List of ActivitiesLo

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Focus Activity Title Page Activity 1 – Literal Meaning

Pre-Activity Guess Who? 3While-Activity Fill Me 5Post –Activity Who Says... 7Extension Activity The Opposite 10

Activity 2 – Figurative Meaning

Pre-Activity Can You See It? 13While-Activity Between The Lines 16Post –Activity You Complete Me 19

Activity 3 – Personal Expression

Pre-Activity Theme Time! 22While-Activity We Must Be... 25Post –Activity What I Can Do for Malaysia. 28

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Focus Activity Title PageActivity 1 – Literal Meaning

Pre-Activity Shaped words 30While-Activity Match It Up 31Post –Activity Constructing Sentences 33

Activity 2 – Figurative Meaning

Pre-Activity Emoticon Mania 34While-Activity Find Out The Right Tone 36Post –Activity Poem Recital 38

Activity 3 – Personal Expression

Pre-Activity Know Our Heroes 38While-Activity Character Cubes 40Post –Activity Many Thanks 43Extension Activity Optimism 44

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Focus Activity Title PageActivity 1 – Literal Meaning

Pre-Activity I Am a Fighter! 47While-Activity I Am a Fighter! 53Post –Activity I Am a Fighter! 56Pre-Activity My Superhero 58While-Activity What Say You? 59Post –Activity The One who Change the World 61

Activity 2 – Figurative Meaning

Pre-Activity Voice Out! 62While-Activity Hear my Pleas! 64Post –Activity Silence the World! 67

Activity 3 – Personal Expression

Pre-Activity Superman’s Plea 69While-Activity Stand Up; Voice Out! 70Post –Activity Be the Leader! 72

Materials Aims

Steps

Notes

A Fighter’s Lines Literal : Pre-Activity

Guess Who?Time : 20 minutes

1 Worksheet 11 To understand the title of the poem

1. Write the title of the poem on the board (A Fighter’s Lines).2. Distribute Worksheet 1. Ask the students to identify the people in the pictures.3. Discuss with the students what the people in the pictures have in common. (Encourage students to speak up by posing questions to help them come up with the word “ Fighter”) 4. Ask the students to name some of the independent fighters or famous leaders they know. 5. Introduce the poem.

Teacher is flexible to choose heroes or fighters personalities to discuss with the students either by using Powerpoint or worksheet.

A Fighter’s Lines Literal : Pre-Activity Worksheet 1

Try to guess who are those famous personalities in the given pictures.

A Fighter’s Lines Literal: While-Activity

Guess Who?1

2

3

Aims Materials

Steps

Notes

A Fighter’s Lines Literal: While-Activity Worksheet 2

Fill Me

1 To understand the literal meaning of the poem by associating words from the poem with the related pictures.

1 Worksheet 2

Time : 40 minutes

1. Recite the poem in class.2. Distribute Worksheet 2. Ask the students to identify words from the poem that relates to the pictures and fill in the blanks with the correct words.3. Discuss the answers with the students.

During discussion teacher makes the students aware of feature in the pictures that associate with the intended words.

Find words in the poem that match the following picture

A Fighter’s Lines Literal: Post-Activity

c. W _ _ _ _ _ _ _ _ _

b. O _ _ e. W _ _ _

a. L _ _ T S _ _ _ _ _ _ _

d. F _ _ _ _

e. I n _ _ _ _ _ _ _ _ _ _

a. S _ _ _ _ _ _ _ _ _ _

b. H _ _ _ _ _ _

c. F _ _ _ _ _ M

a. D _ _ _ _ _ b. D _ _ _ _ _ B

Fill Me

1

2

2

d. S _ _ _ _ _ _ _ g _ _

f. E _ _ _ _ _

C_ _ _ _ _ _

f. A _ _ _ _ _ _ _

g. C _ _ _ _ _ _ _

Aims Materials

Steps

Notes

A Fighter’s Lines Literal: Post-Activity Worksheet 3

Who Says ...

1 To reinforce the students’ understanding of the word ‘lines’ in this poem.

1 Worksheet 3

Time : 40 minutes

1. Distribute Worksheet 3.2. Ask the students to identify the famous words said by a famous cartoon character “Bugs Bunny.”3. Teacher displays famous quotes from independent leaders such as Mahatma Ghandi.4. Ask students to write a famous line said by the people they admire most.

Teacher can obtain quotes from a few independent leaders, sport personal etc

1. Look at the following pictures and answer the questions that follows.

A. What is Bugs Bunny famous line? His famous line is ______________

B. What is Spiderman famous line? His famous line is _________________

C. What is Liverpool Football Club famous line? Their famous line is _____________

2. Choose a person that you admire the most and write down his or her famous line?

A Fighter’s Line POETRY

Who Says...

WHAT’S UP DOC?

WITH GREAT POWER, COMES GREAT RESPONSIBILITY.

You never walk alone.

Name

Answer KeyWorksheet 1

1. MANNY PACQUIAO (A FAMOUS PHILIPINO BOXER, HE HAD WON A LOT OF MATCH YET HE IS STILL MAINTAIN HIS DOWN TO EARTH PERSONALITY)

2. MOHANDAS GHANDI (KNOWN AS 'MAHATMA' (GREAT SOUL), GANDHI WAS THE LEADER OF THE INDIAN NATIONALIST MOVEMENT AGAINST BRITISH RULE, AND IS WIDELY CONSIDERED THE FATHER OF HIS COUNTRY. HIS DOCTRINE OF NON-VIOLENT PROTEST TO ACHIEVE POLITICAL AND SOCIAL PROGRESS HAS BEEN HUGELY INFLUENTIAL.

3. TUNKU ABDUL RAHMAN PUTERA AL-HAJ (MALAYSIAN FATHER OF INDEPENDENT)

Worksheet 2

Picture 1

a. lost strengthb. oldc. wheelchaird. sufferinge. wornf. energy crushedg. crippled

Worksheet 3

1. What’s up Doc?

Example of famous quote

1. Manny Pacquiao -“I tried my best,”“I will do my best, and I promise I will give this guy a fight, and I have to win this fight.”

2. Tunku Abdul Rahman“In addition, you must always equip yourself through training and sharpening your skill all the time,”

3. Mahatma Ghandi- “The weak can never forgive. Forgiveness is the attribute of the strong.”“There is more to life than simply increasing its speed.”

A Fighter’s Lines Literal: Extension-activity

Picture 2

a. sacrificesb. historyc. freedomd. fighte. independentf. ancestor

Picture 3

a. Deceitb. disturbs

The

Materials Aims

Steps

Notes

A Fighter’s Lines Literal: Extension-Activity Worksheet 4

Time : 20 minutes

1. Worksheet 4

2. Display sheets

1 To create a new version of the poem using the opposite words

1. Write the title of the poem on the board (A Peacemaker’s Lines).2. Ask the students to sit in groups of 4.3. Distribute Worksheet 4 and display sheet to each group. Ask the students to find the opposite for the underline words.3. Rewrite the poem in the using the opposite words in their display sheet.

For LEP students prepare a words list of opposite words in advance.

Find the the opposite for the underline words.

A Fighter's Lines

I am old and worn

and have lost all my strength

sufferings

and the history of the fight for independence

have forced sacrifices

that know name

or life

from the wheelchair of the rest of my days

I, body and energy crushed

see and cannot do much

these times are too big a challenge

for the remnants of my crippled years

the net of deceit spread everywhere

disturbs me

The opposite

In the name of justice

Wake up and form ranks sons of our ancestor

Be brave

And erect a wall of people

Stand up heirs of our freedom

I have no more voice

It is you now who should speak

Suggested answers

A Peacemaker's Lines

I am young and new

and have gain all my strength

comforts

and the future of the peace for independence

have volunteered sacrifices

that know name

or life

from the wheelchair of the rest of my days

I, body and energy renewed

see and can do much

these times are too small a challenge

for the remnants of my healthy years

the net of honesty spread everywhere

calm me

In the name of justice

Wake up and form ranks sons of our ancestor

Be brave

And erect a wall of people

Stand up heirs of our freedom

I have no more voice

It is you now who should speak

A FIGHTER’S LINES PRE-ACTIVITY

Can You See It?

Aims Materials

Steps

Notes

A FIGHTER’S LINES HANDOUT 1

1 To explain what the pictures represents (symbolism)

2 To answer simple ‘Wh-questions’

1

2

Handout 1

Worksheet 1

3 Dictionary

Time : 40 minutes

1 Organise students into groups of 3-4. 2 Distribute Handout 1 to the groups.3 Instruct the groups to complete the handout by writing short answers.4 Discuss their answers in class.5 Distribute Worksheet 1 to the groups.

6 Instruct them to complete the worksheet. Discuss their answers in class.

Handout 1 can be flashed on the projector if colour print is unavailable.

Look at the pictures below. Write what comes to your mind. Use short answers.

Picture 1- Flowers

_______________________________

Picture 2- Wheel chair

_______________________________

Picture 3- National Flag

_______________________________

Picture 4- Great Wall of China

_______________________________

A FIGHTER’S LINES WORKSHEET 1

Can You See It?

Answer the following questions using short answers.

1. Why do people give flowers as a birthday gift?

___________________________________________________________________

2. Who uses the wheel chair?

___________________________________________________________________

3. Why should we respect our national flag?

___________________________________________________________________

4. What is the purpose of a wall?

___________________________________________________________________

A FIGHTER’S LINES WHILE-ACTIVITY

Can You See It?

Between The Lines

Aims Materials

Steps

Notes

Students can be told to be creative. They may also sing the poem or present it in any interesting way.

A FIGHTER’S LINES HANDOUT 2

1 To appreciate the poem through recitation2 To recite the poem with feelings and

expressions3 To associate symbolisms to words and phrases

in the poem4 To understand the title of the poem

1 Handout 2

2 Worksheet 2

3 Dictionary

1 Distribute Handout 2. Get the students to work in pairs and recite the poem to each other. They are encouraged to refer to the teacher for correct pronunciation.

2 Students recite the poem, supervised by the teacher. 3 Teacher explains the stanzas to the students.4 Distribute Worksheet 2. In pairs, students discuss why the poet has given the title

‘A Fighter’s Lines’ to the poem. The students circle the possible answers. Discuss the answers with the students.

Time : 40 minutes

Between The Lines

Recite the following poem with expression.

A Fighter’s Lines

I am old and wornand have lost all my strengthsufferingsand the history of the fight for independencehave forced sacrificesthat know no nameor life

from the wheelchair of the rest of my daysI, body and energy crushedsee and cannot do muchthese times are too big a challengefor the remnants of my crippled yearsthe net of deceit spread everywheredisturbs me

In the name of justiceWake up and form ranks sons of our ancestorBe braveAnd erect a wall of peopleStand up heirs of our freedom

I have no more voiceIt is you now who should speak!

Marzuki Ali

A FIGHTER’S LINES WORKSHEET 2

A. Match the words and phrases in Column A to their symbolism in Column B.

COLUMN A COLUMN B

Between The Lines

Aims Materials

UNITY

DESPAIR

DISABILITY

TIRED

Words and phrases Symbolism

1. …worn

2. …lost all my strength

3. …wheelchair

4. ...erect a wall of people

B. Words can have several meanings. Why do you think the title of this poem is ‘A Fighter’s Lines? Circle the possible answers.

(a) Encourage young people to be united.

(b) Encourage young people to be a fighter for their country.

(c) Encourage young people to fight each other to be the strongest.

A FIGHTER’S LINES POST-ACTIVITY

DISABILITY

You Complete

1 To understand the message the poet is trying to convey

2 To complete a dialogue between a grandchild and a grandfather using suitable ‘Wh-questions’

1 Worksheet 3

Time : 40 minutes

Steps

Notes

Students can role-play the dialogue.

A FIGHTER’S LINES WORKSHEET 3

Complete the following dialogue using the correct ‘Wh-questions’ from the box below.

Grandchild : 1) ………………………………………………………………….

Grandfather : I am old and worn and have lost all my strength.

1 To understand the message the poet is trying to convey

2 To complete a dialogue between a grandchild and a grandfather using suitable ‘Wh-questions’

1 Worksheet 3

1 Distribute Worksheet 3 to the students. 2 Instruct students to formulate ‘Wh-questions’ to complete the dialogue between the

grandchild and the grandfather. 3 Teacher discusses the answers with the students.

You Complete

Answer Key

Grandchild : 2) ….……………………………………………………………….

Grandfather : From the wheelchair of the rest of my days, I, body and energy crushed cannot do much.

Grandchild : 3) ………………………………………………………………….

Grandfather : The net of deceit spread everywhere disturbs me.

Grandchild : 4) …………………………………………………………………..

Grandfather : In the name of justice, wake up and form ranks sons of our ancestor.

Grandchild : 5) …………………………………………………………………..

Grandfather : Be brave and erect a wall of people. Stand up heirs of our freedom. I have no more voice. It is you now who should speak!

Answers:

How can I lead? What makes you upset? What can I do to help the country? Why are you sitting on a wheelchair? Why can’t you continue with your fight?

A FIGHTER’S LINES POETRY

PRE-ACTIVITY: CAN YOU SEE IT?HANDOUT 1

(These are suggested answers only. Accept any logical answers from the students)

1. Beautiful, gift, Valentine’s Day, Mother’s Day.

2. Old people, injured people, hospital.

3. Malaysia, respect, national anthem.

Aims

4. Strong, long, beautiful.

WORKSHEET 1

(These are suggested answers only. Accept any logical answers from the students)

1. It is cheap. / It is beautiful.

2. People who are old. / People who are injured.

3. To show patriotism. / To show that we are respectful people.

4. To protect ourselves. / To feel safe.

WHILE-ACTIVITY: READ BETWEEN THE LINES

WORKSHEET 2

A. 1. …worn : tired

2. …lost all my strength : despair

3. …wheelchair : disability

4. …erect a wall of people : unity

B. (a) and (b)

POST-ACTIVITY : YOU COMPLETE ME

WORKSHEET 31. Why are you sitting on a wheelchair?2. Why can’t you continue with your fight3. What makes you upset?4. What can I do to help the country?5. How can I lead?

A Fighter’s Lines Personal Expression: Pre-activity

Theme Time!

1. to explain the themes of the poem2. to present the themes in the form of graphic

organizer

Time : 30 minutes

Materials

Steps

A Fighter’s Lines Personal Expression: Pre-Act Worksheet 1

Instruction : Elaborate each theme of the poem by answering the questions.

1. The poem2. worksheet 13. dictionary4. mah-jong paper

1. Divide students into groups of 5 to 6.2. Assign one theme for each group to discuss.3. Distribute worksheet 1 – cuecards (a), (b), and (c) according to the assigned theme to each

group.4. Instruct students to display and share their discussion in the form of graphic organizer on mah-

jong paper.5. Discuss the students’ elaboration on each theme.

Theme Time!

PATRIOSTISME

1. What is patriotism?2. Who should have the sense of patriotism?3. Why do we need to be patriotic?4. When should we be patriotic?

5. How can we express our patriotism? List your suggestions.

A Fighter’s Lines Personal Expression: Pre-activity

SUGGESTED ANSWERS

COURAGE

1. What is courage?2. Who should be courageous?3. Why do we need to be courageous?4. When should we be courageous?

5. How do we express our courage for our country’s freedom and peace?

UNITY

1. What is unity?2. Who should unite?3. Why do we need to be united?4. When should we unite?

5. How do we strengthen the unity among the people in our country? List your suggestions.

PATRIOSTISME

1. Patriotism is the sense of love and devotion towards one’s country.2. Everyone, (or any other acceptable answers)3. To fight and defend our country from enemies (or any other acceptable answers)4. All the time (or any other acceptable answers)

5. Fighting against deceit or corruption, abiding to the laws, raising the Jalur Gemilang, (or any other acceptable answers)

COURAGE

1. Courage is the ability to confront fear, pain, danger, or intimidation. It is also associated to

Aims

A Fighter’s Lines Personal Expression: While Activity

COURAGE

1. Courage is the ability to confront fear, pain, danger, or intimidation. It is also associated to

UNITY

6. Unity is the state of being undivided or unbroken. 7. The people in the country (or any other acceptable answers)8. To ensure that we can work together and strong enough to fight and defend our country

from any threats. (any other acceptable answers)9. All the time (or any other acceptable answers).10. Joining sports activity, working collaboratively at schools, visiting friends during festivals,

(or any other acceptable answers).How do we strengthen the unity among the people in our country? List your suggestions.

3. to explain the moral values instilled in the poem4. to reinforce students’ understanding of the

message conveyed in the poem.

Time : 40 minutes

“We must be…”

Materials

Steps

A Fighter’s Lines Personal Expression: While Activity Worksheet 1

Instructions: fill in the blanks with the suitable answers.

5. The poem6. worksheet 27. dictionary

1. Assign students to work in pairs.2. Distribute worksheet 2 to each pair.3. Discuss the answers with the students.

“We must be…”

A Fighter’s Lines

Suggested Answers

1. We must be willing to sacrifice to preserve our country’s independence.

a. The persona sacrificed and risked his life for the independence of the country.

b. We must give our sincere contribution for the development of country. E.g. donations,

volunteering for community service, etc.

the persona sacrificed and risked his life for the independence of the country_______________________________________________

united we stand, divided we fall.________________________________________________________________________________________________

uphold justice and stand up againts widespread lies in the society.______________________________________________

Aims

2. We must be united to preserve our freedom.

a. United we stand, divided we fall.

b. We have to unite regardless of our differences to ensure freedom.

3. We must be brave to uphold justice.

a. Uphold justice and stand up against widespread lies in the society

b. We must fight against crimes such as violence and corruption.

A Fighter’s Lines Personal Expression: Post activity

Time : 80 minutes

“What I can do for Malaysia”

Materials

Steps

5. To enable students to express their sense of patriotism and responsibility towards the country

6. To write a short note about their contributions for the country.

8. The poem9. Dictionary10. Thesaurus

4. Discuss with the students what the persona wants the younger generation to do for the country today.

5. Discuss the topic “What I Can Do for Malaysia” with the students. Encourage the students to come up with their own ideas about what they can contribute to the country.

6. Instruct students to list 3 contributions they can give for Malaysia.7. Ask the students to write down a 100-word note and present it to the class.

Aims MaterialsAims Materials

A FIGHTER’S LINES Literal : Pre-Activity

1 Students can associate the words given by drawing the characteristic of them on cards.

1. Manila cards2. Marker Pens3. Colour Pencils

Shaped WordsTime : 40 minutes

Aims MaterialsAims MaterialsAims Materials

Steps

A FIGHTER’S LINES Literal:While-Activity

1 Class is divided into 3 groups.2 Each group is provided with a piece of manila card and cut it into 5 cards of equal size.3 Each group is given 5 words taken from the poem.4 Using the 5 words, each group designs the word cards according to their meanings

creatively.

1. To introduce students the meanings of the words used in the poem

2. To introduce vocabulary in a fun way

1. Word Cards (from the previous activity)

2. Definition Cards

Match It UpTime : 40 minutes

Steps

A FIGHTER’S LINES Literal:While-Activity worksheet

1. Paste the definition cards on the wall around the class. 2. Divide students into 3 groups. Distribute 5 word cards randomly (which the

students had done previously) to each group. 3. Tell them to set the word cards face down on the desk. 4. Get each of them to open the cards one by one. Tell them that they are not to look

at the cards before opening them face up on the table. 5. Their task is to look for the definition of the word card on the wall and paste the

word card on it. 6. The winner in the group will be the one who pasted the correct word cards to the

definition card.

Damaged and shabby as a result of much use

A small remaining quantity of something

A person or animal that is partially disable or unable to use a limb

Dishonest behaviour that is intended to trick someone

Someone who is related to you who lived a long time ago

To build something such as a statue or bridge

Aims MaterialsAims MaterialsAims MaterialsAims Materials

A FIGHTER’S LINES Literal: Post-Activity

The physical energy that someone has to lift or move things

Mental or physical pain or problems

Try hard to prevent something

Freedom from control by another country or organization

To give up something important or valuable so that you or other people can do or have something else

The next person to have a particular job or to continue someone’s work or ideas

A line of people, especially soldiers The right to do what

you want, make your own decisions, and express your own opinion

To hit or press something so hard that you damage it severely or destroy it, especially by making its shape flatter

To construct sentences out of the words given in written form or orally

No material is needed

Constructing Time : 40 minutes

Steps

Aims Materials

A FIGHTER’S LINES Figurative :Pre-Activity

1. Get each of the groups to make a sentence out of the 15 words they have learned in the previous lesson.

2. Select 15 students randomly from any groups. Each person only present one of the words given.

Emoticon Mania

1. To recognise the emotions from the list of words given.

2. To train students to use the dictionary.

1. Emoticon Pictures2. List Of Words

Time : 40 minutes

Steps

A FIGHTER’S LINES Figurative :Pre-Activity Worksheet

Here’s the list of words :)

1. Distribute the emoticon pictures and list of words to respective groups.2. They need to identify and match the words with the emoticons by cutting out the words

and paste it on the appropriate emoticons.3. Encourage students to find the meanings in the dictionary.

angryannoyed anxious

courageous

depressed

desperate

disappointeddisgusted

eager

encouraging frustrated

joy

Aims Materials

A FIGHTER’S LINES Figurative: While-Activity

excited

helplessness

humorous

inspired

joy

love

pride relax serious

sorrow synphathetic troubled

weary

Find Out The RightTone

To identify the tone or emotion expressed from the poem.

Worksheet 1

Time : 40 minutes

Steps

A FIGHTER’S LINES Figurative: While-Activity worksheet

Select the appropriate word(s) of emotional from the previous activity which convey the persona’s feeling from the box above. Write them down in the table below.

Words / Phrases / lines from the poem Tone or emotion expressed

1 I am old and worn

2 lost all my strength

3 have forced sacrifices that know no name or

life

4 from the wheelchair of the rest of my days

Distribute Worksheet and ask students to select the appropriate word(s) of emotions from the previous activity which convey the persona’s feeling. Write them down in the table provided.

Aims MaterialsAims MaterialsAims Materials

5 Body and energy crushed

6 See and cannot do much

7 remnants of my crippled years

8 net of deceits …..disturbs me

9 Wake up and form ranks sons of our

ancestor

10 Be brave

11 erect a wall of people

12 Stand up heirs of our freedom

13 I have no more voice

14 It is you now who should speak!

A FIGHTER’S LINES figurative : Post-Activity

To help students to recite the poem with appropriate emotional and tone

1. Video Presentation 2. Laptop3. LCD

Poem RecitalTime : 40 minutes

Steps

Aims Materials

A FIGHTER’S LINES Personal ExpressionPre-Activity

1. Play a video presentation. ( can be downloaded at http://www.youtube.com/watch?v=09dGuZ6zQt0 )

2. While watching the video, students should pay attention to the pictures and the lines of poem and try to understand the mood.

3. A few students are selected to recite the poem with appropriate mood and tone.

Know Our Heroes

To use authentic materials to introduce great personality.

Newspaper, magazine or access to internet

Time : 40 minutes

Aims Materials

Steps

A FIGHTER’S LINES Personal Expression:While-Activity

Character Cubes

1 To analyse the traits of a personwho show patriotism in the past

2 To appreciate the person’s contibution to the country

1 Character Cube templates( Worksheet 2)

2 Materials from previous activity

3 Coloured markers and pencils

4 Scissors5 Bottles of glue

Time : 40 minutes

1. Using newspaper, magazines or internet, each group collect as much information as possible on any fighters who fought for our independence in the past before hand.

2. Divide the class in groups of 4.3. Each group has to select only one personality.4. Group leaders report their findings to the class.

Steps

Notes

1 Distribute copies of the two Character Cube templates (Worksheet 2) to each student. ( For sturdier cubes, copy the templates onto cardboard.)

2 Ask students to follow the directions to fill out each of the six panels.3 Tell them to cut out the cube pieces along the solid lines.4 Instruct them to glue TAB A behind the bottom of Panel 4.5 Show students how to fold the paper along the dotted lines so that it forms a cube.6 Have students glue each of the tabs behind the panel it meets

1. This activity may be given as group work. 2. Hang a string across the classroom. Tie a paper clip to the end of a 10 cm thread. Fasten the Character Cubes to the paper clips.

Panel 1Write the name of the person

and what did he fight for.

Panel 2Write a brief description of the person

and paste his picture here.

Panel 1Write the adjectives or phrases to

describe the person.

Worksheet 2

A FIGHTER ‘S LINES Personal Expression:Post-Activity

Panel 5

Panel 4Write a sentence that

describes the person’s major accomplishment.

Panel 6In what ways do you like the

person?

What do you like most about the person?

Many Thanks

Aims Materials

Steps

A FIGHTER’S LINES Extension-Activity

To appreciate the person’s contibution to the country

1 Drawing Papers2 Colour Pencils3 Scissors

Time : 40 minutes

1 Each student is given a piece of drawing papers and colour pencils.2 Each of them design a card to show their appreciation to the contributions and the

sacrifices the person made to the country.3 Display the students’ cards in the reading corner of the class.

Optimism

Aims Materials

Steps

Aims MaterialsAims MaterialsAims Materials

A FIGHTER’S LINES

I am young and strong

1. To encourage students to write poem2. To encourage think craetively

1. The poem2. A blank sheet of

paper

1. Referring the original text, students try to rewrite the poem by substituting the negative words in the poem with positive words.

2. The students read aloud their poems.3. Students can comment their friends’ poems and provide suggestions.

Sample Answer for Extention Activity

Time : 40 minutes

and have gained all my strength

joy

and the history of the fight for independence

have forced sacrifices

that know no name

or life

from the knowledge I obtain from my school days

I, body and energy regenerated

see and able to do a lot

these times are too big a challenge

since the beginning of my teenage

the net of deceit spread everywhere

But, I’ll fight

In the name of justice

Wake up and form ranks sons of our ancestor

Be brave

And erect a wall of people

Stand up heirs of our freedom

I heard your voice, grandpa

It is me now who should speak!

To make word association through synonyms.

A Fighter’s Lines Literal: Pre Activity ( i)

I Am a Fighter !Aim(s)

20 minutes

card

song lyrics

Ask students listen to the song. Ask students to sing and understand the song.

Teacher make two sets of cards (use two colours).

Write the words found in the lyric on one set and the synonyms on another.

Let students snap and snatch the correct pairs.

This is to match words and synonyms together.

A Fighter’s Lines Literal: Pre Activity (i) worksheet

Ne-Yo- Mad Lyric

[Verse 1:]

She staring at me

I’m sitting wondering what she thinking

Materials

I Am a Fighter.

Steps

Mmmmm

Nobodies talking

Cause talking just turns into screaming.

Ohhhh

And now it’s I’m yelling over her

She yelling over me

All that means

Is neither of us is listening.

[andwhats even worse]

That we don’t even remember why we’re fighting.

So both of us are mad for……

Nothing [fighting for]

Nothing[crying for]

Nothing

But we won’t let it go for

Nothing

This should be nothing to a love like what we got

Ohhh baby.

I know sometimes

It’s gonna rain

But baby can we make up

Now cause I can’t

Sleep through the pain

(can’t sleep through the pain)

mad pain

[chorus :]

Girl I don’t wanna go to bed (mad at you)

And I don’t want you to go to bed (mad at me)

[Verse 2:]

And it get me upset

Girl when yourconstantlyaccusing.

(asking questions like you already know)

We fighting this war

Baby when both of us are losing.

(thisain’t the way the love is supposed to go)

[bridge :]

Oh baby this love ain’tgonna be perfect

And just how good itsgonna be

We can fuss and we can fight

Long as everythings alright between us

Before we go to sleep

Baby we’re gonna be happy.

A Fighter’s Lines Literal: Pre Activity worksheet

Based on the lyrics find out the synonyms of the following words. Then, keep the pair.

I Am a Fighter.

wondering upset

screaming accusing

yelling war

worse perfect

fighting fuss

A Fighter’s Lines Literal: Pre Activity worksheet

Based on the lyrics find out the synonyms of the following words. Then, keep the pair.

worry combat

I Am a Fighter.

complete inferior

conflict distressed

awe gazing

Word cards (Handout )

To understand the meanings of the words used in the poem

hurt

shouting

roaring

blaming

A Fighter’s Lines Literal: While (i) Activity

Materials

I Am a Fighter !Aim(s)

40 minutes

worn suffering

sacrifices crushed

remnants deceit

Prepare sets of word cards (Handout )

Divide students into groups of 4. Give each group a set of the word cards.

Tell them to set the cards face down on the desk.

Get each of them to open the cards one by one. Tell them that they are not to look at the cards before opening them face up on the table.

Their task is to match words and meanings together.

If they manage to match the word and the meaning, they are allowed to keep that pair.

The winner in the group will be the one who collects the most pairs.

A Fighter’s Lines Literal: While Activity worksheet

match the words and phrases to their meanings.

Steps

I Am a Fighter.

justice ranks

ancestor erect

heirs freedom

Destroyed

The remaining years as one with a physical disability

Stand united

Lying, concealing

Acts of giving up

Righteousness and fairness

Put up a united front

songmusic rooms

To understand the meanings of the words used in the poem

Emotional pain

Inherit someone’s money,property or title

Forefathers

Tired due to overwork

Independence

A Fighter’s Lines Literal: Post (i) Activity

Materials

I Am a Fighter!

Aim(s)

40 minutes

Answer Key

Divide students in a group of four.

Tell them to create a song using the words that they learnt from thepre and while.

Use their on creativity to make the song more interesting.

Students have to present they group works.

Make this a competition in the class and the best will be given a reward.

A Fighter’s Lines POETRY

___________________________________________________

Pre Activity

Staring - gazingWondering - aimUpset - distressedWar - conflictWorse - inferiorPerfect - completeFighting - combatFuss - worryPain - hurtScreaming - shoutingAccuring - blaming

Steps

Aims Materials

Steps

Yelling - roaring

Post ActivityWorn - tired due to overworkSuffering - emotional painSacrifices - acts of giving upCrushed - destroyedRemnants - the remaining years as one with a physical disabilityDeceit - lying, concealingJustice - righteousness and fairnessAncestor - forefathersErect - put up a united frontHeirs - inherit someone’s money, property or titleFreedom - independenceRanks - stand united

HEP: Pre- activity (ii)

My Superhero

1 To elicit students’ interests on the poem.2 To encourage students share by relating the

song to people they admire.

Sticky notesLaptopSpeaker

Time : 20 minutes

1 Teacher plays the song “Spiderman” by Michael Buble and asks students to identify the song by giving at least three reasons what the song is all about.http://www.azlyrics.com/lyrics/michaelbuble/spidermanthemejunkiexlremix.html

2 Students then are asked to write on a sticky note given their Superhero with at least one reason of their choice of individual.

3 They are then to stick it on the back of their friends.4 Once the song is stopped, they have to stop too.5 Students then paste the sticky note on the wall.

6

7

Teacher facilitates class discussion on the choice of hero chosen with more elaboration from students.

Notes

Aims Materials

Steps

HEP: While- activity (ii)

1 Teacher plays the song “Spiderman” by Michael Buble and asks students to identify the song by giving at least three reasons what the song is all about.http://www.azlyrics.com/lyrics/michaelbuble/spidermanthemejunkiexlremix.html

2 Students then are asked to write on a sticky note given their Superhero with at least one reason of their choice of individual.

3 They are then to stick it on the back of their friends.4 Once the song is stopped, they have to stop too.5 Students then paste the sticky note on the wall.

6

7

Teacher facilitates class discussion on the choice of hero chosen with more elaboration from students.

In this session, 1. Student’s personal responses are encouraged and acknowledged by the

teacher.2. Teacher plays more as a facilitator instead of answer-feeder.

What Say You?

1 To engage students in paraphrasing.2 To enhance students’ understanding through

use of own words.

FlashcardsMarker pensWorksheet 2a

Time : 30 minutes

1 Students (either in groups/ pairs) are each being given a line (s) from the poem

2 Students are asked to paraphrase the given line(s) based on their understanding of the line/ poem without revealing it to their friends.

3 Students then paste their flashcards on the wall.4 Based on the paraphrase version of the poem, students are then required to

reorganise the poem as its original organisation.5 Students then check the accuracy by flipping through the flashcards.

Notes

The Fighter’s Lines Worksheet 2a

Name: ___________________________________________

Paraphrase the lines according to your own understanding.

Marzuki Ali You: First Stanza

I am old and wornand have lost all my strength

sufferingsand the history of the fight for independence

have forced sacrificesthat know no nameor life

Second Stanzafrom the wheelchair of the rest of my days

I, body and energy crushed

see and cannot do much

these times are too big a challenge

1 Students (either in groups/ pairs) are each being given a line (s) from the poem

2 Students are asked to paraphrase the given line(s) based on their understanding of the line/ poem without revealing it to their friends.

3 Students then paste their flashcards on the wall.4 Based on the paraphrase version of the poem, students are then required to

reorganise the poem as its original organisation.5 Students then check the accuracy by flipping through the flashcards.

In this session, 1. Teacher evokes from students when there are any amendments or comments of the paraphrase version.2. Students are encouraged to bring a thesaurus/ dictionary prior the lesson.

Aims Materials

Steps

for the remnants of my crippled years

the net of deceit spreads everywheredisturbs me

Third StanzaIn the name of justiceWake up and form ranks sons of our ancestor

Be braveand erect a wall of people

Stand up heirs of our freedom

Fourth stanzaI have no more voice

It is you now who should speak

Which stanza that appeals you the most? Provide at least two reasons for your answer.

HEP: Post- activity (ii)

The One who Change the

1 To engage students in public speaking.2

3

To encourage students to share their personal admiration of a person.To encourage the use of technology in learning.

Video –The Power of One

Time : 30 minutes

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Students are asked the kinds of injustice that they know, feel or face in life.Students responses are then being explained briefly why they said or feel so.Students are shown short video clip on The Power of One.http://www.youtube.com/watch?v=_QzjqOl2N9c

4 Students are asked of what they see in the video clip and how they feel about it.

5

6

Students, in groups, are asked to produce a short video clip of community message by focusing on any one of the given list of injustice given by students earlier.The video is encouraged advices on how one person can make a change.

Aims Materials

Steps

Notes

HEP: Pre- activity (iii)

Voice Out!

1 To enable students relate to the current happenings around them.

2 To encourage students analyze situation through cause-effect relationship.

VideoPicturesBlank piece of papersWorksheet 1a

Time : 20 minutes

1 Students are told to watch a video silently of the current happenings around the world.

2 Teacher plays the video (in dim-lit room and melancholic melody played in the background).

3 Students then are asked the content of the video.4 Students’ responses are acknowledged by the teacher5 Students then are divided into three groups.

6

7

8

9

Each is given a situation from the video.Based on the their group’s discussion, each group is to write on given blank piece of paper the cause, effect and possible way to solve the problem.On the whiteboard, teacher pastes the giant table of worksheet 1a.In groups, students then paste their answer on respective columns.Responses are to be discussed as a whole.

123

Students are asked the kinds of injustice that they know, feel or face in life.Students responses are then being explained briefly why they said or feel so.Students are shown short video clip on The Power of One.http://www.youtube.com/watch?v=_QzjqOl2N9c

4 Students are asked of what they see in the video clip and how they feel about it.

5

6

Students, in groups, are asked to produce a short video clip of community message by focusing on any one of the given list of injustice given by students earlier.The video is encouraged advices on how one person can make a change.

In this session, 1. Teacher should keep an open mind and be professional in dealing any sensitive responses given by the students. Such responses should not be avoided, but to be address in a manner respectable, acceptable and wise.2. Students are encouraged to be creative.

Notes

1 Students are told to watch a video silently of the current happenings around the world.

2 Teacher plays the video (in dim-lit room and melancholic melody played in the background).

3 Students then are asked the content of the video.4 Students’ responses are acknowledged by the teacher5 Students then are divided into three groups.

6

7

8

9

Each is given a situation from the video.Based on the their group’s discussion, each group is to write on given blank piece of paper the cause, effect and possible way to solve the problem.On the whiteboard, teacher pastes the giant table of worksheet 1a.In groups, students then paste their answer on respective columns.Responses are to be discussed as a whole.

In this session, 1. any responses from students are not to be rejected or penalized but to be asked why they say so, no matter how incomprehensible they may sound.2. teacher is to relate solutions given by the students by emphasizing that they are important actions to be taken by first acknowledging such problem by voicing out. 3. teacher as well asks of students feelings throughout the discussion (problems to solutions) to prepare students for the next task.

Worksheet 1a

WHAT’s happening now? WHY it happens? WHAT’s the effect? HOW can we solve?

LACK OF CIVIC- CONSCIOUSNESS

BULLYING

EXAM CHEATING

Aims Materials

Steps

Notes

HEP: While- activity (iii)

Hear my Pleas!

1 To engage students in active thinking process through deducing and analyzing chosen words in cause-effect relationship.

2 To encourage students to voice their own opinions.

Worksheet 2aEmoticons (in large size) Worksheet 2b(i)Worksheet 2b(ii)(in powerpoint slides too)

Time : 60 minutes

1 In groups, students are given a set of emoticons.

2 With the emoticons, each group is required to match each stanza with one emoticon.

3 Students’ choice must be based on one phrase from the stanza that actually describes the emoticon that they have matched with.

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Students are given time to discuss among themselves.Student fills in their answer on the powerpoint slide (Worksheet 2b)Students then explained the answer they have chosen.

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Group with the closest/ correct match wins.Answers are then being discussed as a whole.

In this session, 1. Teacher plays the role to trigger students’ curiosity in finding and argue for their stand.2. Students are then encouraged to express their opinions on their choice of answers.

Worksheet 2b(i)

Hear my Pleas! Worksheet 2b(ii)

STANZA GROUP 1 GROUP 2 GROUP 3I am old and wornand have lost all my strengthsufferingsand the history of the fight for independencehave forced sacrificesthat know no name or life

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

from the wheelchair of the rest of my daysI, body and energy crushedsee and cannot do muchthese times are too big a challengefor the remnants of my crippled yearsthe net of deceit spread everywheredisturbs me

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

In the name of justiceWake up and form ranks sons of our ancestorsBe braveAnd erect a wall of peopleStand up heirs of our freedom

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

I have no more voiceIt is you know who should speak!

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

Aims Materials

Steps

Notes

HEP: Post- activity (iii)

1 To engage students in public speaking.2

34

To encourage students be confident in delivering their say.As assessment for their PLBS.To enhance civic-consciousness among students.

Mind map (Worksheet 2d)Video- The girl who silenced the World

Time : 60 minutes

1

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Students watch a video silently and later to share what the message is about and how they feel about it.http://www.youtube.com/watch?v=HcmsgmEAwUgStudents then share their responses to the questions given (based on the video).Mind-map is distributed to help students in idea generation and point’s elaboration.Students then are to discuss in groups, or in pairs. Students are given the freedom to do in pairs or individually.

In this session, 1. Teacher should keep an open mind and be professional in dealing any sensitive responses given by the students. Such responses should not be avoided, but to be address in a manner respectable, acceptable and wise.2. Students are encouraged to focus on stating the cause, effect and possible ways to overcome the problem.

Silence

Speech Mind-Mapping by: ___________________________________________________________ Worksheet 2d

Problem faced in our community:

CAUSE(WHY it happened?)

YOUR ADVICE(HAVE your say be

heard)

EFFECT(WHAT is the outcome?)

SOLUTIONS(HOW can we solve/ make it better it?

Aims Materials

Steps

Notes

HEP: Pre- activity (iv)

Superman’s Plea

1 To elicit students’ interests on the poem.2 To encourage students to share their personal

opinion.

LaptopVideoProjector

Time : 20 minutes

1 Students are told to listen to the song and focus on the lyric.

2 First round, students can sing along with the lyric shown on the slides.http://www.youtube.com/watch?NR=1&v=SMdR2LIwRZ4

3 Teacher plays the song for the second round, and abruptly stops the song when the lyric sings “It’s not easy to be me”

4 Teacher evokes students’ responses through series of questions prompting students to think why the teacher stopped at this line.

5

6

Students’ responses are acknowledged and facilitated.Teacher reviews every response by stating that even superhero has their plea and wish for the better.

In this session, 1. Student’s personal responses are encouraged and acknowledged by the teacher.2. Teacher tries to elicit to students that being a superhero has his/ her won pleas, troubles and hopes too.

Aims Materials

Steps

Notes

HEP: While- activity (iv)

Stand Up; Voice Out!

1 To enable students to think on their feet issue problems faced.

2

3

To encourage students to voice their own opinions.To engage students in critical thinking.

Worksheet 2c(In powerpoint slide too)

Time : 60 minutes

1 Students are asked to identify the cause-effect relation and the solution demanded by the persona.

2 Students are allowed to work individually or in pairs.

3 Worksheet 2c is distributed to students.4567

Students are encouraged to discuss among their peers.With powerpoint slides, each group is then asked to present their answer. Each answer must come with students’ explanation or reason.The lesson is then being reviewed as a whole.

In this session, 1. Teacher plays the role to trigger students’ curiosity in finding and argue for their stand.2. Students are then encouraged to express their opinions on their choice of answers.

Worksheet 2c

Using the poem as reference, fill in the details to the persona’s act of plea.

A Fighter’s Plea

What is happening now and how does the persona feels about it?

Why can’t the persona do anything about it?

● ● ●

What does the persona piece of advice?

● ● ●

Why does the persona said he has no more voice?

● ● ●

“It is you now who should speak!”

Will you?

Aims Materials

Steps

Notes

HEP: Post Activity (iv)

1 To engage students in public speaking.2

34

To encourage students be confident in delivering their say.As assessment for their PLBS.To develop students’ confidence in speaking up.

Students prepared speechStudents own props

Time : 60 minutes

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Students’ completed speech is to be delivered in this lesson.Volunteered students, prior lesson, are encouraged to dress up as their admired leader OR being the leader of their own. Students are then delivered their speech in class.Their speeches are to be recorded and uploaded on class’s blog.Each volunteered speaker is acknowledged with a token of appreciation.

In this session, 1. Teacher should be able to control the class to be in an encouraging and positive environment for the speakers to deliver their speech.2. As encouragement, teachers can evoke students’ willingness to deliver their speech by words of encouragement and perhaps a simple gift.

Be the

SUGGESTED ANSWERS

Worksheet 1a

WHAT’s happening now? WHY it happens? WHAT’s the effect? HOW can we solve?

LACK OF CIVIC- CONSCIOUSNESS

People are afraid to take responsibility. The child gets even injured and occasionally died of serious injury.

By instilling values in children and among adults.

BULLYING

Some children wants to get more attention from their peers/ due to troubled family background.

Bulliers become more daring, from verbal to physical abuse on those weaker/ smaller than them.

Family love/Befrienders.

EXAM CHEATING

Due to the stress from parents/Fear of humiliation from peers

Students cheat in exam just to get good grades, regardless the integrity or learning of the tested items.

Stricter observation/Not-exam-oriented environment.

The Fighter’s Lines Worksheet 2a

Name: ___________________________________________

Paraphrase the lines according to your own understanding.

Marzuki Ali You: First Stanza

I am old and wornand have lost all my strength

I am old, tired and have lost my power

sufferingsand the history of the fight for independence

The hardships and the past struggle for freedom

have forced sacrificesthat know no nameor life

Have made me a lot of loss that I could no longer identify with

Second Stanzafrom the wheelchair of the rest of my days Not able to walk or stand anymore

I, body and energy crushed I am physically, spiritually devastated

see and cannot do much Although I can see yet there is nothing I can do

these times are too big a challenge Nowadays, the challenge is larger

for the remnants of my crippled years In the remaining life that I have to endured

the net of deceit spreads everywheredisturbs me

Chains of hypocrisy and lies are dispersing in every direction which distress me

Third StanzaIn the name of justiceWake up and form ranks sons of our ancestor

Behold the truth of fairnessArise and be in the battalion people

Be braveand erect a wall of people

Be courageousAnd be together hand in hand

Stand up heirs of our freedom Arise the generations of our hope for independence

Fourth stanzaI have no more voice I am mute

It is you now who should speak At this moment, you are the one to voice out!

Which stanza that appeals you the most?

Provide at least two reasons for your answer.

The fourth stanza appeals me the most. This is because I feel enthusiastic and uplifted with the spirit to make a difference.

Hear my Pleas! Worksheet 2b(ii)

STANZA GROUP 1 GROUP 2 GROUP 3I am old and wornand have lost all my strengthsufferingsand the history of the fight for independencehave forced sacrificesthat know no name or life

Emoticon:

Key phrase:Lost all my strengthReason:Tone of hopelessness

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

from the wheelchair of the rest of my daysI, body and energy crushedsee and cannot do muchthese times are too big a challengefor the remnants of my crippled yearsthe net of deceit spread everywheredisturbs me

Emoticon:(Mad)

Key phrase:Net of deceit…disturbs me

Reason:Melancholic tone

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

In the name of justiceWake up and form ranks sons of our ancestorsBe braveAnd erect a wall of peopleStand up heirs of our freedom

Emoticon:(serious)

Key phrase:In the name of justice

Reason:Sense of urgency and need

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

I have no more voiceIt is you now who should speak!

Emoticon:(serious)

Key phrase:you…should speak

Reason:Plea of hope and encouragement to voice out for freedom of justice

Emoticon:

Key phrase:

Reason:

Emoticon:

Key phrase:

Reason:

Worksheet 2c

Using the poem as reference, fill in the details to the persona’s act of plea.

POETRY

A Fighter’s Plea

What is happening now and how does the persona feels about it? A lot of lies and hypocrisy are being dispersed everywhere and yet there is nothing he can do as he is helpless.

Why can’t the persona do anything about it?

This is because he is old, tired and physically handicapped. Moreover, due to his imprisoned physical abilities, his spirit and soul are also badly discouraged.

● ● ●

What does the persona piece of advice?

He advises the people to be united and stand strong together to uphold the freedom of independence that is being attacked by the chain of lies and hypocrisy of deceitful acts.

Why does the persona said he has no more voice?

This probably Is the persona’s way of expressing his nearing end-of –life as he is now old and weary. He can no longer fight or voice out of the luring deceits.

● ● ●

“It is you now who should speak!”

Will you?

Yes, I will! Many things that are happening now do affect me, yet I have no say on it. Not because I don’t

want to, but because I am not aware, not being taught nor being given the right way and channel to

do so. It is time to have my say.

Poetryform three A fighter’s lines

Originally created with Copyright© 2011

Rose Bernard Fiona Ruth MatujalDewi Amelia Juliana

Tim Ken KiatCrispus MosinohHashifah Bacho

Laurence L. Dumling

Kursus Jurulatih Negeri Komsas Bahasa InggerisTingkatan 3 Tahun 2011

28-30/11/20116:49pm

“THE MEDIOCRE TEACHER TELLS,THE GOOD TEACHER EXPLAINS,

THE SUPERIOR TEACHER DEMONSTRATES,THE GREAT TEACHER INSPIRES.”

- WILLIAM ARTHUR WARD -