literature form 4 n 5 2015

8/18/2019 Literature Form 4 n 5 2015

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Prepared by:

English Language Teachers of Jempol & Jelebu


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CONTENTS

1.0 PREFACE

2.0 ACKNOWLEDGEMENT3.0 THE WRITERS

4.0 POEMS

4.1 THE LIVING PHOTOGRAPH 6

4.2 CHARGE OF THE LIGHT BRIGADE 19

5.0 SHORT STORIES

5.1 TANJONG RHU (LEAVING NO FOOTPRINT) 28

5.2 LEAVING (CHANGING THEIR SKIES) 336.0 THE RIGHT THING TO DO (FIVE SHORT PLAYS) 45

7.0 PICTURES 64

8.0 CONCLUSION


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PREFACEThis 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 learningand teaching.

Most importantly, this module will be a good resource

for English teachers regardless they are experienced

or less experienced teachers.


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ACKNOWLEDGEMENTS

A sincere and heartfelt gratitude to all English

teachers who has contributed in producing this

module to help teachers and students especially inteaching 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.


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Editor

Noor Fadzillah Amran (SMK Palong Dua)

Writers

Fifi Safia Adnan (SMA Dato‟ Hj Tan Ahmad)

James Thong Wai Meng (SMK Teriang Hilir)

Juliana Hapaz (SMK Dato‟ Undang Musa Al-Haj)

Lilawathi Ganesan (SMK Lui Barat)

Maslinda Jamaludin (SMK Palong 7)

Mohanah A/P Javalan (SMK Serting Hilir Kompleks)

Noor Raihan Fatin Ruslan (SMA Haji Muhamad)

Norhaslina Manap (SMK Bahau)

Nur Ardini Chong Abdullah (SMK Bandar Baru Serting)

Nurul Husna Mustafa (SMK Datuk Mansor)

Puvaneswari Mutusamy (SMK Bahau 2)

Rozana Mohd Yunus (SMK Pasoh 2)

Sivakumar A/L Athimulam (SMK Chi Wen)

Siti Zuraidah Basunan (SMK Dato‟ Undang Syed Ali Al Jufri)

Rimamelati Shamsudin (SMK Seri Perpatih)

Shubaila A/P Thangarajsu (SMK Batu Kikir [Model Khas])

Siti Najwa Roslan (SMK Alam Beraja)

Wan Syeida Wan Mar Alli (SMK Seri Jempol)

Yusmawati Mohd Yunus (SMA Dato‟ Haji Mustafa)

Zanariah Mohd Pilus (SBPI Jempol)

Zuraida Zakaria (SMK Undang Jelebu)

Editor

Noor Fadzillah Amran (SMK Palong 2)

Writers

Fifi Safia Adnan (SMA Dato’ Hj Tan Ahmad)

James Thong Wai Meng (SMK Teriang Hilir)

Juliana Borhanuddin (SMK Dato’ Undang Ali Al-Jufri)

Juliana Hapaz (SMK Dato’ Undang Musa Al-Haj)

Lilawathi Ganesan (SMK Lui Barat)

Maslinda Jamaludin (SMK Palong 7)

Mohanah A/P Javalan (SMK Serting Hilir Kompleks)

Noor Raihan Fatin Ruslan (SMA Haji Muhamad)

Norfarihah Maidin (SMA Dato’ Hj Tan Ahmad)

Norhaslina Manap (SMK Bahau)

Nur Ardini Chong Abdullah (SMK Bandar Baru Serting)

Nur Liyana Sahrif (SMA Hj Muhamad)

Nurul Husna Mustafa (SMK Datuk Mansor)

Puvaneswari Mutusamy (SMK Bahau 2)

Rimamelati Shamsudin (SMK Seri Perpatih)

Rozana Mohd Yunus (SMK Pasoh 2)

Sivakumar A/L Athimulam (SMK Chi Wen)

Siti Zuraidah Basunan (SMK Dato’ Undang Syed Ali Al Jufri)

Shubatra A/P Thangarajoo (SMK Batu Kikir [Model Khas])

Siti Najwa Roslan (SMK Alam Beraja)

Siti Suriah Mohd Jai (SMK Pertang)

Syafiqa Mohd Jani (SMK Bandar Baru Serting)

Wan Syeida Wan Mar Alli (SMK Seri Jempol)

Yusmawati Mohd Yunus (SMA Dato’ Haji Mustafa)

Zanariah Mohd Pilus (SBPI Jempol)

Zuraida Zakaria (SMK Undang Jelebu)


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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


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By: Ms Mazlinda & Ms.Rimamelati 8

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

Is used to describe the

difference(s) between two or

more entities.

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

y Jackie Kay

POETIC DEVICES

A word or object that has a

few meaning and represents

several things at one time.

SYMBOL

The use of words and

phrases to create “mental

images” for the reader.

IMAGERY

A comparison made between

two things without the use of

words such as ‘like’ or ‘as’.

METAPHOR

An object or animal that is given

human qualities or personalities.

CONTRAST

PERSONIFICATION

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

______________________

______________________

______________________

______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________


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THE LIVING PHOTOGRAPH - By Jackie Kay

Describing the Persona’s Grandmother

Task 3 a) : Read first stanza and answer the following questions aboutthe 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.


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THE LIVING PHOTOGRAPH - By Jackie Kay

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 ?

________________________________________________________________________

________________________________________________________________________

Stanza 1

My small grandmother is tall t here,

Straight -back, white broderie

anglaise shirt,

pl eat ed 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.


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SUGGESTED ANSWERS

THE LIVING PHOTOGRAPH BY JACKIE KAY

TASK 1

The Living Photograph Synopsis

Stanza 1

My small grandmother is tall there,straight-back, white broderie anglaiseshirt,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 deathin the eye.

The first four lines described thegrandmother's physicalappearance.White hand represents thepoet's youth, purity, andinnocence.Black hand represents that thegrandmother is experienced, an

old soul, and has been through alot, since she's old.The grandmother is dying.

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 placegrandmothers go.Somewhere unkonwn, unthinkable.

The grandmother who was a tallstature became small, hunchedand forgetful. The grandmotheris too ill, she could no longer

take care of herself and shedied.The afterlife.

Stanza 3

But there she is still,in the photo with me at three,

the crinkled smile is still living,breathing.

The poet's memory of hergrandmother is still fresh andnew. When she looks at thephotograph, she feels her

grandmother’s presence.


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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


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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’


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By: Mr James & Mr Sivakumar 14

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)


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.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. A method to make water safe for drinking.

2. They give us sight.

3. Past tense of „forget‟

4. Present tense of „was‟.

5. To be alive

6. Opposite of „out‟

7. Another word for „terrible‟

8. Synonym for „see‟


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PRACTICE 3

State whether the following statements are TRUE or FALSE .

1. The persona reminisces about her grandmother. ( )

2. The persona‟s grandmother had passed away. ( )3. The persona‟s grandmother seemed to be a strict woman. ( )

4. The persona is now a grown woman. ( )

5. The persona‟s grandmother is a black woman. ( )

6. The persona‟s grandmother is not afraid to face death. ( )

PRACTICE 4

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

GRANDMOTHER


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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.


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Practice 3 Answers

1. TRUE

2. TRUE

3. FALSE

4. TRUE

5. FALSE

6. TRUE

Practice 4 Answers

1. kind

2. friendly

3. concerned

4. small5. hunched

6. forgetful

7. brave

8. pleasant


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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

19

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

,


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By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 20

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


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Complete the crossword puzzle below using the clues given.

5 B

1 L E A GU

E

T

2 P A T R I O T I S M

L

E 6 C

F A

3 S I X H U N D R E 7 D

E N I

L O S

4 R O D E N M

U A

S Y

S E

I D

A

N

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


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Unscramble the words below.

1. _____________

2. _____________

3. _____________

4. _____________

5. _____________

6. _____________

6 LDBENEDRU

2 AHDTE DVLEYLEO

3 EHTNUEDRD

5 NOANCN

4 AEELUG


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Unscramble the words below.

1. VOLLEYED

2. DEATH

3. THUNDERED

4. LEAGUE

5. CANNON

6. BLUNDERED

6 LDBENEDRU

2 AHDTE DVLEYLEO

3 EHTNUEDRD

5 NOANCN

4 AEELUG


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

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

Rhyme

Imagery

Repetition

Alliteration

Personification


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

Literary devices 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

Rhyme

Imagery

Repetition

Alliteration

Personification


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

FIGURATIVE MEANINGLITERAL MEANING

STANZA

STANZA 2

STANZA 3


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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 oninto 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 andso 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 werein 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 ourleader 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.


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Tanjong Rhu: Leaving no Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

28

TANJONG RHU


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Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

By:Ms Juliana, Ms Mohana &Ms Zuraidah

Question 1

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


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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?


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Question 4

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


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Suggested Answers:

Question 1

1. Mr Li bought a pai r of binoculars for Ah Ma.

2. He brough t them home to give to her.

3. Ah Ma was in the garden feeding the chickens.

4. 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, af ter complet ing her prayers, she fol lowed

Mr Li to his of f ice.

7. At the of f ice, Ah Ma looked into the dis tance wi thout

us ing the binoc ulars.

8. She recalled the happy t imes she had wi th Mr Li when he

was a ch i ld.

9. Mr Li could not recal l his chi ldhood d ays clear ly .

10.When he wanted to ask and l is ten to A h Ma, she was

deathly i l l in hospit al.

11.

Question 2

1. Many pic tures of her and her son - Mr Li to reminisce

memo ries of thei r stay in Tanjung Rhu.

2. Belongings o f her late husband ( l ike clothes, pic tures,

personal stuf f and etc. ) - to recall the memo ries of her

husband.

3. Let ter to his son -talk ing about her feelings and her lov

to h im4. Any relevant answers

Question 3

1. The altar room because she always prays and thinks

about her past l i fe 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.


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Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

33

LEAVING


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By:Ms Ardini &Ms Puvanes 34

Changing their skies: Leaving

Worksheet 1

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

1. Aloo is accepted into a university to study…………………

2. Mother asks for ------------- advice on Aloo‟s education.

3. Aloo‟s main ambition is to be-----------------------

4. Aloo‟s father passes away when mother was --------------------- years old.

5. 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.

Problem:

Lesson 1:Lesson 3:

Lesson 2: Lesson 4:


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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)


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Worksheet 4

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


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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.


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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. When Mr. Datoo comes for a visit and talks about America

2. She is afraid that once he leaves, he will never return

3. She sees how badly Aloo wants to go and finally relents.

4. 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.


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By: Ms Juliana & Ms Zuraida 39

Exercise 1

Match the dialogues below with the correct character.

page 34

“And how we are going to get

three thousand shillings?...”

page 37

“All the rich kids go every year

and they are not lost.”

page 37

“But if you send him, you will

lose your son…it is a far place,

America.”

Mr. Velji

Aloo

Mother

page 33

“They are giving me a place with a scholarship”

page 36

“...this one wants to go to America.”

Page 37

“How did you do in the

school exam?”


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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.

_____________


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Exercise 3

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

Tanzania America


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Exercise 4

Read the synopsis provided and complete the Bubble Map.

Synopsis


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Exercise 1 (Answers)

1. Aloo

2. Mother

3. Mother

4. Mr Velji

5. Aloo

6. 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. False

8. He is curious and excited to study overseas. True


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Exercise 4 (Answer)

her wants her children to have high education

A story of a

young Indian He receives anboy, Aloo offer from the

California InstituteOf Technology

Aloo is

inspired by Synopsis Finally, Aloo‟s Mr Datoo mother allows

him to studyin America

Aloo‟s mother

seeks advice from AlooMr Velji, starts to applythe school officer to every

universityin America

Aloo lives Aloo wantswith his to pursuemother in his educationTanzania in America

family could not afford to send Aloo overseas. Mother does not allow Aloo to study overseas because she is ahe would never return.


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The Right Thing To Do: Five

Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

45

THE RIGHT THINGTO DO


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By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 46

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 the other two finally says, “And

(4)_____________________!”. As they are hesitating 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


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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.( )

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, getwater 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 thanksthem quietly. ( )

f. Michael Scott thanks the three bystanders before leaving with theambulance. ( )

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 lookat the man. ( )


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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 ( )

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 ofthe elements of the story in the space provided.

(i-think)

Plot:

Exposition

Falling Action

Rising Action

Climax

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:

Characters

1. ___________________________

2. ___________________________

3. ___________________________

4. ___________________________

5. ___________________________

6. ___________________________

7. ___________________________

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

.


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

Thewoman in

blue

Rebecca

Did not knowthe man lyingon the street

Civic-minded Clueless

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


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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]


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

Similarities vs. Differences

REBECCA PATRICK


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

THEMES

Taking charge

in times of

emergency

Themes are the

underlying messages or

‘big ideas‘ of a story.

e.g: love and sacrifice,

friendship and identity

crisis.


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Main Ideas/Themes

(Main ideas of the Drama)

Characters What?(Summary of the Plots)

When?

(Setting of Time)

Where?

(Setting of Place)

Why?

(HOTS)

Values(What have you learn from the drama?)

The Elements of The Right Thing To Do


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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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Answer Sheets

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

Fi l l in the blanks with su i table expressions from th e 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 fol lowing sentences to sh ow 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. Eachfelt it is not his or her duty to help the man.Rising ActionDavid passes by and asks about the man. The other two answers they do not know. Both men feel that Rebecca shouldhelp 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 shoulddo during an emergency. The man recovered after he was given pill from his medicine bottle.Falling actionThe ambulance comes and a nurse checks that the man is well. The man is Michael Scott, the famous TV chef. Scottthanks the three of them and then the ambulance takes him away.ResolutionThe 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 forthem as they have helped someone famous.Similarities1. Ignorance2. Unwillingness

Title: The Right Thing To Do Author: Martyn FordSetting: A street in townCharacters 1. Rebecca

2. Patrick3. David4. Woman in blue5. Michael Scott

6. Doctor7. Nurse


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

Similarities vs. Differences

REBECCA PATRICK

Like

compliments

IgnorantExpress

happiness


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By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 62

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

THEMES

Taking chargein times ofemergency Learn by example

Be alert to whatothers do or not do

Humility andsincerity when

giving help

Bringing out thebest in others

Acknowledge andappreciate helpgiven by others

Take credit only ifone deserves it

Do the right thingwhen occasion

warrants it


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By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 63

The Elements for The Right Thing To Do

Themes(Main ideas of the Drama)

Taking charge in times of emergencyDo the right thing when the occasion

warrants itLearn by example

Be alert to what others do or not doBringing out the best in others

umility and sincerity when giving help Acknowledge and appreciate help

given by othersTake credit only if one deserves it

Characters

Woman in blueDavidPatrick

Rebecca

What?(Summary of the Plots)

A man fainted on the streets and thepassers by was wondering if theyshould help the man, who was a

famous chef

When?(Setting of Time)

Daytime

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 theman?)

Values(What have you learn from the drama?)


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[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

64

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

literature form 4 n 5 2015

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