONCLUSION

6 19 28 33 45 64

PREFACE This module is aimed at helping teachers to teach the new literature components which was introduced in 2015. This module was co-produced by teachers from PPD Jempol & Jelebu district who are teaching upper secondary students. Teachers can take this opportunity to make use of this module for their literature classes. Hopefully, this will help to enhance the English Language learning and teaching. Most importantly, this module will be a good resource for English teachers regardless they are experienced or less experienced teachers.

ACKNOWLEDGEMENTS A sincere and heartfelt gratitude to all English teachers who has contributed in producing this module to help teachers and students especially in teaching and learning the new literature component As one says „two heads are better than one‟. Therefore, with the help from all the teachers involved, this module has become a reality A special note of thanks to Cik Norshahida Shaarim, for her guidance and assistance. To all English language panels who are involved in completing this, your cooperation and hard work are very much appreciated.

Editor Noor Fadzillah Amran (SMK Palong 2)

Editor Writers

Noor Fadzillah Amran (SMK Palong Dua) Fifi Safia Adnan (SMA Dato’ Hj Tan Ahmad) James Thong Wai Meng (SMK Teriang Hilir)

Writers Juliana Borhanuddin (SMK Dato’ Undang Ali Al-Jufri) Fifi Safia Adnan (SMA Hj Tan Juliana Hapaz (SMK Dato’Dato‟ Undang MusaAhmad) Al-Haj) James Wai(SMK Meng LilawathiThong Ganesan Lui(SMK Barat)Teriang Hilir) Juliana (SMK Dato‟ Undang MaslindaHapaz Jamaludin (SMK Palong 7) Musa Al-Haj) Mohanah Ganesan A/P Javalan(SMK (SMK Lui Serting Hilir Kompleks) Lilawathi Barat) Noor Raihan Fatin Ruslan (SMA Haji Muhamad) Maslinda Jamaludin (SMK Palong 7) NorfarihahA/P Maidin (SMA (SMK Dato’ Hj Tan Ahmad) Mohanah Javalan Serting Hilir Kompleks) Norhaslina Manap Bahau) Noor Raihan Fatin(SMK Ruslan (SMA Haji Muhamad) Nur Ardini Chong Abdullah Bandar Baru Serting) Norhaslina Manap (SMK (SMK Bahau) Nur Liyana Sahrif (SMA Hj Muhamad) Nur Ardini Chong Abdullah (SMK Bandar Baru Serting) Nurul Husna Mustafa (SMK Datuk Mansor) Nurul Husna Mustafa (SMK Datuk Mansor) Puvaneswari Mutusamy (SMK Bahau 2) Puvaneswari Mutusamy (SMK Bahau 2) Rimamelati Shamsudin (SMK Seri Perpatih) Rozana Mohd Yunus (SMK Pasoh 2) Rozana Mohd Yunus (SMK Pasoh 2) Sivakumar A/L Athimulam (SMK Chi Wen) Sivakumar A/L Athimulam (SMK Chi Wen) Siti Zuraidah Basunan (SMK Dato‟ Undang Syed Ali Al Jufri) Siti Zuraidah Basunan (SMK Dato’ Undang Syed Ali Al Jufri) Rimamelati Shamsudin (SMK Seri Perpatih) Shubatra A/P Thangarajoo (SMK Batu Kikir [Model Khas]) Shubaila A/P Thangarajsu (SMK Batu Kikir [Model Khas]) Siti Najwa Roslan (SMK Alam Beraja) Siti Najwa Roslan (SMK Alam Beraja) Siti Suriah Mohd Jai (SMK Pertang) Wan Syeida Wan Mar Alli (SMK Seri Jempol) Syafiqa Mohd Jani (SMK Bandar Baru Serting) Yusmawati Mohd Yunus (SMA Dato‟ Haji Mustafa) Wan Syeida Wan Mar Alli (SMK Seri Jempol) Zanariah YusmawatiMohd MohdPilus Yunus(SBPI (SMA Jempol) Dato’ Haji Mustafa) Zuraida (SMK Undang Zanariah Zakaria Mohd Pilus (SBPI Jempol)Jelebu) Zuraida Zakaria (SMK Undang Jelebu)

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

The Living Photograph My small grandmother is tall there, straight back, white broderie anglaise shirt, pleated skirt, flat shoes, grey bun, a kind, old smile round her eyes. Her big hand holds mine, white hand in black hand. Her sharp blue eyes look her own death in the eye.

It was true after all, that look. My tall grandmother became small. Her back round and hunched Her soup forgot to boil. She went to the awful place grandmothers go Somewhere unknown, unthinkable.

But there she is still, In the photo with me at three, The crinkled smile is still living, breathing.

Jackie Kay

6



TASK 1 Refer to the poem and fill in the blanks with the correct phrases or words. physical appearance poet's youth, purity, and innocence. dying

hunched and forgetful too ill afterlife fresh and new

STANZA 1

My small grandmother is tall • The first four lines described the there, grandmother's………………………………... straight-back,white broderie anglaise shirt, pleated skirt,flat shoes,grey bun, a kind,old smile round her eyes.

Her big hand holds mine, white hand in black hand.

Her sharp blue eyes look her own death in the eye.

• The white hand represents……………......……………………… ………………………..whereas the black hand represents that the grandmother is experienced, an old soul, and has been through a lot, since she's old.

• The grandmother is ……………………….……….

STANZA 2 It was true after all that look. My tall grandmother became small. Her back round and hunched. Her soup forgot to boil.

She went to the awful place grandmothers go. Somewhere unkonwn,unthinkable.

• The grandmother who was a tall stature became small,………………………………………………… …………………………………………….

• The grandmother is………………., she could no longer take care of herself

STANZA 3 But there she is still, in the photo with me at three, the crinkled smile is still living , breathing.

By: Ms Mazlinda & Ms.Rimamelati

• The poet's memory of her grandmother is still……………………………. When she looks at the photograph, she feels her grandmother’s presence.

7



Understanding Literary Devices Task 2 : Complete the tree map of the literary devices used in the poem. Identify the words from the poem. Then, answer the question below.

THE LIVING PHOTOGRAPH By Jackie Kay

POETIC DEVICES

SYMBOL

PERSONIFICATION

IMAGERY

A word or object that has a few meaning and represents several things at one time.

An object or animal that is given human qualities or personalities.

_______________________

_______________________

______________________

_______________________

_______________________

______________________

_______________________

_______________________

______________________

The use of words and phrases to create “mental images” for the reader.

______________________

METAPHOR

CONTRAST

A comparison made between two things without the use of words such as ‘like’ or ‘as’.

Is used to describe the difference(s) between two or more entities.

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

Question : What does it means “Her soup forgot to boil” and why did she forgot?


8



THE LIVING PHOTOGRAPH - By Jackie Kay

Describing the Persona’s Grandmother Task 3 a) : Read first stanza and answer the following questions about the grandmother. 1. To whom do you think the title of the poem is related to? _____________________________________________________________________ 2. Dressing – what did her grandmother wear? _____________________________________________________________________ 3. Physical appearance - (As described in Stanza 1) _____________________________________________________________________ _____________________________________________________________________ 4. Facial Expression – How did her grandmother look? _____________________________________________________________________ _____________________________________________________________________ 5. Eyes – What colour were her eyes? _____________________________________________________________________ 6. The skin colour of the persona and grandmother? _____________________________________________________________________ Task 3 b) : Complete the bubble map and identify the words that the poet used in Stanza 1 to describe the grandmother.


9



THE LIVING PHOTOGRAPH - By Jackie Kay

Stanza 1 My small grandmother is tall there, Straight -back, white broderie anglaise shirt, pleated skirt, flat shoes, grey bun, a k ind, old smile round her eyes. Her big hand holds mine, white hand in black hand. Her sharp blue eyes look her own death in the eye. Task 4 : Based on the first stanza of the poem, answer the following questions. 1. Who are in the photograph ? ______________________________________________________________ ______________________________________________________________ 2. Describe the grandmother‟s skirt and shoes ? ______________________________________________________________ ______________________________________________________________ 3. In stanza 1, which words mean „open embroidery on white linen’ ? ______________________________________________________________ _____________________________________________________________________ 4. What do the ‘sharp blue eyes’ tell us about the grandmother’s race ? ________________________________________________________________________ ________________________________________________________________________ 5. Do you think the grandmother can be described as brave ? ________________________________________________________________________ ________________________________________________________________________ By: Ms Mazlinda & Ms.Rimamelati

10



SUGGESTED ANSWERS THE LIVING PHOTOGRAPH BY JACKIE KAY TASK 1

The Living Photograph Stanza 1 My small grandmother is tall there, straight-back, white broderie anglaise shirt, pleated skirt, flat shoes, grey bun, a kind, old smile round her eyes. Her big hand holds mine, white hand in black hand. Her sharp blue eyes look her own death in the eye.

Stanza 2 It was true after all that look. My tall grandmother became small. Her back round and hunched. Her soup forgo to boil. She went to the awful place grandmothers go. Somewhere unkonwn, unthinkable. Stanza 3 But there she is still, in the photo with me at three, the crinkled smile is still living ,breathing.


Synopsis The first four lines described the grandmother's physical appearance. White hand represents the poet's youth, purity, and innocence. Black hand represents that the grandmother is experienced, an old soul, and has been through a lot, since she's old. The grandmother is dying.

The grandmother who was a tall stature became small, hunched and forgetful. The grandmother is too ill, she could no longer take care of herself and she died. The afterlife.

The poet's memory of her grandmother is still fresh and new. When she looks at the photograph, she feels her grandmother’s presence.

11



TASK 2 1. Symbol: the photograph 2. Contrast:

- straight-backed – hunched -

White hand in black hand

3. Imaginary: (imagery of a prim a properly dressed person) - Straight-back -

White broderie anglaise shirt

-

Pleated skirt

-

Flat shoes

-

Grey bun

4. Metaphor: ‘ sharp blue eyes look her own death in th eye’ 5. Personification: ‘ soup forgot to boil’ 6. HOTS: The soup was not boiled because the persona’s grandmother has become forgetful person as she becomes older. (accept any other possible answers) TASK 3 (a) 1. The persona’s grandmother. 2. A white broderie anglaise shirt and pleated skirt. 3. Tall and straight-back. 4. Kind, smiling and pleasant looking. 5. Blue 6. The persona has darker skin colour compared to her grandmother. TASK 3 (b) Tall Kind Straight-back Pleasant smile Blue eyes White hands Big hands By: Ms Mazlinda & Ms.Rimamelati

12



TASK 4 1. The persona and her grandmother 2. The skirt was pleated and the shoes were flat. 3. Broderie anglaise 4. It tells us that she is a white woman. (accept any other possible answers) 5. Yes, because she was said to have looked ‘ her own death in the eye’


13



THE LIVING PHOTOGRAPH

PRACTICE 1 Open-ended questions 1. In stanza 1, a. What does the phrase „grey bun‟ refers to? __________________________________________________________________(1 mark) b. List two words that describe the grandmother‟s character traits. i.

_____________________

ii.

_____________________

(2 marks)

c.Name one quality that the grandmother possesses. Why do you say so? _________________________________________________________________________ _________________________________________________________________(2 marks) 2. In stanza 2, a.How does her grandmother look as she aged? _____________________________________________________________ (2 marks) b. What do you think she has forgotten to do? ______________________________________________________________ (1 mark) c. Which phrase has the same meaning as „death‟? _______________________________________________________________ (1 mark) 3. In stanza 3, a. The word „she‟ in the line „But there she is still’ refers to _______________(1 mark) b. Which word tells us about the persona‟s age?

______________________ (1 mark)

c. Why do you think the smile is crinkled? ______________________________________________________________ (2 marks)

By: Mr James & Mr Sivakumar

14



.PRACTICE 2 Complete the puzzle with the help of the clues. The last letter of each word has been provided. The letters in the coloured/shaded squares form 2 words which complete the sentence below: Children should ______________ ________________ to their elders. 1

L

2

S

3

T

4

S

5

G

6

N

7

L

8

K

Clues 1. 2. 3. 4. 5. 6. 7. 8.

A method to make water safe for drinking. They give us sight. Past tense of „forget‟ Present tense of „was‟. To be alive Opposite of „out‟ Another word for „terrible‟ Synonym for „see‟


15



PRACTICE 3 State whether the following statements are TRUE or FALSE. 1. 2. 3. 4. 5. 6.

The persona reminisces about her grandmother. The persona‟s grandmother had passed away. The persona‟s grandmother seemed to be a strict woman. The persona is now a grown woman. The persona‟s grandmother is a black woman. The persona‟s grandmother is not afraid to face death.

( ( ( ( ( (

) ) ) ) ) )

PRACTICE 4 Complete the bubble map below with the adjectives describing the grandmother.

GRANDMOTHER


16



Practice 1 Answers 1. a. It refers to how the hair was tied. b. i. kind / kind-hearted ii. concerned c. kindness. Because she comforted the persona by holding on to her hand while on her death bed. 2. a. small and hunched. b. she has forgotten to turn on the stove while preparing the soup. c. „the awful place‟ 3. a. the persona‟s grandmother b. „three‟ c. the persona‟s grandmother has aged

Practice 2 Answers 1

B

O

I

L

2

E

Y

E

S

3

F

O

R

G

O

T

4

I

S

5

L

I

V

I

N

G

6

I

N

7

A

W

F

U

L

8

L

O

O

K

Children should be filial to their elders.


17



Practice 3 Answers 1. 2. 3. 4. 5. 6.

TRUE TRUE FALSE TRUE FALSE TRUE

Practice 4 Answers 1. 2. 3. 4. 5. 6. 7. 8.

kind friendly concerned small hunched forgetful brave pleasant


18

Charge of the Light Brigade


The Charge of The Light Brigade Half a League, half a league,

Cannon to right of them

Half a league onward,

Cannon to left of them,

All in the valley of Death

Cannon in front of them

Rode the six hundred.

Volleyed and thundered;

“Forward, the Light Brigade!

Stormed at with shot and shell,

Charge for the guns!” he said.

Boldly they rode and well,

Into the Valley of Death

Into the jaws of Death,

Rode the six hundred.

Into the mouth of Hell Rode the six hundred.

“Forward, the light Brigade!” Was there a man dismayed? Not though the soldier knew Some one had blundered. Theirs not to make reply, Theirs not to reason why, Theirs but to do and die. Into the Valley of Death Rode the six hundred.

Alfred, Lord Tennyson

,

19



Complete the crossword puzzle below using the clues given. 5 1

2

6

3

7

4

Across 1. A unit of measurement 2. To show love for one’s country 3. The number of men in the brigade 4. Past tense of ride Down 4. The war was between the British and the ____ 5. Warzone 6. A type of weapon 7. Feeling fearful By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

20



Complete the crossword puzzle below using the clues given. 5B 1L

E

2P

A

3S

4R

O

A T T L E F I E L D

G

U

E

R

I

O

T

I

S

M

D

R

E

6C

X

H

U

E

A N N O N

U S S I A N

7D

I S M A Y E D

Across 1. A unit of measurement 2. To show love for one’s country 3. The number of men in the brigade 4. Past tense of ride Down 4. The war was between the British and the ____ 5. Warzone 6. A type of weapon 7. Feeling fearful By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

21



Unscramble the words below.

1. DVLEYLEO

2. AHDTE

3. EHTNUEDRD

5. NOANCN

4. AEELUG

6. LDBENEDRU

1. _____________ 2. _____________ 3. _____________ 4. _____________ 5. _____________ 6. _____________

By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

22



Unscramble the words below.

1. DVLEYLEO

2. AHDTE

3. EHTNUEDRD

5. NOANCN

4. AEELUG

6. LDBENEDRU

1. VOLLEYED 2. DEATH 3. THUNDERED 4. LEAGUE 5. CANNON 6. BLUNDERED


23



Match each literary device with the correct lines/phrases from the poem.

Rhyme

Repetition

Imagery

Literary devices

Lines/phrases

1.

Cannon to the right of them, Cannon to the left of them, Cannon in front of them

2.

Into the valley of Death

3.

Stormed at with shot and shell

4.

Theirs not to make reply, Theirs not to reason why, Theirs but to do and die.

5.

Into the jaws of Death, Into the mouth of Hell

Personification

Alliteration


24



Match each literary device with the correct lines/phrases from the poem.

Rhyme

Repetition

Imagery

Literary devices

Personification

Alliteration

Lines/phrases

1. Repetition

Cannon to the right of them, Cannon to the left of them, Cannon in front of them

2. Imagery

Into the valley of Death

3. Alliteration

Stormed at with shot and shell

4. Rhyme

Theirs not to make reply, Theirs not to reason why, Theirs but to do and die.

5. Personification

Into the jaws of Death, Into the mouth of Hell


25



Match the given Literal Meaning and the Figurative Meaning with the correct stanza.

LITERAL MEANING

FIGURATIVE MEANING STANZA 1

STANZA 2

STANZA 3


26



Set 3

LITERAL MEANING

FIGURATIVE MEANING

The order ‘Forward, the Light Brigade’ was given. Yet, no one protested or questioned the orders although they knew it was a blunder. As soldiers, their duty was to follow orders. Whatever they were. The soldiers had no right to question whether the orders given were right or wrong and even if it meant death, they still had to follow the orders. So the 600 soldiers rode on into the Valley of Death.

While doing the project as directed, we may be questioned by the authorities and threatened with letters of complaints and expulsion. Yet we carry on proudly and confidently with faith in the leader.

The enemies fired the guns or cannons from all sides, left, right, and front of them. Although they were so badly attacked, the 600 soldiers rode on boldly and properly into the war area.

In our daily life, in school or in the workplace, we may be asked to carry out certain projects. These projects may be under a team leader. When we are given instructions to do certain things, we normally as team members will do as instructed. The norm is to follow the leader and so not knowing any better, we tend to follow the given instructions to the letter.

600 soldiers of the Light Brigade rode for a distance of half a league (about two and a half km) into the Valley of Death on the orders of their commander. He had ordered them to charge forward and attack the enemy soldiers who were in the valley.

When given instructions to do something, we do not feel afraid to carry them out. We have faith in the leader and even though we know there are mistakes, somehow or other we do not question or query. This could be because we expect our leader to know better or that person might have more experience than us. Therefore, our duty is to follow and not to reason out the whys and wherefores.


27

Tanjong Rhu: Leaving no Footprints


TANJONG RHU

28

Tanjong Rhu: Leaving No Footprints


Question 1 Sequence the events in the correct order. Use a flow map. Work in groups of four.

By:Ms Juliana, Ms Mohana &Ms Zuraidah

29



Question 2 (HOTS) If you were Ah Ma, what will you put in the locked drawer? Give your reasons. ________________________________________________________________ ________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

Question 3 (HOTS) Where do you think the drawer‟s key is? Why?


30



Question 4 Create a pair of binoculars using scrap materials. Make it your signature pair.


31



Suggested Answers: Question 1 1. 2. 3. 4.

Mr Li bought a pair of binoculars for Ah Ma. He brought them home to give to her. Ah Ma was in the garden feeding the chickens. She was not interested in having the binoculars or see – far glasses. 5. She hoped to use the see – far glasses to see Tanjong Rhu. 6. Next morning, after completing her prayers, she followed Mr Li to his office. 7. At the office, Ah Ma looked into the distance without using the binoculars. 8. She recalled the happy times she had with Mr Li when he was a child. 9. Mr Li could not recall his childhood days clearly. 10. When he wanted to ask and listen to Ah Ma, she was deathly ill in hospital. 11.

Question 2 1. Many pictures of her and her son - Mr Li to reminisce memories of their stay in Tanjung Rhu. 2. Belongings of her late husband (like clothes, pictures, personal stuff and etc.) - to recall the memories of her husband. 3. Letter to his son -talking about her feelings and her love to him 4. Any relevant answers Question 3 1. The altar room because she always prays and thinks about her past life in Tanjung Rhu 2. Mr Li’s office when Ah Ma visited him once 3. Ah Ma’s necklace 4. Ant relevant answers

Question 4 Any relevant answers.


32

Leaving: Changing Their Skies


LEAVING

33


[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS] Changing their skies: Leaving

Worksheet 1 Fill in the blanks with suitable words or phrases from the text read.

1. 2. 3. 4. 5.

Aloo is accepted into a university to study………………… Mother asks for ------------- advice on Aloo‟s education. Aloo‟s main ambition is to be----------------------Aloo‟s father passes away when mother was --------------------- years old. Aloo‟s mother did not have to worry about the education fee because Aloo was offered……………….

Worksheet 2 Mind mapping : In the story „Leaving‟, the characters are facing a problem and trying to solve it. In the mind map below, state the problem and list down what you have learnt from the story.

Lesson 1:

Lesson 3:

Problem:

Lesson 2:

By:Ms Ardini &Ms Puvanes

Lesson 4:

34



Worksheet 3 Provide short answers for the following questions. 1. What specific incident made Aloo think about his future?

(1 mark) 2. How did Mother feel about Aloo going to America?

(1 mark) 3. Why does Mother finally allow Aloo to go?

(1 mark) 4. What is main theme of the story? Give evidence from the text.

(2 marks) 5. If you were Aloo, would you return home one day? Give reasons for your answer.

(2 marks)


35



Worksheet 4

1. Imagine how Mr Velji would look like. Draw a portrait based on the description in the story.


36



2. Work in groups of four. Imagine that Aloo does indeed return home after completing his studies. How would he have changed? Prepare a dialogue between Aloo, Mother, the narrator and Mr Velji on the day of his homecoming. Act out the scene.


37



Answer scheme: Worksheet 1: 1. Agriculture 2. Mr. Velji 3. further his studies in America 4. 33 5. a scholarship

Worksheet 2: Problem: Mother does not allow Aloo to further his studies overseas. Lesson 1: it is important to seize opportunities given to us Lesson 2: we must respect our elders Lesson 3: we must be grateful to our parents Lesson 4: stay determined and do not fear of the unfamiliar

Worksheet 3: 1. 2. 3. 4.

When Mr. Datoo comes for a visit and talks about America She is afraid that once he leaves, he will never return She sees how badly Aloo wants to go and finally relents. I think the main theme is separation as is illustrated in the pain Mother feels when she knows Aloo will leave home. 5. Accept any suitable answer.

Worksheet 4: Accept any suitable answer.


38



Exercise 1 Match the dialogues below with the correct character. page 33 “They are giving me a place with a scholarship”

Aloo page 34 “And how we are going to get three thousand shillings?...”

page 36 “...this one wants to go to America.”

Mother

Page 37 “How did you do in the school exam?”

page 37 “All the rich kids go every year and they are not lost.”

Mr. Velji

page 37 “But if you send him, you will lose your son…it is a far place, America.”

By: Ms Juliana & Ms Zuraida

39



Exercise 2 Write True or False for the following statements about Aloo. 1. Aloo is accepted into an American university. _____________ 2. Aloo loves to read. _____________ 3. Aloo wants to study agriculture. _____________ 4. Aloo is the eldest child of a family of five siblings. _____________ 5. He is a lazy boy. _____________ 6. He is a bright student in his first year of school. _____________ 7. Aloo did not get a scholarship to study at the California Institute _____________ of Technology. 8. He is curious and excited to study overseas. _____________


40



Exercise 3 Compare and contrast the advantages of studying at local universities and abroad

Tanzania


America

41



Exercise 4 Read the synopsis provided and complete the Bubble Map.

Synopsis


42



Exercise 1 (Answers) 1. 2. 3. 4. 5. 6.

Aloo Mother Mother Mr Velji Aloo Mr Velji

Exercise 2 (Answers) Write True or False for the following statements about Aloo. 1. Aloo is accepted into an American university.

True

2. Aloo loves to read.

True

3. Aloo wants to study agriculture.

False

4. Aloo is the eldest child of a family of five siblings.

False

5. He is a lazy boy.

False

6. He is a bright student in his first year of school.

False

7. Aloo did not get a scholarship to study at the California Institute of Technology. 8. He is curious and excited to study overseas.


False True

43



Exercise 4 (Answer) Mother wants her children to have high education

A story of a young Indian boy, Aloo

He receives an offer from the California Institute Of Technology

Aloo is inspired by Mr Datoo

Finally, Aloo‟s mother allows him to study in America

Synopsis

Aloo‟s mother seeks advice from Mr Velji, the school officer

Aloo starts to apply to every university in America Aloo lives with his mother in Tanzania

The family could not afford to send Aloo overseas.


Aloo wants to pursue his education in America Mother does not allow Aloo to study overseas because she is afraid he would never return.

44

The Right Thing To Do: Five Short Plays


THE RIGHT THING TO DO

45



Fill in the blanks with suitable expressions from the text. Rebecca sees a man lying on the pavement of the street. She looks at the man, then she looks around and seeing that (1)______________________________, she

starts

to

walk

way.

However,

she

stops

and

goes

back

(2)_________________________ again. Just then, Patrick walks past and he looks

at

the

man.

He

asks

about

the

man

and

wants

to

know

(3)”__________________________?”. David comes by and after asking a few questions

an

arguing

with

(4)_____________________!”.

As

the

other

they

are

two

finally

hesitating

and

says,

“And

arguing,

a

(5)_____________________ comes and she immediately starts helping the man. The three bystanders want to know her relationship with the man‟s condition because as Rebecca says, “Then (6)__________________________.” But, she tells them to be quiet and instructs David to (7)______________________, Rebecca to get water and Patrick to (8)___________________. They help him to take a pill and he feels better. The woman goes away quietly unnoticed by the others. call the ambulance

is he dead

woman in blue

feel the man’s pulse

there is nobody around

it’s not my problem

he’s not your problem

to look at the man

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

46



Number the following sentences to show the correct sequence of the story. a. A woman in blue sees the man and she bends down to help the man.( ) b. Rebecca sees a man lying on the pavement of the street. ( ) c. She tells the three of them to do as she instructs – call the ambulance, get water and feel the man‟s pulse. ( ) d. David comes by and all three bystanders feel it is not their problem. ( ) e. They give the man a pill from his pill bottle and he recovers and thanks them quietly. ( ) f. Michael Scott thanks the three bystanders before leaving with the ambulance. ( ) g. The ambulance comes and the doctor and nurse examine the man. ( ) h. She is wondering what she should do when Patrick comes by and both look at the man. ( )


47



Write T for True’ statements and F for false statements. 1. Rebecca is the first person who find the man lying in the street

(

)

2. The man lying in the street is dead

(

)

3. The woman in blue is a doctor

(

)

4. Rebecca is instructed to call the ambulance

(

)

5. Patrick feels the man‟s pulse

(

)

6. The woman in blue feels proud to save the man

(

)

7. The man lying in the street is a famous TV chef

(

)

8. Patrick, Rebecca and David are ignorant

(

)

9. There is a bottle of pills in the man‟s pocket

(

)

10. The man is unconscious because he is drunk

(

)


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Check your understanding by filling in the blanks with some of the elements of the story in the space provided. (i-think) Plot: Exposition

Climax

Rising Action

Falling Action

Resolution


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Check your understanding by filling in the blanks with some of the elements of the story in the space provided.

Title: ____________________________________________ Author: _______________________________________ Setting:

1. .......................................................... .

Characters 1. ___________________________ 2. ___________________________ 3. ___________________________ 4. ___________________________ 5. ___________________________ 6. ___________________________ 7. ___________________________


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State the similarities and differences of the characters in the Double Bubble Map below.

Civic-minded

Clueless

Did not know the man lying on the street

The woman in blue

Rebecca

Double Bubble Map for Comparing (similarities) and Contrasting (differences)


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Based on the drama “The Right Thing to Do”, complete the double bubble map. Similarities vs. Differences

PATRICK

REBECCA


(i-Think)

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List the themes of the play „The Right Thing To Do‟ in the Bubble Map below. Themes are the underlying messages or ‘big ideas‘ of a story. e.g: love and sacrifice, friendship and identity crisis.

Taking charge in times of emergency

THEMES


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The Elements of The Right Thing To Do Main Ideas/Themes (Main ideas of the Drama)

Characters

When? (Setting of Time)

Where? (Setting of Place)

What? (Summary of the Plots)

Why? (HOTS)

Values (What have you learn from the drama?)


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What are the right things to do if you see an unconscious man lying in the street?

HOTS I-think: Bubble Map


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[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS] Answer Sheets

FIVE SHORT PLAYS-‘THE RIGHT THING TO DO’ BY MARTYN FORD

Fill in the blanks with suitable expressions from the text. Rebecca sees a man lying on the pavement of the street. She looks at the man, then she looks around and seeing that (1)there is nobody around. She starts to walk way. However, she stops and goes back (2)to look at the man again. Just then, Patrick walks past and he looks at the man. He asks about the man and wants to know (3)”Is he dead?”. David comes by and after asking a few questions an arguing with the other two finally says, “And (4)it’s not my problem”. As they are hesitating and arguing, a (5)woman in blue comes and she immediately starts helping the man. The three bystanders want to know her relationship with the man‟s condition because as Rebecca says, “Then (6)he’s not your problem.” But, she tells them to be quiet and instructs David to (7)call the ambulance, Rebecca to get water and Patrick to (8)feel the man’s pulse. They help him to take a pill and he feels better. The woman goes away quietly unnoticed by the others.

call the ambulance

is he dead

woman in blue

feel the man’s pulse

there is nobody around

it’s not my problem

he’s not your problem

to look at the man


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Number the following sentences to show the correct sequence of the story. a. A woman in blue sees the man and she bends down to help the man. ( 4 ) b. Rebecca sees a man lying on the pavement of the street. (1 ) c. She tells the three of them to do as she instructs – call the ambulance, get water and feel the man‟s pulse. ( 5 ) d. David comes by and all three bystanders feel it is not their problem. ( 3 ) e. They give the man a pill from his pill bottle and he recovers and thanks them quietly. ( 6) f. Michael Scott thanks the three bystanders before leaving with the ambulance. ( 8 ) g. The ambulance comes and the doctor and nurse examine the man. ( 7 ) h. She is wondering what she should do when Patrick comes by and both look at the man. (2 )


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Write T for True’ statements and F for false statements. 1. Rebecca is the first person who find the man lying in the street

(T)

2. The man lying in the street is dead

(F)

3. The woman in blue is a doctor

(F)

4. Rebecca is instructed to call the ambulance

(F)

5. Patrick feels the man‟s pulse

(T)

6. The woman in blue feels proud to save the man

(F)

7. The man lying in the street is a famous TV chef

(T)

8. Patrick, Rebecca and David are ignorant

(T)

9. There is a bottle of pills in the man‟s pocket

(T)

10. The man is unconscious because he is drunk

(F)


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The right thing to do Plot: Exposition Patrick and Rebecca see a man lying on the pavement of a street. They are unsure whether they should help him. Each felt it is not his or her duty to help the man. Rising Action David passes by and asks about the man. The other two answers they do not know. Both men feel that Rebecca should help the man as she is the first there. She, however, insists that it is not her problem. Climax A woman in blue helped the man by giving instructions to the three bystanders. They were instructed on what they should do during an emergency. The man recovered after he was given pill from his medicine bottle. Falling action The ambulance comes and a nurse checks that the man is well. The man is Michael Scott, the famous TV chef. Scott thanks the three of them and then the ambulance takes him away. Resolution The three, Rebecca, Patrick and David are happy the man is going to be all right. They have done the right thing for him. He is alive because of them. They criticise the woman for walking away and not wanting to help. It is an important day for them as they have helped someone famous. Similarities 1. Ignorance 2. Unwillingness Title: The Right Thing To Do Author: Martyn Ford Setting: A street in town Characters 1. Rebecca 2. Patrick 3. David 4. Woman in blue 5. Michael Scott By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

6. Doctor 7. Nurse

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Based on the drama “The Right Thing to Do”, complete the double bubble map. (i-Think) Similarities vs. Differences

Ignorant

Like compliments

Express happiness

PATRICK

REBECCA


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List the themes of the play „The Right Thing To Do‟ in the Bubble Map below.

Taking charge in times of emergency

Bringing out the best in others

Acknowledge and appreciate help given by others

Do the right thing when occasion warrants it

THEMES

Take credit only if one deserves it

By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

Learn by example

Be alert to what others do or not do

Humility and sincerity when giving help

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The Elements for The Right Thing To Do Themes (Main ideas of the Drama) Taking charge in times of emergency Do the right thing when the occasion warrants it Learn by example Be alert to what others do or not do Bringing out the best in others Humility and sincerity when giving help Acknowledge and appreciate help given by others Take credit only if one deserves it

When? (Setting of Time) Daytime

Characters

What?

Woman in blue David Patrick Rebecca

(Summary of the Plots) A man fainted on the streets and the passers by was wondering if they should help the man, who was a famous chef

Where? (Setting of Place) The sidewalk of a street in town

Why? (HOTS – why do you think the passers by do not want to help the man?)

Values (What have you learn from the drama?)

By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

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PICTURES DURING THE WORKSHOP

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CONCLUSION This module shows that teachers from Jempol & Jelebu can work hand in hand in order to come out with great ideas for development of English language. Hence, with fun activities to do during the literature lesson, it is hoped that students are able to understand and learn better. This teacher collaboration will hopefully bring great results to the teaching community. Therefore more collaboration between teachers from Jempol and Jelebu should be carried out from time to time in order to produce more creative materials that may be used in the classrooms.

Thank you for your support

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By:

Upper Form

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