literature module form 5

1 A Poison Tree

Form 5

Literature Module

(2016)

Prepared by English Language Teachers of Jempol and Jelebu

2 A Poison Tree

CONTENTS

Preface

Acknowledgement

The Writers

Poems

A Poison Tree 6

What Has Happened to Lulu? 25

Novel (Dear Mr. Kilmer) 46

Pictures 94

Conclusion

3 A Poison Tree

PREFACE

This module aimed to help teachers in teaching the new

literature component which was introduced in 2015 for the form

4 at that time. In continuation to it, in 2016, the form 5 is

introduced to another new literature component which

includes two more poems and a novel.

This module is co-produced by secondary school teachers

from PPD Jempol & Jelebu district who are dedicated and

enthusiastic in improving teaching and learning in schools.

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.

4 A Poison Tree

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 components.

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, PPD

Jempol & Jelebu officer, for her guidance and assistance in

coming up with this module.

To all English language panels who were involved in

completing this module, your cooperation and hard work are

very much appreciated.

5 A Poison Tree

Editor Noor Fadzillah binti Amran SMK Palong Dua (F)

Writers

Aziratulsyida Mohd Razli SMK Undang Jelebu

Ernie Azlena binti A. Rahim SMK Seri Perpatih

Fifi Safia Adnan SMA Dato’Haji Tan Ahmad

Huang Son Jan SMK Palong 7

James Thong Wai Meng SMK Teriang Hilir

Kanimoli A/P Subramaniam SMK Serting Hilir Kompleks

Martina Bong SMK Undang Jelebu

Md Noralami bin Abd Malek SMK Pertang

Mohd Zaidi bin Mat Radey SMK Lui Barat

Nanthini Kumari A/P Muthukumaran SMK Seri Jempol

Nazrulhani binti Mohd Taharim SMK Dato’ Undang Musa Al-Haj

Noor Raihan Fatin binti Ruslan SMA Haji Muhammad

Norhaslina Manap SMK Bahau

Nurul Amirah Mohd Azam SMK Alam Beraja

Nurul Nadiah Mohd Nasir SMK Bandar Baru Serting

Rimamelati Shamsudin SMK Seri Perpatih

Rina A/P Gunasegaran SMK Datuk Mansor

Sharizad binti Abdul Samad SMK Teriang Hilir

Shubatra Thangarajoo SMK Batu Kikir (Model Khas)

Siti Aida bt Ahmad SMK Pasoh 2

Siti Suriah binti Mohd Jai SMK Dato’ Undang Ali Al-Jufri

Sivakumar A/L Athimulam SMK Chi Wen

Yusmawati Mohd Yunus SMA Dato Haji Mustafa

Zarina Mohd Hamid SMK Bahau 2

6 A Poison Tree

A Poison Tree By William Blake

I was angry with my friend;

I told my wrath, my wrath did end.

I was angry with my foe:

I told it not, my wrath did grow.

And I watered it in fears,

Night and morning with my tears:

And I sunned it with smiles,

And with soft deceitful wiles.

And it grew both day and night.

T ill it bore an apple bright.

And my foe beheld it shine,

And he knew that it was mine.

And into my garden stole,

When the night had veiled the pole;

In the morning glad I see;

My foe outstretched beneath the tree.

http://www.poetryfoundation.org/bio/william-blake

7 A Poison Tree

By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato’ Undang Musa Al-Haj)

Activity 1: Meaning Paraphrase each stanza in your own words.

I was angry with my friend; I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow.

And I watered it in fears, Night & morning with my tears: And I sunned it with smiles, And with soft deceitful wiles.

And it grew both day and night. Till it bore an apple bright. And my foe beheld it shine, And he knew that it was mine.

And into my garden stole, When the night had veiled the pole; In the morning glad I see; My foe outstretched beneath the tree.

In your own words, explain the persona’s feelings when he sees his enemy has died. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

8 A Poison Tree


SUGGESTED ANSWER Activity 1 – Meaning Paraphrase each stanza in your own words.

I was angry with my friend; I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow.

William Blake speaks of someone, his friend and his

foe, whom has he is angry with. When he says ‘I told my wrath, my wrath did end’ after he said he was angry with his friend, he is saying he was able to get

over being angry with his friend and forgot about it.

Although, it is quite the opposite when he mentions’ I told it not, and my wrath did grow’. Blake is saying that with his enemy, he allowed himself to get angry,

and therefore, his wrath did grow.

And I watered it in fears, Night & morning with my tears: And I sunned it with smiles, And with soft deceitful wiles.

In this stanza, Blake begins to make his anger grow

and he takes pleasure in it, comparing his anger with

something, in this case, a tree or plant. The speaker

says he ‘sunned it with smiles’ and ‘and with soft, deceitful wiles’. This means he is creating an illusion with his enemy saying he is pretending to be friendly

to seduce and bring him closer.

And it grew both day and night. Till it bore an apple bright. And my foe beheld it shine, And he knew that it was mine.

‘And it grew both day and night’ and ‘til it bore an apple bright’ are meaning that his illusion with his enemy is growing and growing until it becomes a strong and tempting thing. His illusion has a metaphor and it is an apple. After, his foe believes it shines, which means he thinks it’s true and means something, and takes Blake illusion seriously. ‘And he knew it was mine’ suggests that he really thinks Blake is his friend.

And into my garden stole, When the night had veiled the pole; In the morning glad I see; My foe outstretched beneath the tree.

Being the last stanza, Blake needed to come up with a

conclusion. He has used the two lines ‘in the morning glad I see’ and ‘my foe outstretched beneath the tree’ to say that his foe finally fell to his tempting illusion

and metaphorically, consumed his poison apple and

died. So, obviously, his malicious intentions were

hidden behind illusion and he prevailed over his

enemy. In your own words, explain the persona’s feelings when he sees his enemy has died. Accept any relevant answer.

9 A Poison Tree


Activity 2: Meaning

Match the difficult words found in the poem with the meanings.

Wrath

distortion of the truth for the purpose of misleading

strong conceal

Deceit trap duplicity fierce anger

Wiles

trick lacking clarity fraud stern

Veiled deeply resentful indignation cheating distinctness

In your own words, explain how a person should treat his enemy in a suitable manner. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Difficult Words Meanings

10 A Poison Tree


SUGGESTED ANSWER Activity 2 – Meaning Match the difficult words found in the poem with the meanings.

Wrath

distortion of the truth for the purpose of misleading

strong conceal

Deceit trap duplicity fierce anger

Wiles

trick lacking clarity fraud stern

Veiled deeply resentful indignation cheating distinctness

In your own words, explain how a person should treat his enemy in a suitable manner. Accept any relevant answer.

Difficult Words Meanings

11 A Poison Tree

By : Ms Yusmawati Binti Yunus (SMA Dato’ Haji Mustafa)

Activity 1: Matching List Match the following expressions from the text to their poetic devices.

EXPRESSION

1. ‘the night has veiled the pole’ 2. ‘…the sunned it with smiles’ 3. Tree of anger is like an apple tree fruiting 4. Anger which is a poisonous thing is growing into a

tree which is something good and positive 5. ‘and with soft deceitful wiles’ 6. The tree is a symbol of life – anger is given life to

grow 7. The word ‘wrath’ is repeated in stanza 1 8. ‘My foe outstretched beneath the tree’ 9. ‘Into my garden stole’ 10. Stanza 2 gives an image of a tree being well taken

care of

POETIC DEVICE

A metaphor B repetition C imagery D alliteration E personification F diction G contrast H assonance I symbol J irony

12 A Poison Tree


Activity 2: Complete the table Complete the table below. Find the answers from the poem “A Poison Tree”

A Poison Tree by William Blake

Literary devices Evidence Description

Metaphor Tears/ fears/ smiles/ deceitful wiles

Stanza 2/3/4

-Image of the tree flourishing and finally producing a fruit -Image of the foe sneaking into the persona’s garden at night and lying under the tree

Repetition

Stanza 3/ 4 - Apple bright

- My garden

Irony Growing Tree – usually a positive thing but it is ironic that a growing tree is compared to growing anger, something negative

13 A Poison Tree


Suggested answers: Activity 1: Matching list

1 D 2 H 3 I 4 A 5 G

Activity 2: Complete the table

6 E 7 B 8 J 9 F 10 C

A Poison Tree by William Blake

Literary devices Evidence Description

Metaphor Stanza 2 Tears/ fears/ smiles/ deceitful wiles

Imagery Stanza 2/3/4 -Image of the tree flourishing and finally producing a fruit -Image of the foe sneaking into the persona’s garden at night and lying under the tree

Repetition Stanza 2/3/4 and

Symbolism Stanza 3/4 Apple bright My garden

Irony title Growing Tree – usually a positive thing but it is ironic that a growing tree is compared to growing anger , something negative

14 A Poison Tree

By : Mr Md Noralami Bin Abd Malek (SMK Pertang)

Activity 1: Answer the following the questions

1. What are the moral values in this poem?

a. …………………………………………………………………………………………

b. …………………………………………………………………………………………

c. …………………………………………………………………………………………

2. Why someone should forgive his foe? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

3. Why should we be rational and moderate? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

15 A Poison Tree


Activity 2: Answer the following the questions

1. Why should we be truthful? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

2. Why we should not suppress negative feelings? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Why the persona should be patient? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

16 A Poison Tree


Suggested answers: Activity 1:

1. Moral values: a. Truthfulness b. Forgiveness c. Rationality and moderation

2. In life we experience pain, disappointment and anger. It is important to

seek counsel to help us to forgive and let go. By forgiving, we are released from the burden of anger and will have peace and happiness in our hearts. In “A Poison Tree”, the persona was unwillingly to forgive his foe. Therefore, the anger he felt poisoned him from within and led to destruction of his foe.

3. In “A Poison Tree, the persona became irrational and went to the extreme of committing a murder. It is clear that the persona refuse to make peace with his foe by talking about his anger. He should be patient and exercised some self-control. The persona should react with moderation. Thus, exercising rationality and moderation will prevent us from falling into traps made by ourselves or others.

Activity 2:

1. We need to be truthful and sincere in our relationships for us to be happy and at peace. In “A Poison Tree”, the persona was dishonest and hypocritical in his relationship with his foe. Thus, he feels pain and anger because not telling the truth. It is the best way to communicate how we feel.

2. We should resolve the negative feelings at source. If we remain silent about our anger, it will make us to feel bitter and even evil. Suppressing anger is dangerous as it can cause destructive effect on society. One of the best ways to suppress the negative feelings is to communicate how we feel to someone who cares about us such as our loving parents, close friends or counsellor.

3. In “A Poison Tree”, it is clear that the persona does not exercise patience

because he refuses to make peace with his foe by talking about his anger, he should exercise some self-control to have inner peace and happiness. When the persona has practiced to be patient, he would react with moderation and not to try to murder his foe.

17 A Poison Tree

By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)

Activity 1: Write the theme of the poem in the box at the top of the page. Then, write 3 examples (lines) from the poem that demonstrates the theme you selected.

Why is it important to learn the theme you chose?

18 A Poison Tree


Activity 2: Circle Map Complete the circle map below by writing the words used to convey the theme given.

While Blake's poem illustrates some of the destructive consequences of anger, it also suggests that it is a normal emotion that needs to be dealt with properly. Talk it out, students.

Anger, revenge,

death

* foe

19 A Poison Tree


Activity 3 a: PRE-READING TASK

Look at the word cloud below. This was created using the poem “A Poison Tree” by William Blake. Study the word cloud and answer the questions below.

What ideas in the poem are emphasised by the words of the word cloud? (Frequency of words are increased in size and boldness)

Activity 3 b: POST-READING TASK

Go to http://wordle.net/

Create your own word cloud that represents your ideas and feelings about A Poison Tree – what does it mean to you?

http://wordle.net/

20 A Poison Tree


ANSWERS

Suggested answers (accept any suitable answers)

Activity 1:

Theme: Suppressing anger

Lines: 1. I was angry with my friends

2. I told it not, my wrath did grow

3. My foe outstretched beneath the tree

Activity 2: Circle Map

x Foe x Wrath x Deceitful x Poison x Angry x Outstretched

Activity 3 a and 3 b: Accept any suitable answers

21 A Poison Tree

By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)

Activity 1: A Poison Tree Organiser 1. Complete the tree diagram based on the poem “A Poison Tree”

2. In your opinion, does the poison tree exist in real life? If yes, where can you find the tree?

_________________________________________________________________

_________________________________________________________________

Setting:

1. Time: a. ______________ b. ______________

2. Place: a. ______________

Persona:

Themes:

1. __________________________________

2. __________________________________

3. __________________________________

Moral values:

1. __________________________________

2. __________________________________

3. __________________________________

Literary devices:

1. Personification: __________________________________

2. Symbol: __________________________________

22 A Poison Tree


Suggested answers: Activity 1: A Poison Tree organizer

1.

2. Accept any acceptable answers. Example: Yes, the tree grows in our heart.

Setting:

1. Time: a. (In the darkness of

the) night b. (The next) morning

2. Place: a. (At the persona’s)

garden

Persona: A boy/ a girl

(It could be anyone)

Themes:

1. Dangers of harbouring wrath and hatred

2. Bottling up ill feelings

3. Insincerity and deceit

Moral values:

1. We must not harbor wrath and hatred against anyone

2. We should express our feelings in a healthy way and not bottle them up

Literary devices:

1. Personification: The night has veiled the pole

2. Symbol: The tree (symbol of life)

23 A Poison Tree


Activity 2: Which line? Which clue? 1. Match the clues (pictures) with the lines taken from the poem “A Poison

Tree”

Night and morning

with my tears

And I watered it in fears

Till it bore an apple bright

And I sunned it with smiles

My foe outstretched

beneath the tree

I was angry with my friend

2. What advice can you give based on the first stanza? _______________________________________________________________________________

24 A Poison Tree


Suggested answers: Activity 2: Which line? Which clue?

Night and morning

with my tears

And I watered it in fears

Till it bore an apple bright

And I sunned it with smiles

My foe outstretched

beneath the tree

I was angry with my friend

Accept any acceptable answers. Example: We could forget the misunderstanding that we have with anyone by discussing the problem and not bottling it up.

25 What Has Happened to Lulu?

What Has Happened To Lulu? By Charles Causley

What has happened to Lulu, mother?

What has happened to Lu?

There's nothing in her bed but an old rag-doll

And by its side a shoe.

Why is her window wide, mother?

The curtain flapping free,

And only a circle on the dusty shelf

Where her money-box used to be?

Why do you turn your head, mother?

And why do tear drops fall?

And why do you crumple that note on the fire

And say it is nothing at all?

I woke to voices late last night,

I heard an engine roar.

Why do you tell me the things I heard?

Were a dream and nothing more?

I heard somebody cry, mother,

In anger or in pain,

But now I ask you why, mother,

You say it was a gust of rain.

Why do you wander about as though?

You don't know what to do?




By : Mr Huang Son Jan (SMK Palong 7)

PRACTICE 1: DESCRIBING THE CHARACTERS A. Write six adjectives to describe the persona’s mother. The first adjective is given.

B. Write five adjectives to describe Lulu, who has run away from home despite her mother’s

MOTHER

LULU



c. Write four adjectives to describe the persona, Lulu’s younger brother/sister.

THE

PERSONA



PRACTICE 2: Read the poem carefully and complete the graphic organiser below.

Subject: Things in the room:

1. The persona is asking about __________

2. Bed with an _____________ and a ________________.

What can be seen: 4. window - _______________

and __________________ 5. shelf – a ______________

that shows where ______________________

Mother’s actions: Things in the room: 6. turns her head away and

____________________. 7. ____________________

into the fire. 8. ____________________-

not knowing what to do.

What the persona heard: Mother’s explanation: 9. voices, an

_______________, a _____________ in anger or pain

10. a ________________ and a ______________________.

“What Has Happened to Lulu?”



PRACTICE 3:

Write down 4 possible reasons why teenage girls run away from home in the provided boxes below.

REASONS

1.

2.

4.

3.



ANSWERS:

PRACTICE 1: DESCRIBING THE CHARACTERS

A. Rational, concerned, confused, loving, worried, selfless, cautious, thoughtful, disappointed,

broken-hearted (accept any 6 answers)

B. Inconsiderate, unconcerned, thoughtless, selfish, irrational, callous, impulsive (accept any 5

answers)

C. Confused, puzzled, innocent, troubled/disturbed, observant (accept any 4 answers)

PRACTICE 2: “What Has Happened to Lulu?”

1. His sister who is missing 2. Old rag-doll 3. Shoe 4. Open wide, curtains flapping free 5. Circle, her money box used to be 6. Sheds tears 7. Crumples a note and throws it 8. Wanders about 9. Engine roar, cry 10. Dream, gust of rain

PRACTICE 3: REASONS OF RUNNING AWAY

They are abused/ they love someone/ nobody loves them at home/ their friends influence them/ their parents are too strict/ they are always compared unfavourably with the other siblings (accept any 4 answer)



Practice X Read the following extract of What Has Happened to Lulu? And answer the questions that follow. What has happened to Lulu, mother? What has happened to Lu? There’s nothing in her bed but an old rag-doll And by its side a shoe. Why is her window wide, mother, The curtain flapping free, And only a circle on the dusty shelf Where her money-box used to be? Why do you turn your head, mother, And why do the tear-drops fall? And why do you crumple that note on the fire And say it is nothing at all? Charles Causley

1. From stanza 1, what was found on Lulu’s bed? ___________________________________________________________________________

2. From stanza 2, which line tells us that the wind was blowing?

___________________________________________________________________________

3. From stanza 3, why do you think the mother was crying? ___________________________________________________________________________

4. State two possible reasons why Lulu left home.

Scenario 1: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Scenario 2: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________



Practice Y

Read the following extract of What Has Happened to Lulu? and answer the questions that follow. I woke to voices late last night, I heard an engine roar. Why do you tell me the things I heard Were a dream and nothing more? I heard somebody cry, mother, In anger or in pain, But now I ask you why, mother, You say it was a gust of rain. Why do you wander about as though You don’t know what to do? What has happened to Lulu, mother? What has happened to Lu? Charles Causley 1. Why did the persona wake up late at night?

________________________________________________________________________

2. In Line 8, what does the persona mean by “a gust of rain”?

________________________________________________________________________

3. Who is wandering about in Line 9?

________________________________________________________________________

4. (a) What do you think happened to Lulu? _____________________________________________________________________

(b) Give a reason for your answer. _____________________________________________________________________ _____________________________________________________________________



Answer Practice X

1. An old rag-doll

2. The curtain flapping free/ Line 6

3. Lulu had left home or the family/ Lulu had quarrelled with her mother/

There had been an argument in the family

4. Scenarios 1 and 2 : Lulu and her mother had a quarrel/Lulu wanted more freedom/ Lulu and her mother could not get along / always at loggerheads. ( Accept any suitable answer)

Practice Y

1. He heard voices and the sound of a car.

2. It was a sudden brief rush of rain

3. The persona’s mother

4. (a) She has run away from home/ She has gone with someone/a man

(b) She wants freedom/ She loves the man (Accept any suitable answer)


By : Ms Norhaslina Binti Manap (SMK Bahau)

what has happened to lulu?

FILL IN THE BLANKS WITH THE MOST APPROPRIATE WORD GIVEN IN THE BOX BELOW.

heard fire night Lulu shoe

car cries daughter pain roar

Lulu’s younger brother wakes up and finds his sister gone. Only her old rag-doll and a ……….. are in her room. They indicate that she has left her childhood and previous life behind. From all the clues, we know that she has run away from home with someone in the middle of the ………………….. . Her brother heard the sound of people talking and the …… of the engine late at night. The engine here suggests that someone drove her away in his ………….. .

The persona’s mother is terribly upset and she is grieving. She …………. and throws the note that Lulu wrote to her on the …………. . She must have desperately tried to restrain and control Lulu for her own safety. But her young …………………. has disobeyed her. Now her mother bravely bears the ……. alone. Her son suspects that something is amiss. He feels the pain in his mother’s cry and connects the roar of the engine to Lulu. But when he tells her what he saw and ……………, she dismisses them and denies that anything is wrong. When he repeatedly asks where …………… is, she remains silent.



ANSWERS

WHAT HAS HAPPENED TO LULU?

FILL IN THE BLANKS WITH THE MOST APPROPRIATE WORD GIVEN IN THE BOX BELOW.

heard fire night Lulu shoe

car cries daughter pain roar

Lulu’s younger brother wakes up and finds his sister gone. Only her old rag-doll and a shoe are in her room. They indicate that she has left her childhood and previous life behind. From all the clues, we know that she has run away from home with someone in the middle of the night. Her brother heard the sound of people talking and the roar of the engine late at night. The engine here suggests that someone drove her away in his car.

The persona’s mother is terribly upset and she is grieving. She cries and throws the note that Lulu wrote to her on the fire. She must have desperately tried to restrain and control Lulu for her own safety. But her young daughter has disobeyed her. Now her mother bravely bears the pain alone. Her son suspects that something is amiss. He feels the pain in his mother’s cry and connects the roar of the engine to Lulu. But when he tells her what he saw and heard she dismisses them and denies that anything is wrong. When he repeatedly asks where Lulu is, she remains silent.



GIVE FOUR MORAL VALUES THAT YOU CAN LEARN FROM THE POEM.

MORAL VALUES



ANSWERS

WHAT HAS HAPPENED TO LULU?

GIVE FOUR MORAL VALUES THAT YOU CAN LEARN FROM THE POEM.

\\\

IT IS DIFFICULT TO GET OVER THE LOSS OF A FAMILY MEMBER

WE MUST HAVE A CLOSE RELATIONSHIP WITH OUR

FAMILY MEMBERS TO DISCUSS OUR PROBLEMS

EASILY

MORAL VALUES

WE MUST LOVE OUR FAMILY MEMBERS

RUNNING AWAY FROM HOME DOES NOT SOLVE OUR PROBLEMS


By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)

VOCABULARY

Step 1 : Introduce the Poem

Put up the poem you have prepared to the wall. Read it aloud, then have everyone read it aloud with you once or twice. Here's the first stanza of What Has Happened To Lulu:



There's nothing in her bed but an old rag-doll

And by its side a shoe.

Now write the first line at the very top of your pad or on the blackboard. Leave at least 1/2" to 1" of space between each word, and keep everything on one horizontal line.



Step 2: Word Substitutions

Ask the students for words that mean the same thing as the first significant word in the line; in this case, it's the word "happened." No need to use the word "synonym"; it's fine to say it "means the same." As they suggest words, write them on the pad in a vertical column beneath the word "happened." After a few suggestions (try to get five to seven), move on to the next significant word (in this case, "fast"), and do the same thing.

Note that in this poem, "fast" is used differently from its most common meaning, so point that out. Once again, collect about the same number of synonyms as you did for the previous word, then move to the next significant word, avoiding words like to, if, is, the, etc. If the class is struggling for synonyms for a particular word, move on to the next. Here's one way the first line from the poem might look:

What has happened to Lulu, Mother?

taken place Mom

occurred Mama

come up Mummy

befallen Ma

There’s nothing in her bed but an old rag doll

nil

Lulu’s

cot except for

aged cloth toy

zero berth worn out

schmatte plaything

not a thing

sack shabby tattered

none hay torn



The curtain flapping

free

And

by its side a Shoe

Why

is her window wide, mother



Step 3: Transforming the Poem

Once you've finished the line, read aloud across the top line of substituted words. Now, read more and more variations, mixing up words from various places on the chart, such as: "What has occurred to Lulu, Mom?" and "There’s not a thing in Lulu’s cot except for a tattered toy" Point to each word as you select it so the students can read aloud along with you. Remember to include words from the original version as well.

Step 4: Pair-Share

Now have students take the next line and work on it in the same way in pairs, either on paper or in their journals. Meanwhile, write the next line on the pad or blackboard in columns, as you did the first. Give the students two or three minutes to work, then start with the first word of the new line and have them call out some of the words they came up with. Write them in the columns as before. Now repeat the reading aloud with the class for a number of the different variations.

You can now go on and do more lines, or come back and do two lines again tomorrow. Because poems often have repetitive lines, you can ask the class for new synonyms, or you can skip lines you've already done.

Step 5: Hots Question!

After you have finished it all, discuss which versions are their favourites and why, especially if they're good enough to understand the differences between the connotations of different words.



SETTING

1. Where does the poem take place? (Persona’s home)

___________________________________________________

2. What is the temporal structure of the poem? Does it take place in one time (the present, the past, the future) or does it move back and forth between times? ___________________________________________________

3. Is there a particular occasion for the poem (an incident, an event, a realization)? ___________________________________________________

4. Are different parts of the poem located in different times? ___________________________________________________

5. Does time move smoothly? Are different states of being, or different ways of thinking, associated with different times? ___________________________________________________


By : Ms Siti Suriah Binti Mohd Jai (SMK Dato’ Undang Ali Al-Jufri)

Complete the passage below with the most suitable words in the table below.

highlights

leave younger poignant example

return

language upset childlike knows

gaps

adolescent truth attempt mother

In this poem, the events are seen from the perspective of a child. He happens

to be the________________ (1) brother of Lulu, the elder sister, who runs away from

home. The ________________ (2) of the poem is very simple and truly

_________________ (3). The poem also has a __________________ (4) tone,

especially as a result of the repeated questions put forward by the child to his

__________________ (5). She does not tell the child the _________________ (6)

possibly because she does want the child to be _________________ (7) by the sad

news. Perhaps, the mother ___________________ (8) that is still possible that Lulu

will _________________ (9) home. The poem shows that _________________ (10)

of an innocent child to come to terms with the harsh facts of life. The poem also

_________________ (11) the struggles that mothers face in bringing up their

________________ (12) children. There is also several information

________________ (13) which have to be filled by the reader. For

________________ (14) the reader has to figure out why Lulu decided to

____________________ (15) the home. What exactly was the argument about that

night?



Question 2

Lulu wrote a note to her mother before she ran away. What do you think she would have written? Imagine that you are Lulu and complete the note below. Dear Mother,

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_______________________________________________________

Your loving daughter,

__________________



Answers:

1 younger 9 return 2 language 10 attempt 3 childlike 11 highlights 4 poignant 12 adolescent 5 mother 13 gaps 6 truth 14 example 7 upset 15 leave 8 knows

Suggested answer:

Dear Mother,

I am very sorry but I have to go away with David. I love him and I want to be with him. I know you love me very much and you will be disappointed. But I hope you will understand me. I love you too, mother. Please forgive me, Mother.

46 Dear Mr. Kilmer

Dear Mr. Kilmer

47 Dear Mr. Kilmer

By : Ms Rina Gunasegaran (SMK Datuk Mansor)

Exercise 3

Unscramble the themes in Dear Mr. Kilmer

1.

opohabiXne 2.

Sfel sverus tyiunocmm

3.

rWa

4.

hdspienFir

5.

rtiyopuPla

6.

Fraisse nda ntyiluaeq

7.

hTe ancetmorpi fo neoduitac 8.

Psmtatiroi 9.

Levo ngstoma amlyif mebersm

48 Dear Mr. Kilmer


No Answers 1 Xenophobia

2 Self versus community

3 War

4 Friendship

5 Popularity

6 Fairness and equality

7 The importance of education

8 Patriotism

9 Love amongst family members

49 Dear Mr. Kilmer


The following is the novel that you have studied in the literature component in English language.

Based on the novel that you have read, write one theme that you have learnt. Support your answer with close reference to the text.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

DEAR MR. KILMER - ANNE SCHRAFF

50 Dear Mr. Kilmer

By : Ms Shubatra Thangarajoo (SMK Batu Kikir)

Complete the crossword puzzle with the themes found in the novel, Dear Mr. Kilmer

1 1 2 3 2 4 3 4

Down

1. a conflict carried on by force of arms, as between nations or between parties within a nation

2. a profoundly tender, passionate affection for another person 3. a friendly relation or intimacy 4. the state, condition, or quality of being free from bias or injustice

Across 1. the quality or fact of being popular 2. an unreasonable fear or hatred of foreigners or strangers or of that

which is foreign or strange 3. the act or process of imparting or acquiring general knowledge 4. devoted love, support, and defense of one's country; national loyalty

51 Dear Mr. Kilmer


Answers

Complete the crossword puzzle with the themes found in the novel, Dear Mr. Kilmer

W a P o p u L a r i t y o F v r X e n o p h o b i a e F E d u c a t i o n a d i s r h n i e P a t r i o t i s m s

Down

5. a conflict carried on by force of arms, as between nations or between parties within a nation

6. a profoundly tender, passionate affection for another person 7. a friendly relation or intimacy 8. the state, condition, or quality of being free from bias or injustice

Across 5. the quality or fact of being popular 6. an unreasonable fear or hatred of foreigners or strangers or of that

which is foreign or strange 7. the act or process of imparting or acquiring general knowledge 8. devoted love, support, and defense of one's country; national loyalty

52 Dear Mr. Kilmer


Match the themes given below with the suitable phrases from the novel Dear Mr. Kilmer

Patriotism The importance of Education Popularity Fairness and equality Friendship War Self-versus Community Love amongst family members Xenophobia

But Blanche, Peggy, and several other students were gazing at him with newfound respect.

“This war is going to end someday,” Hannah said. “And when it does, maybe people will stop holding it against my family that we’re German.

April arrived-and with it news that the United States had declared war on Germany.

“We must make peace right here at home. We must battle our own prejudices and hatred. We must learn to care about one another, despite our differences in race, religion, or nationality.

Suddenly, Richard’s father began to sob. Richard was shaken. He had never seen his father cry before. He rose from his bed and sat down beside Pa, putting his arm around his shoulders.

“You’re not going anywhere until you graduate,” the boys’ father grumbled.

Then Hannah smiled, and her blue eyes brimmed with tears. Suddenly she reached out and squeezed Richard’s hand.

I really like the poem, and I thought Mr. Kilmer was awfully brave to volunteer to go fight in the war

“It’s true, Pa,” Richard said. “I’ve been writing poetry for a long time. I’ve got a huge stack of it upstairs in a drawer. I just never showed it to anybody or said anything about it.”

53 Dear Mr. Kilmer


Answers

Match the themes given below with the suitable phrases from the novel Dear Mr. Kilmer

Patriotism The importance of Education Popularity Fairness and equality Friendship War Self versus Community Love amongst family members Xenophobia

But Blanche, Peggy, and several other students were gazing at him with newfound respect.

“This war is going to end someday,” Hannah said. “And when it does, maybe people will stop holding it against my family that we’re German.

April arrived-and with it news that the United States had declared war on Germany.

“We must make peace right here at home. We must battle our own prejudices and hatred. We must learn to care about one another, despite our differences in race, religion, or nationality.

Suddenly, Richard’s father began to sob. Richard was shaken. He had never seen his father cry before. He rose from his bed and sat down beside Pa, putting his arm around his shoulders.

“You’re not going anywhere until you graduate,” the boys’ father grumbled.

Then Hannah smiled, and her blue eyes brimmed with tears. Suddenly she reached out and squeezed Richard’s hand.

I really like the poem, and I thought Mr. Kilmer was awfully brave to volunteer to go fight in the war

“It’s true, Pa,” Richard said. “I’ve been writing poetry for a long time. I’ve got a huge stack of it upstairs in a drawer. I just never showed it to anybody or said anything about it.”

54 Dear Mr. Kilmer

By : Ms Siti Aida Ahmad (SMK Pasoh 2)

DEAR MR KILMER

PLOT/WORKSHEET 1a

Fill in the flow map below with the events in the novel.

x The war ends. x Mrs. Hansen introduces a poem ‘Trees’ by Joyce Kilmer in class. x Richard decides to write to Joyce Kilmer. x Richard notices that his classmate, Hannah Schermer is crying because the

words ‘Dirty Huns’ are scribbled on her book. x Hannah is chosen to play Lady Liberty and Richard wins the part of

Doughboy. x Mrs. Hansen announces that they will hold a patriotic programme to sell

Liberty Bond to raise funds for the war. x Everyone is the class is angry and shocked with Mrs.Hansen’s decision. x Mrs. Hansen introduces a poem ‘Trees’ by Joyce Kilmer in class. x Pa tells Richard that people accuse him of being unpatriotic. x Joyce Kilmer is dead, prompting Richard to pen his tribute to his late hero. x His poem is published in ‘The Turtle Lake Weekly’ and his relationship with

Pa improves x Richard purposely misfires the beautiful young buck and let it escapes.

55 Dear Mr. Kilmer


SUGGESTED ANSWERS

PLOT/WORKSHEET 1

1.Richard purposely misfires the beautiful young buck and let it escapes. 2.Mrs. Hansen introduces a poem ‘Trees’ by Joyce Kilmer in class. 3.Richard notices that his classmate, Hannah Schermer is crying because the words ‘Dirty Huns’ are scribbled on her book. 4.Richard decides to write to Joyce Kilmer. 5.Mrs. Hansen announces that they will hold a patriotic programme to sell Liberty Bond to raise funds for the war. 6.Hannah is chosen to play Lady Liberty and Richard wins the part of Doughboy. 7.Everyone is the class is angry and shocked with Mrs.Hansen’s decision. 8.Both, Hannah and Richard decline the role. 9.Pa tells Richard that people accuse him of being unpatriotic. 10.Joyce Kilmer is dead, prompting Richard to pen his tribute to his late hero. 11.His poem is published in ‘The Turtle Lake Weekly’ and his relationship with Pa improves 12.The war ends.

56 Dear Mr. Kilmer


PLOT/WORSHEET 1b

Identify the conflicts in the novel and how the characters in the novel resolve the conflicts.

PLOT/WORSHEET

THE CONFLICT

WHY IS THERE A

CONFLICT?

WHAT HAPPENS AFTER THE CONFLICT IS

RESOLVED?

HOW DOES THE

RESOLUTION AFFECT THE

CHARACTERS?

HOW IS IT RESOLVED?

57 Dear Mr. Kilmer


Suggested answers

THE CONFLICT

He is forced to go hunting

WHY IS THERE A CONFLICT?

-He does not enjoy killing

anything.

-He believes that he has no right to kill animals.

WHAT HAPPENS AFTER THE CONFLICT IS

RESOLVED?

-His father understands his feeling and says that he does not

have to go hunting

anymore if he does not want

to do so.

HOW DOES THE

RESOLUTION AFFECT THE

CHARACTERS?

-He learns to deal with the things that he does not like

doing and ensures that he

does not have to do them again.

-He openly admits the truth to his father and does not lie to

him to get out of trouble.

HOW IS IT

RESOLVED?

-He purposely misfires the deer and the animal

escapes.

58 Dear Mr. Kilmer


PLOT/WORKSHEET 2a

Sequence the stages in the story pyramid by using the events given.

1. Hannah is chosen for the part of lady Liberty whereas Richard is the Doughboy. 2. Mrs. Hansen introduces a poem”Trees” by Joyce Kilmer who has volunteered to fight in the war in Europe. 3. Joyce Kilmer is killed in the battle. 4. Everyone in class is shcoked and angry with Mrs. Hansen’s decision. 5. Richards finds that Hannah is mistreated because she is a German. 6. Richard’s poem is published in the local newspaper and the war ends. 7. Both, Richard and Hannah declines their roles. 8. The relationship between Richard and his father improves. 9. Richard’s father tells him that people accuses him of being unpatriotic. 10. The tavern belongs to Hannah’s parents is vandalised.

Exposition

Resolution

Climax

Rising action

Falling action

59 Dear Mr. Kilmer


Answers

PLOT/WORKSHEET 2a

Exposition

Resolution

Climax

2 8 5

10

1

4

7

9

3 6

Rising action

Falling action

60 Dear Mr. Kilmer


PLOT/WORSHEET 2b

In a novel one event leads to another in a pattern of cause and effect.

Map the sequence of events of the story as a result of cause and effect.

Richard deliberately misfires to allow the beautiful young buck to escape.

61 Dear Mr. Kilmer


Answers

PLOT/WORSHEET 2b

Richard deliberately misfires to allow the beautiful young buck to escape.

Pa has a private chat with Richard.

Pa learns that Richard does not like to kill anything.

Pa tells Richard that he does not need to go hunting again.

62 Dear Mr. Kilmer

By : Mr Sivakumar Al Athimulam (SMK Chi Wen)

Dear Mr. Kilmer

Worksheet 1

Read the following statements. Then, write (T) if the statement is True

and (F) if the statement is False.

1. Richard was aware that he did not fit in and other people realized it too.

2. Mrs. Hansen read from Shakespeare, Lord Byron and Shelley.

3. Mr. Joyce Kilmer worked for The Washington Post.

4. Richard was the only student who wanted to sign the card.

5. Some of Hannah’s neighbours came to repaint the tavern wall.

6. Richard thought that Mr. Kilmer was courageous to volunteer for the war.

7. Richard wanted to think of an original idea to help in the war effort.

8. No one liked Hannah’s essay except for Richard.

9. Richard did not understand why Hannah did not want to play Lady Liberty.

10. Joyce Kilmer’s death moved Richard to write another poem.

63 Dear Mr. Kilmer


Worksheet 2

Rearrange the sentences below according to the sequence of events in this novel and write them in the flow chart provided.

JUMBLED UP EVENTS

a. Richard sees his classmate, Hannah Schermer, crying. He notices that the words ‘Dirty Hun’ are scribbled on her book cover because her parents are Germans. Besides, the tavern belonging to Hannah’s parents has been vandalized.

b. Mrs. Hansen, the English teacher reads a poem “Trees” by Joyce Kilmer in class. Joyce Kilmer has volunteered to fight in the war in Europe.

c. Joyce Kilmer is killed in the battle. Richard dedicates a poem for him and is published in the local newspaper. His father understands him.

d. Hannah declines the role of Lady Liberty. Richard declines the role of Doughboy.

e. School reopens, and Mrs. Hansen announces to the class that they will hold a patriotic programme to help sell Liberty Bonds to raise funds for the war. The girl with the best essay would play Lady Liberty while the boy with the best essay would play Doughboy.

64 Dear Mr. Kilmer


65 Dear Mr. Kilmer


Answers

Worksheet 1 Worksheet 2

1. T 6. T 1. b

2. F 7. T 2. a

3. F 8. T 3. e

4. T 9. F 4. d

5. T 10. T 5. c

66 Dear Mr. Kilmer

By : Ms Zarina Mohd Hamid (SMK Bahau 2)

Worksheet 1

a) Based on the novel Dear Mr. Kilmer, state whether you like or dislike the ending of the story? Give reasons for your answer with close reference to the text. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

67 Dear Mr. Kilmer


Worksheet 2

b) Based on the novel Dear Mr. Kilmer, write about the importance of friendship and how one character epitomised being a good friend. Give reasons for your choice with close reference to the text. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

68 Dear Mr. Kilmer


Worksheet 3

c) Read the questions and answer the following questions. 1. Why did some of the students groan when Mrs. Hansen wanted to read a

poem?

2. In your opinion why did Joyce Kilmer volunteer for the army?

____________________________________________________________

3. Why did Richard feel that he had found a hero in Joyce Kilmer?

____________________________________________________________

4. What motivated Richard to write to Joyce Kilmer?

____________________________________________________________

5. In your opinion, why did Richard write a poem about his father?

____________________________________________________________

69 Dear Mr. Kilmer


(Suggested answers) Question a.

The ending in Dear Mr. Kilmer by Anne Schraff makes one think deeply. While I like the ending, I also wish Mr. Kilmer didn’t have to die in the war. But life in reality is tough and as Richard’s father says, death is part of life. At the end of this novel, Hannah is the one who breaks the news to Richard that Kilmer was killed in the war. It is the most devastating news to Richard who has grown to like Kilmer very much and share good relationship with him. They both love reading and writing poems and have similar ideas about the war. They both want the end of the wars so that people do not have to die unnecessarily.

Richard writes a poem to express his pain in losing his dear friend. When Richard’s father reads the poem, he is deeply touched. The poem expresses his own pain when he lost his own brother. He speaks to Richard and both of them understand each other better and their relationship improves and goes on a better footing.

Question b.

Richard Knight is the epitome of a good friend to Hannah Schermer, a good American citizen whose family was originally from Germany. The family had a tavern and everyone was a friend to them until the war broke out. This caused the whole village too see the Schermer family as outcasts because the war was against the Germans. Despite his classmates and brother’s advice to stay away from Hannah and her family, Richard did the opposite. Someone had written ‘Dirty Hun’ on Hannah’s book cover. He could not understand why someone would do so cruel things to sweet Hannah. He did not give in to peer pressure and the pressure from the other members of his village community. Villagers had even vandalised their tavern by painting terrible things on the tavern walls.

People considered him a traitor for being a friend with her and even going to dinner at her house. However, Richard did not see it as being a traitor. He was sure that being a patriot did not mean being cruel to another person and her family simply because of them being Germans, the food they served or the language they spoke. He stood by Hannah through everything. Richard was the only one who signed the card Mrs. Hansen had bought on behalf of the class to express their regret for such terrible things happening to Hannah and her family. That action spurred Mrs. Hansen to acknowledge how proud she was for him doing that as it showed he was a person with integrity. Richard was truly a good friend to Hannah Schermer, and his words and actions demonstrated that.

Question C.

1. They did not like poetry. 2. He wanted to serve his country as he was patriotic 3. Joyce Kilmer was brave and he wrote poetry. 4. Joyce Kilmer’s poems spoke to him directly 5. This was his way of trying to understand his father

70 Dear Mr. Kilmer

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

1. DEAR MR. KILMER- CHARACTERS

ACROSS

3. the History teacher who keeps the students updated about the war 5. the supportive English teacher 7. a poet, works for the New York Times 10. the main character in the novel 11. Richard’s older brother ; an ordinary boy DOWN

1. German girl. Pretty with blue eyes and blonde hair 2. The troublemaker and full of prejudice against the Schermers 4. Richards’s eldest sister; loving and patient 6. Richard’s classmate who is interested in the role of Lady Liberty 8. Hannah’s brother who joins the army 9. A loving and understanding father of Richard, Gus and Angie

71 Dear Mr. Kilmer


2. DEAR MR. KILMER (CHARACTERS)

I THINK....

1. Split the class into 2 groups. 2. Cut handout A (make 2 copies). Put all the 6 characters’

cards on the board (2 columns, one for each group). 3. Prepare the characteristics cards in 2 different boxes (cut

handout B). 4. Give one characteristics box to each group. Allow the

students time to read all the characteristics and match the correct characteristics to the right characters. NOTES: this is only done in group.

5. Next, from each group, students take turn to paste the characteristics to the characters on the board.

6. When everyone has finished, check the answers. 7. Make copies of handout C- one copy for each student. Tell

students to copy the right answers into the personal note for reference.

VARIATION

1. Withdraw the fixed sequence of turns and invite students to play competitively.

72 Dear Mr. Kilmer


ACTIVITY 2 (HANDOUT A)

GUS

ANGIE

JOYCE KILMER

PA

HANNAH SCHERMER

RICHARD KNIGHT

73 Dear Mr. Kilmer


ACTIVITY 2 (HANDOUT B)

a famous poet, a friend of Richard and died in German during war

the main character who likes to write poetry Richard's dad

Richard's dad

Richard’s elder brother Richard's older sister

Richard's neighbour. She is an American German Kind, sensitive and sympathetic

Pale, slender, tall with blonde hair, resembles his mother

Brave and true to his principles

Creative and artistic

Beautiful, with blue eyes and blonde hair like corn silk

Hardworking, humble and helpful

Richard’s classmate

Sensitive and supportive

Intelligent and helpful

74 Dear Mr. Kilmer


# teachers may refer to any workbook for the characters’ traits

Unseen character

A poet, works for The New York Times Kind, thoughtful, encouraging and brave

Honest

A loving and understanding father

Stout, dark and brawny A man of few words

A practical and hardworking farmer Determined: enlist in the army

Insensitive Loving and patient

75 Dear Mr. Kilmer


ACTIVITY 2 (HANDOUT C)

Fill in the boxes with characteristics of each character.

RICHARD KNIGHT JOYCE KILMER

HANNAH SCHERMER GUS

ANGIE PA

76 Dear Mr. Kilmer


Answers

Activity 1

Activity 2 RICHARD KNIGHT JOYCE KILMER

- the main character who likes to write poetry - Kind, sensitive and sympathethic - Creative and artistic - Pale, slender, tall with blonde hair, resembles his mother - Brave and true to his principles - Hardworking, humble and helpful

- a famous poet, a friend of Richard and died in German during war - Unseen character - A poet, works for the The New York Times - Kind , thoughtful , encouraging and brave - Honest

HANNAH SCHERMER GUS - Richard’s classmate - Richard's neighbour.She is an American German - Beautiful, with blue eyes and blonde hair like corn silk - Sensitive and supportive - Intelligent and helpful

- Richard’s elder brother - Determined: enlist in the army - Insensitive

ANGIE PA - Richard's older sister - Loving and patient

- Richard's dad - A loving and understanding father - Stout, dark and brawny - A man of few words - A practical and hardworking farmer

Across 3 Mr Higby 5 Mrs Hansen 7 Joyce Kilmer 10 Richard Knight 11 Gus

Down 1 Hannah Schermer 2 Abner Lewis 4 Angie 6 Peggy 8 Otto 9 Pa

77 Dear Mr. Kilmer


3. CHARACTERS- WHO IS WHO?

1. Cut up handout A and paste them around the class. Make sure that they are visible to the students.

2. Divide the class into pairs. Give each student a copy of handout B.

3. Explain: In each pair, one student will be the writer, and one will be the runner. Only the runner can go around the class and memorize the lines. The writer will write them on handout B, in the section ‘Evidence’. Runner is not allowed to write the sentences on their palms or papers. They need to memorize the lines and tell the writers.

4. Reminder: tell students that it is okay to do it several times (back and forth) for each line.

5. Once they manage to get all evidences, in pairs, they need to match the characters to the evidences.

6. When everyone has finished, check answers in plenary. 7. Finally, students need to elaborate each evidence using

their own words. Encourage them to eleborate each point with supporting details. Tell students to find the sixth evidence of any characters in the novel.

78 Dear Mr. Kilmer


ACTIVITY 3: HANDOUT A

Chapter 4

“I enjoyed your letter... You mustn’t let fear of ridicule imprison you ...be strong!”

Chapter 3

Slowly he picked up his pen...he had already made his decision. He signed his name.

Chapter 6

When Hannah finished reading her essay, he applauded loudly. But he realised, he was the only one clapping.

Chapter 7

She declined the role of Lady Liberty after many students were angry about her selection for the role.

Chapter 8

She baked cookies with nuts and raisins in them, while her mother knitted a scarf to Mr Kilmer for Christmas.

79 Dear Mr. Kilmer


ACTIVITY 3: HANDOUT B- Match the characters with the lines (evidences). Complete the elaboration. Try to find another evidence of any characters from the novel.

No Evidences Characters Elaboration/Details

Richard Knight

Joyce Kilmer

Hannah Schermer

80 Dear Mr. Kilmer


Activity 3

No Evidences Characters

1 “I enjoyed your letter.. You musn’t let fear of ridicule

imprison you ...be strong!”

Joyce kilmer

2

Chapter 3 Slowly he picked up his pen...he had already made his

decision. He signed his name.

Richard Knight

3

Chapter 6 When Hannah finished reading her essay, he applauded

louldy. But he realised, he was the only one clapping.

Richard Knight

4

Chapter 7 She declined the role of Lady Liberty after many students

were angry about her selection for the role.

Hannah Schermer

5

Chapter 8 She baked cookies with nuts and raisins in them, while her

mother knitted a scarf to Mr Kimler for Christmas.

Hannah Schermer

81 Dear Mr. Kilmer


Activity 4 – Characters

Msytery Box

1. Before we get started, you need to have speakers, music and a box.

2. Cut handout A, fold and put them in the box. 3. Ask all students to sit in a big circle. Tell them that

they are going to play the ‘Mystery Box game’. When music is played, they need to pass the box around the circle, anti-clockwise. Keep passing the box until the music stops. The last person who holds the box need to choose a paper from the box and answer the question written on it.

4. Give students some time to think of the answer. If they could not answer the question, allow others to help.

5. Repeat the steps until all questions are done.

82 Dear Mr. Kilmer


Activity 4 - Handout A

Richard is dark and browny. (TRUE OR FALSE?)

Richard looks like his mother. (TRUE OR FALSE?)

Richard is the youngest of 3 siblings. (TRUE OR FALSE?)

Richard’s English teacher’s name is ___________.

What is the name of the German girl?

Who wrote the poem, Trees?

Who is Joyce Kilmer?

Describe 2 physical traits of Gus.

Gus insists to join the war even though Pa does not allow it. This shows that Gus is...?

Give one evidence to show that the Schermers are patriotic Americans.

Give one evidence to show that the Schermers are patriotic Americans.

Pa is a supportive father. Give one example from the novel.

Richard is described as someone who is brave and true to his principles. Give 2 examples.

When Hannah decides to turn down the offer as Lady Liberty, it shows that she is _____

Richard’s English teacher’s name is ___________.

83 Dear Mr. Kilmer


Hannah is a beautiful girl. She has......

Which character from the novel that you admire most? Why?

Hannah faces a lot of challenges in the novel. Give 1 example.

Hannah faces a lot of challenges in the novel. How does she overcome the challenges?

Hannah faces a lot of challenges in the novel. How does she overcome them?

How would you describe Mrs Hansen?

Both Mr Kilmer and Richard tell us that writing poem is not a sissy thing. Do you agree? why?

What lessons did the main character learn? How did it help him to become a better person?

Give one example to show that Pa knows the importance of education.

84 Dear Mr. Kilmer

By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt

Abdul Samad (SMK Teriang Hilir)

EXPLORING THE SETTINGS

OF

DEAR MR KILMER ACTIVITY 1

Where does the story take place?

x ____________________________________________________

x ____________________________________________________

x ____________________________________________________

During what time period does the story take place?

x __________________________________________________

How does the setting (place and time period) affect or contribute to the plot of the story?

x

85 Dear Mr. Kilmer



ANSWER KEY

1. Where does the story take place? x The Knights farmhouse

x The Schermer’s tavern

x Richard’s school

x The headquarters of The New York Times

x The battle trenches where American soldiers fight

x The New York Armory where Joyce Kilmer trains for war

(Choose three out of the answers above)

2. During what time period does the story take place?

x February 1917 to November 1918; before the United States joined World War I until the end of the war.

3. How does the setting (place and time period) affect or contribute to the plot of the story?

(Any relevant answer acceptable)

86 Dear Mr. Kilmer




ACTIVITY 2

Based from the pictures, describe the place where the story take place?

PICTURE 1 PICTURE 2

__________________________ _____________________

__________________________ _____________________

PICTURE 3 PICTURE 4 __________________________ _____________________

__________________________ _____________________

87 Dear Mr. Kilmer



ANSWER KEY PICTURE 1

x In the woods, where Richard, Gus and Pa went for hunting. PICTURE 2

x The battle trenches where American soldiers fight. PICTURE 3

x Richard’s classroom where he reads and writes the poem. PICTURE 4

x The Knights’ farmhouse where Richard and his father work on together.

88 Dear Mr. Kilmer




ACTIVITY 3

Who do you associate with these places?

Match the characters (column A) to the places (column B)

COLUMN A COLUMN B

1. A one – room newspaper office Pa

2. Pool in the forest Mrs

Hansen

3. Open countryside for horseback riding and cattle herding Gus

4. An old, leafy oak tree which overlooks a railway track Roland

5 A tavern which serves sausages, sauerkraut and beer Mr

Garrison

6. The football field Schermers

7. The New York Armoury Angie

8. El Carney, Cuba deer

9. A farmhouse kitchen Richard

10. A working desk with posters on a coming pageant Joyce

Kilmer

89 Dear Mr. Kilmer



ANSWER KEY

1. Mr Garrison

2. Deer

3. Pa

4. Richard

5. Schermers

6. Gus

7. Joyce Kilmer

8. Uncle Roland

9. Angie

10. Mrs Hansen

90 Dear Mr. Kilmer

By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )

Activity 1 : FINDING VALUES List 5 moral values that you have learnt from Dear Mr Kilmer

� Choose one value and relate the value to our daily life.

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

Ex : Family Love

poem

dear mr kilmer :

moral values

91 Dear Mr. Kilmer


Activity 2 : MATCHING DESCRIPTION Match the moral values to their description

1. War benefits no one

2. Family Relationships

3. The gift of Friendship

4. Be creative

5. The value of Education

6. Stand firm in what you believe in

A. Richard was friends with the Schermers despite receiving a lot of pressure to stay away from them.

B. Many lives were lost and the people of Turtle Lake were divided. Unity was lost because of discrimination

C. Richard and Hannah supported each other when their classmates were unkind to them. Richard also received moral support and encouragement from Joyce Kilmer

D. The Knights and Schermers care about each other and worry about each other's safety

E. Poetry writing is a form of creative expression which brings comfort to both Richard and Joyce Kilmer

F. Pa insisted that Gus finish his high school education before joining the army. Ignorance cause discrimination, as seen in the community's misconception of Germans

92 Dear Mr. Kilmer


Activity 3 : FINDING EVIDENCE

Fill in the table with appropriate moral values, description and evidence from the text.

MORAL VALUE EXPLANATION TEXTUAL EVIDENCE

Ex : We must always stand firm in what we believe in

Richard was friends with the Schermers despite receiving a lot of pressure to stay away from them.

Chapter 6/7 ( pg 78, 79) “ When Hannah finished reading, Richard claped…He was the only student in the classroom applauding…”

93 Dear Mr. Kilmer


ANSWERS: ACTIVITY 1 (Accept any possible answers) ACTIVITY 2

1. (B) 2. (D) 3. (C) 4. (E) 5. (F) 6. (A) ACTIVITY 3 Suggested Answers

MORAL VALUE EXPLANATION TEXTUAL EVIDENCE

Ex : We must always stand firm in what we believe in

Richard was friends with the Schermers despite receiving a lot of pressure to stay away from them.

Chapter 6/7 ( pg 78, 79) “ When Hannah finished reading, Richard claped…He was the only student in the classroom applauding…”

We must have integrity

Richard has shown integrity towards Hannah when no one else did. Mrs Hansen was very proud of his action. He signed the card.

Chapter 3 (pg 33) “But when he remembered pretty Hannah, who has never hurt anyone…. Despite the fact that he was tired of being different, he knew he had to sign the card

We must support family through thick and thin

The Knights and the Schermers care about each other. They support each other

Chapter 1 (pg 7) “ You don’t have to come hunting anymore…” Pa told Richard Chapter 4 (pg 54-55)

1. The Schermers support Papa’s decidion to come to Iowa.

2. They also supported Otto’s decidion to join the army

ACCEPT ANY POSSIBLE ANSWERS.

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CONCLUSION

This module shows that teachers from Jempol and

Jelebu can work hand in hand in order to come out with

great ideas for the 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

as well as teachers from all around the globe 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 module form 5

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