Flipping Fantastic

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Curriculum Development Division. Ministry of Education Malaysia. 2009

Flipping Fantastic By Jane Langford

Table of Contents

Introduction

About Short Stories

Synopsis

Elements

Activities

Beyond The Text

Assessment

Answer Key

Glossary

Panel of Writers

LITERATURE COMPONENT FOR FORM 1

Short Story

DRAFT

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SHORT STORY

Welcome to the World of Literature! We hope you will enjoy working with this guidebook,

specially designed to help you prepare your students for the Literature Component of the KBSM

English Language syllabus. We recommend that the activities in this guidebook be carried out

as creatively as possible so as to allow students to appreciate the genre and to develop a sense

of familiarity with the various literary terms and devices in the short story. Be ready to listen to

students‟ views and opinions, and encourage them to produce their own answers. It is our

sincere hope that the activities and worksheets in this guidebook will act as a springboard for

your own ideas and methods for exploring the individual texts.

Have a good time showing your students that Literature is fun!

Introduction

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SHORT STORY

What is a Short Story?

A short story is written in prose form and much shorter than a novel.

The length of a short story may be between 500 to 1500 words.

There are fewer characters in a short story compared to a novel.

The story line is more focused and less complicated.

The time period is shorter and the setting is not as varied as in a novel.

A short story has only one main theme and fewer sub-themes.

It may be just fiction or based on facts.

It often deals with basic human concerns. Theme and Sub-Theme

A theme is the central idea, the main message/ important lessons/ moral issues that you can learn from the text.

It is not usually presented directly in the story. The theme becomes clear only when you have understood the story well.

Many short stories usually focus on issues that are of concern to society.

To uncover the theme of a story: (a) Look at the title. Sometimes, it will give a clue about the theme. (b) Take note of any repetition. Sometimes, these will lead you to the theme. (c) Study the symbols. What are they trying to suggest? (d) Look closely at all the details and particulars that are presented. They give a lot

of clues to the theme. Setting

The setting usually refers to the time and place in which the story takes place.

The setting often influences the values, beliefs and attitudes of people. Characters

Characters are the people found in the story. Sometimes, a character can also be an animal or an object.

These characters can be categorised into main characters and supporting characters. The character that dominates the story is usually the main character.

Their characteristics are the way these characters behave and act.

Readers can learn about characters in many ways including: (a) physical traits (b) actions (c) opinions (d) dialogue (e) point of view

About Short Story

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Plot A plot tells how events are connected or how the story is told.

A common pattern of a plot is a course of events in a story that contains a conflict or a problem that ends with a resolution or a turning point.

In other words, a plot is a sequence of events, the “why” for the things that happen in the story.

Point of view

1. In a story, someone is telling the story from his or own point of view. 2. The point of view could be:

(a) in the first person , using „I‟ and „We‟ to give the personal touch (b) in the second person, using „they‟ / „he‟ / „she‟ / „it‟ (c) who tells the story and how it is told are very important. The tone and feel of the

story and even its meaning can change depending on who is telling the story.

Language and Style

1. Language includes all the literary and sound devices a writer uses to tell his story and conveys his message.

2. The language preferred by a writer and the way he uses it determine his own unique style.

3. There are many types of styles a writer may use in order to attract the attention of the reader. For example,

(a) a distinctive use of descriptive words to bring out the setting, the colour, the

arrangement, the people and the environment (b) a preference for certain choice of words and their arrangement (c) use of humour (d) use of rhymes, images and symbols

4. The flashback is one of the most common technique used in a short story. It is an action

that interrupts to show an event that happened at an earlier time in the story, which is necessary for a better understanding.

5. Foreshadowing is the use of hints or clues to suggest what will happen later in the story. 6. Imagery is also an important element used in a short story to evoke one or all the five

senses – sight, hearing, taste, smell and touch. 7. Usually, writers use metaphors and similes to emphasis the images given.

Tone

1. The writer‟s tone is his attitude towards the subject of his story and towards his reader. 2. You can use adjectives such as “serious”, “light-hearted”, “pompous”, “nostalgic”, etc. to

describe tone. 3. Tone suggests or influences mood and atmosphere. 4. Mood and atmosphere are very closely linked; both capture the general feel of the story.

Mood indicates the general, underlying feel of the story. Atmosphere is the general sense of the story.

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Irony

1. Irony refers to a contrast, usually between what is expected or intended and what is actual or real.

2. Irony involves double meaning. In an ironic statement a speaker or writer uses words in such a way that the words suggest the opposite meaning of what they actually means.

Figurative Language

1. A simile is a figurative comparison that uses “like” or “as” to connect to ideas or items. It is an indirect comparison.

2. A metaphor compares two unlike things directly. A metaphor states that one thing is something else.

3. Personification: When something is personified, it is given human qualities. Sometimes, this makes an image vivid and dynamic for the reader.

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SHORT STORY

„Flipping Fantastic‟ by Jane Langford is a story about twin brothers and their mother. Tristan

is an outstanding, brilliant and a capable boy but James is shy, nervous and lacks confidence.

Both of them are about to finish their primary education at Peter Hill Primary soon and plan to

begin their new school term in two different schools.

Their mother decides to enrol James in Highfields and Tristan who is physically challenged

and wheelchair bound, in a special school (Chesterlea Grange). Both brothers are confused

over the thought of being separated as they have never been apart from each other. Since they

rely on each other, the twins are concerned about how they are going to cope in their new

school environment.

The mother wants the twins to be independent. She is confident that Tristan would be

able to cope well at Chesterlea Grange. However, she worries about James and wonders how

he is going to manage all alone at Highfields. Tristan changes his mind about Chesterlea

Grange, in order to be with James. Besides that, the school is far away from home and he

would only be able to see James once a week. On the other hand, James manages to persuade

him by reminding him of all the facilities and activities in his new school that Tristan dreamt of.

Knowing James cannot cope himself alone, Tristan calls on their friend Kiara Jones to help

James in Highfields. The twins at last realise that they have made the right decision and their

new school environment is flipping fantastic.

Synopsis

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SHORT STORY

SETTING

Peter Hill Primary: Tristan and James are finishing their final year in this primary school. They

perform in a play entitled “The Adventures of Tom Sawyer” which is the last activity in the school.

Chesterlea Grange: This is a residential school for students of special needs situated far away

from Tristan‟s home. Tristan looks forward to be enrolled in this special school which has all the

facilities that he has dreamt of such as a drama studio, games room, swimming pool and a

paddock. The school also has sports activities such as basketball tournament, archery contest,

wheelchair games and so on.

Highfields: This is the school that James is going to be enrolled in when the new school term

begins. At the end of the story, James feels excited about his new school as most of his

schoolmates are there including Kiara Jones.

CHARACTER

Tristan and James : They are the main characters in the story. They are twin brothers who are

dependent on each other. Tristan is more confident and outstanding than James. James is shy,

nervous and has a low self-esteem.

Mum: She is the mother of Tristan and James. She is determined to send her sons to different

schools so that they would be independent and confident about their own abilities

THEMES

Fear of the unknown: James dreads being alone in Highfields without the help of Tristan.

Although Tristan feels excited about his new school, at times he feels confused at being alone

and far away from home and his brother in the new school.

Motherly pride: Mum takes pride in her boys‟ ability. She admires James‟s courage to perform

on stage despite being an introvert and appreciates Tristan‟s great performance. as „Tom

Sawyer‟ in the school play.

Other themes/ sub-themes: a caring society, being independent, brotherly love.

VALUES

Independence, concern, gratefulness, appreciation, consideration, helpfulness

Elements

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LITERARY DEVICES

Point of View

This story is written from the first person point of view. The pronoun “I” is used. We see the

events from three perspectives; namely that of Tristan, James and Mum. We can experience

their thoughts and feelings.

Tone

The tone is generally sincere, serious and reflective. At times it is emotional.

Diction (the choice of words used in the story)

serious - …James, on the other hand, has always been so nervous. I’ve been really worried about him…

reflective – Just because we’re twins doesn’t mean we have to be good at the same things. I accept that.

emotional - Talk about pride! Tonight I thought I was going to burst with it!

simple vocabulary; short sentences; lots of exclamation marks (!) to express emotions

use of contractions (e.g. he’s; it’s, etc) to show a conversational style

Simile

The story has several similes e.g. I feel like a tyre that has burst; as freely as a freshly oiled cog,

etc.

Journal entries/reflections

3 different styles to express the thoughts and feelings of the 3 characters.

Contrast

Contrast of writing styles. E.g. Tristan‟s thoughts are in a box; James‟s thoughts appear to be on lined paper while mum‟s thoughts are in italics.

Contrast of opinions and characters Tristan loves drama while James loathes it.

Slang /colloquial expressions

e.g. .. the new school is really cool; collywobbles; mate; flipping; I’ve really blown it! (to give it a

fresh modern feel)

Rhetorical questions

Questions that require no answer. e.g. How can I tell Mum?

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To identify the similarities and differences between two main characters in the story. .

Worksheet SS1

FLIPPING FANTASTIC ACTIVITY SS1

Distribute a copy of the Character Trait Venn Diagram to each student. .

Students use the Venn Diagram to write down the similarities and differences of the two main characters in the story. .

In the circle next to each character, students write words and phrases that describe the traits of the character.

Students write common traits of the two main characters in the intersection of the circles.

Materials

Notes

Teacher can provide word cards for weak students to complete the Venn

Diagram.

Students can work in pairs

Steps

Aim

40 minutes

Character Traits

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FLIPPING FANTASTIC WORKSHEET SS1

Complete the diagram below with the similarities and differences between the two characters in the story.

Character Traits

James

Tristan

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To be able to recognise and analyse the characters in the story.

Worksheet SS2


Distribute a copy of worksheet to each student.

Students read the statements in the box.

Students choose the statements from the box above and match them with the character in the picture.

Write the sentences in the speech bubbles provided.

Materials

Notes

Get students to read with correct intonation and expressions.

Steps

Aim

40 minutes

Who Said What? __Who Said

What?

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Who Said What?

“Me and my big mouth! Why did I ever go and talk to him about his new school”

“Today I feel like a tyre that has burst, totally deflated”

“We are pretty much stuck together. Wherever he goes, I go and wherever I go, he goes”

“Words fail me! Tristan doesn‟t want to go to Chesterlea Grange after all. What on earth am I going to do?”

“Tristan has always been a live wire”

“She‟s moving out to a different school and I don‟t have to worry about seeing her anymore”

“I‟ve been really worried about how he‟ll find his way around without Tristan to help him.”

“The play put me on the real high”

“I can see that old scared look back in his eyes. What can I do to make him feel better?”

1. ___________________________

___________________________ 2. ___________________________

___________________________ 3. ___________________________

________________________

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1. _____________________________________________

_____________________________________________ 2. _____________________________________________

_____________________________________________ 3. _____________________________________________

_____________________________________________

1. ______________________________________

______________________________________ 2. ______________________________________

______________________________________ 3. ______________________________________

______________________________________

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To explore new vocabulary.


Teacher list down words taken from the text (as many as possible).

Make word cards and stick them on the wall around the classroom.

Divide the class into small groups of three or four.

Distribute Worksheet 3 to each group.

Tell students to search for words that match the meaning of the sentences in the worksheet. Students move around the classroom to memorise the words and return to their respective groups to fill in the column provided. Students can use a dictionary to find the meanings of the words. Set a time limit (10 minutes) to encourage competition.

Materials

Steps

Notes

Reward groups that come up with the most

correct answers. .

Worksheet SS3 Handout SS3

Materials

Search and Match

__Who Said

What? Aim

80 minutes

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Fill in the column on the right with the appropriate words.

No. Sentences Word

1 The play put me on a real high

2 Tristan has always been such a live wire

3 Tonight was the worst night of my life. I hate drama

4 One tiny, little line, consisting of just seven words and I got it wrong

5 We are pretty much stuck together. Wherever he goes, I go and wherever I go, he goes. How will I cope at my new school without him?

6 He‟s far smarter than me. He always gets „A‟s in his homework He understands how computer works

7 My two sons were the stars of the school play. They were wonderful.

8 I‟ve been really worried about how he‟ll find his way around without Tristan to help him

9 Today, I feel like a tyre that has burst, totally deflated

10 She‟s moving out to a different school and I don‟t have to worry about seeing her any more

11 I know that I rely on Tristan but he relies on me too

12 I don‟t know what to think

13 Me and my big mouth! Why did I ever go and talk to Tristan about his new school?

14 I can‟t wait to see Tristan at the weekend to tell him all about

15 I don‟t know who invented the „dis‟ word, she says. I‟m not interested in what you can‟t do. I‟m only interested in what you can do.

Search and Match

__Who Said

What?

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CONCERNED

FLIPPING FANTASTIC HANDOUT SS3

Sample word cards ECSTATIC

ACTIVE

REGRET

DETERMINED

AWFUL

DEPRESSED

RELIEVED

INTER-DEPENDENT

CONFUSED EMBARRASSING

DEPENDENT

EAGER

INFERIOR

PRIDE

Search and Match

__Who Said

What?

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To analyse the story by studying the pictures in the short story.


Students study the illustrations in the short story. Students identify and describe the people, places, activities, and actions in the pictures. Get students to fill up the „Fun With Pictures‟ graphic organizer. Students write a list of nouns and verbs that they see in the pictures.

Steps

Notes

Ask students to colour the

pictures in the short story book.

Fun with Pictures

__Who Said

What?

Materials

Worksheet SS4

Materials

Aim

80 minutes

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FLIPPING FANTASTIC HANDOUT SS4

Study the pictures in the short story. Fill in each magnifying glass with suitable words or phrases.

Fun with Pictures

__Who Said

What?

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To explore the meanings of new vocabulary.

FLIPPING FANTASTIC ACTIVITY SS

Provide a copy of the worksheet to each student. Students write a new word from the story. Students look up the meaning of the word from the dictionary and write it in their own words in the space provided. Students write a synonym and an antonym of the word in the spaces provided. Students write a sentence from the text.

Steps

Notes

Students can create more

than one sentence.

Alien Attack

__Who Said

What?

Materials

Worksheet SS5 Dictionary or Thesaurus

Materials

Aim

80 minutes

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Feed the alien’s tummy with relevant information.

ANTONYM

SYNONYM

DEFINITION

WORD

SENTENCE

Alien Attack

__Who Said

What?

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To analyse the setting of the story.


Distribute copies of the worksheet. Students study the pictures carefully. Students fill in the boxes provided with appropriate words or phrases with close reference to the text.

Steps

Notes

Teacher can provide

scrambled letters of the

words.

The Place To Be

__Who Said

What?

Worksheet SS6

Materials

Aim

80 minutes

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Fill in the boxes with suitable words or phrases

FACILITIES IN

CHESTERLEA GRANGE

The Place To Be

__Who Said

What?

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Fill in the boxes with suitable words or phrases

SPORT ACTIVITIES IN CHESTERLEA

GRANGE

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To sequence the events of the story


Distribute a copy of the worksheet to each student. Students study the sentences carefully. Students arrange the sentences according to the structure of the story. Students complete the zig-zag timeline on the right by sequencing the events on the left.

Tell Me

__Who Said

What?

Worksheet SS7

Materials

Aim

80 minutes

Notes

Write a summary of the

story by sequencing the

events given

below.

Steps

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1. James feels nervous about being alone

in Highfields without Tristan to help his way around.

2. Tristan changes his mind about going to Chesterlea Grange in order to be with James.

3. Their mother feels that Tristan has to be enrolled in a special school so that he can be independent.

4. The twins who rely on each other are upset over the thought of being separated.

5. Tristan is excited over the facilities in Chesterlea Grange.

6. James and Tristan are about to complete their primary education at Peter Hill Primary.

7. Tristan calls Kiara Jones and seeks her help to assist James at Highfields.

8. The boys realise that they have make the right decision and are very happy in their new school environment.

9. Mum is quite confident about Tristan but worried about James on how he is going to manage in his new environment.

10. James manages to persuade Tristan to go to Chesterlea Grange by reminding him of the facilities and the friendly staff there.


Write the correct sequence of the story in the ‘zig-zag’ timeline. The first one has been done for you.

ZIG ZAG TIMELINE

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Tell Me

__Who Said

What?

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To analyse how the story leads towards a climax and resolution


Teacher discusses the story with the class

by giving the idea of rising and falling action.

Teacher uses a familiar story e.g. Harry Porter, to show how a story builds over time, leading to a climax and then to a conclusion.

Teacher distributes a copy of the worksheet to each student.

Students complete the story wheel with relevant details from the short story.

Story Block

__Who Said

What?

Worksheet SS8

Materials

Aim

80 minutes

Steps

Notes

This lesson can also be

carried out as a group activity.

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Complete the story blocks with relevant details from the story

CLIMAX

RISING ACTION

BEGINNING ENDING

FALLING ACTION

_________________________

_________________________

_________________________

_________________________

_________________________

________________________

________________________

________________________

________________________

________________________

________________________

______________________

______________________

______________________

______________________

______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_____________________

_____________________

_____________________

_____________________

_____________________

Story Block

__Who Said

What?

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To identify and analyse the themes in the short story.


Distribute a copy of the worksheet to each student.

Students read and analyse the textual evidence from the story.

Match the themes provided with the textual evidence.

Notes

Students can

write a prose on the theme of

Brotherly Love.

Show Me The Evidence

Worksheet SS9

Materials

Aim

80 minutes

Steps

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Next term will be different but I

don’t want to think about that right

now. It’s too

horrible for words. Mr. Sewell has to

carry me while James lifts my

wheelchair

I don’t know how he manages to learn all those lines. All I had to do was

say one merely line. Could I remember it? No, of

course not. One tiny, little line consisting of just

seven words and I got it

wrong.

My two beautiful sons were the stars of the school

play. Tristan was wonderful as Tom Sawyer. The

woman in the seat behind me said she could hear

every word and Mr. Sewell

said he was a real ‘pro’.


Match the themes with the textual evidence provided.

Show Me The Evidence

Fear for the unknown Inferiority Complex A mother’s pride Inferiority Complex Caring for the disabled

D

C

B

A

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Identifying values in the story


Distribute the worksheet to each student. Study the clues given carefully.

Unscramble the words beside the clues provided.

Locate and highlight the words in the word maze

Notes

Use of different colours can be encouraged to

identify the values in the word maze

Amazing Maze

Worksheet SS10a and SS10b

Materials

Aim

80 minutes

Steps

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At the end of the play I’ve

got to thank Mr. Sewell, our

English teacher

How will he cope at his new

school without me?

Nothing will be the same at

the new school. I feel as if

I’m losing something very

special.

He actually stood up in front

of the whole audience and said

his line

FLIPPING FANTASTIC WORKSHEET SS10a

Unscramble the words using the clues. Then, locate the values in the word maze provided.

tegaflur

I can help him with his

wheelchair up all the ramps in

the corridors

phleulf

oncerdenc

appcitveirea

termidend

Amazing Maze

1. ____________________

2. ____________________

3. ____________________

4. ____________________

5. ____________________

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FLIPPING FANTASTIC WORKSHEET SS10b

Look for the values identified in the previous worksheet.

E Z D F H G G U Y M S C

V N N K H F X O G M C X

I D D F Y B O R C X Z W

T Q D E E N A X F U H K

A S T E T T K B O B E A

I E O U E E T E A K L J

C C U F P E R M V I P F

E A U L I P R M U N F I

R L C T B V I M I X U L

P Z X R A S H I D N L U

P X A V I E R B O N E O

A D R C O N C E R N E D

R H H M A H S U E Z H D

Amazing Maze

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FLIPPING FANTASTIC BEYOND THE TEXT SS1

Try This

1. Find out more about the author of ‘Flipping Fantastic’, Jane Langford and what inspired her to write this story.

2. Think about the similarities and differences between your primary

school and the present school. Which do you prefer and why?

3. Write an interesting telephone conversation between Tristan and Kiara.

Suggest what Tristan would have told Kiara when he asked her favour

to be a special friend to James in Highfields.

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It’s Fantastic Here

1. Ask students to form small groups. Students who come from the

same primary school can form a group. 2. Select a leader to facilitate the activity 3. Students gather pictures, magazines, video clips of their primary

school and their secondary school. 4. Students get together in groups to compare and contrast their

former and present school environment. Power point presentation is encouraged.

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It’s Fantastic Here

1. Ask students to form small groups. Students who come from the

same primary school can form a group. 2. Select a leader to facilitate the activity 3. Students gather pictures, magazines, video clips of their primary

school and their secondary school. 4. Students get together in groups to compare and contrast their

former and present school environment. Students present their work on display papers

5. Students paste their work on the walls of the classroom

6. Students move around to browse other groups’ work. 7. Students compare, contrast and respond during the presentations.

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Making It Works

1. Surf the net to find out the various job opportunities for people with

special needs in our country. 2. List down the companies or government agencies that provide the

jobs. 3. Collect information on training programmes to help these people

with special needs.

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Caring Society

1. Students browse the net to obtain information about special schools

for children of special abilities (gifted). 2. Students download the charitable organisations that run these

special schools. 3. Students work in pairs to discuss the facilities and activities

available in these schools.

4. Students present their findings.

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FLIPPING FANTASTIC ASSESSMENT 1

Read the statements below. Write (T) for true statements and (F) for false statements in the box provided.

1. James is nervous about the thought of being alone in Highfields without

Kiara Jones around.

2. James is quite happy about leaving Peter Hill Primary because he doesn‟t

have to take part in school plays anymore.

3. Chesterlea Grange has all the facilities that James like.

4. Tristan agrees to go to Chesterlea Grange to please his mother.

5. Tristan plays the role of Tom Sawyer in the school play.

6. Mr. Sewell is Tristan‟s favourite Maths teacher.

7. James persuades Tristan to go to Chesterlea Grange.

8. James dislikes drama.

9. Mum thinks that it is a mistake choosing different secondary schools for

her sons.

10. Jessica Parker is the twin‟s classmate.

True or False?

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„For the past six years I‟ve lived in fear of Jessica Parker and her stupid laugh, but now she‟s moving to a different school and I don‟t have to worry about seeing her anymore.‟


1. Which word describes James‟s feeling of being alone in Highfields?

A. hilarious B. confused C. nightmare

2. Based on the extract above, Jessica Parker is most probably a………..

A. teacher

B. student

C. relative

3. Which statement below is not true about Tristan

A. He is physically challenge

B. He dislikes Jessica Parker.

C. His mother is proud of him.

D. He is outstanding in his school

4. What is mum‟s perception about James?

A. He is confident.

B. He is an active boy.

C. He is shy and nervous.

D. He loves Jessica Parker.

Choose One!

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Read the extract and answer the questions below.

1. What does the word ‘this’ in the above extract refer to? __________________________________________________________________ __________________________________________________________________ 2. The expression „as if they’ve won the lottery, then lost the ticket down a drain’ means, ____________________________________________________________ 3. How does the mother feel about choosing different schools for her boys? Give a reason. __________________________________________________________________ __________________________________________________________________ 4. In your opinion, does the mother possess the qualities of a good mother? Explain. __________________________________________________________________ __________________________________________________________________

Perhaps it was a mistake to choose different secondary schools for them. They‟re very different children but they‟re still twins. It‟s hard for the rest of us to understand quite how they feel. I must ask them if this is what they really want. I can‟t let them spend the rest of the summer holidays looking as if they‟ve won the lottery, then lost the ticket down a drain.

Have I Understood?

Practice 1

41

Mum just asked me if I really want to go to Chesterlea Grange! Is she joking? Of course I don‟t want to! I want to go back to Peter Hill. It‟s safe there, and friendly and everybody knows me. The thing is, when I went to see Chesterlea Grange on the Open day, it seemed so much fun. I liked the horse-riding, swimming and wheelchair games best. Every summer they hold an event like the Paralympics. They have archery contests, wheelie marathons and basketball tournaments. I‟ve never had the chance to take part in sports like that.


1. Name three events in the Paralympics.

a. _________________________________ b. _________________________________ c. _________________________________

2. Why does Tristan feel comfortable in Peter Hill? _________________________________________________________________ _________________________________________________________________ 3. What attracts Tristan about Chesterlea Grange? _________________________________________________________________ _________________________________________________________________ 4. Do you think Tristan can remain in Peter Hill even if he wants to? Why? _________________________________________________________________ _________________________________________________________________

Practice 2

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1. What common interest do James and Kiara Jones share?

____________________________________________________________________

____________________________________________________________________ 2. What kind of a person is Kiara Jones?

________________________________________________________ ___________ ____________________________________________________________________

3. What does James mean when he says that „Tristan will be really jealous because he likes Kiara too‟?

____________________________________________________________________ ____________________________________________________________________ 4. Based on your knowledge of the story, do you think Tristan will be jealous of James‟s acquaintance with Kiara Jones? Give a reason.

____________________________________________________________________

____________________________________________________________________

Kiara Jones is going to Highfields. She plays football for the County Girls‟ Under 11s team. With a bit of luck she‟ll go to the same football practices at Highfields as me. Tristan will be really jealous because he likes Kiara too. She pushed his wheelchair to the refreshment bar at an Under 11s tournament last summer. I couldn‟t do it because I was playing.

Practice 3

43


Aim : To encourage creativity Materials : None Steps : 1. Study the characters in the story with close reference to their thoughts and opinions about the school play. 2. Write an interesting dialogue. 3. Role Play the dialogue.

Aim : To obtain information from various sources. Materials : Students‟ choice Steps : 1. Students find out information about a famous personality who

has special needs; e.g. Christopher Reeve (Superman).

2. Students create a group folio by compiling the

following details:-

a brief background of the person, attached with his/her

photograph

his experience coping with his disability and achievements

3. Teacher assesses the folio based on its contents and creativity

of the students.

Authentic Assessment

Role Play

Creating A Folio

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Aim : To explore sports activities for people with special needs. Materials : None Steps : 1. Students find out types sports activities for people with special needs.. 2. Students work in pairs / groups to create a scrapbook entitled \

„Paralympics‟. 3. Students submit scrapbook for assessment.

Aim : To express one‟s opinion freely in a formal situation.

Materials : None

Steps : 1. Divide the class into groups of four.

2. Students select a chairperson.

3. Members of the groups discuss on one of the following issues;

„Twins should be sent to different schools‟.

Paralympics should be introduced in schools for special

needs.

Redesigning schools to cater for students with special

needs.

4. Teacher assesses students based on their accuracy and

fluency.

Scrapbook

Forum

45


Similarities:

Concerned, Dependent, Caring, Considerate, Loving, Responsible

Differences:

Tristan : Confident, Brilliant, Computer Literate, Outstanding, Active

James: , Inferior, Introvert, Shy, Quiet, Dependent, Lacks confidence

(Accept any other suitable answers)

Tristan

1. Today I feel like a tyre that has burst, totally deflated.

2. The play put me on a real high.

3. I can see that old scared look back in the eyes. What can I do to make him

feel better?

James

1. Me and my big mouth!. Why did I ever go and talk to him about his new school?

2. She‟s moving out to a different school and I don‟t have to worry about seeing her any

more.

3. We are pretty much stuck together. Wherever he goes, I go and wherever I go, he

goes.

Worksheet SS1

Answer Key

Worksheet SS2

46

Mum

1. Tristan has always been such a live wire.

2. I‟ve been really worried about how he‟ll find his way around without Tristan to help him.

3. Words fail me! Tristan doesn‟t want to go to Chesterlea grange after all. What on earth

am I going to do?

1 .Ecstatic

2. Active

3. Awful

4. Embarrassing

5. Dependent

6. Inferior

7. Pride

8. Concerned

9. Depressed

10. Relieved

11. Interdependent

12. Confused

13. Regret

14. Eager

15. Determined

PEOPLE : James, Tristan, Mum, Parents, Students, Physically

Handicapped, Audience, Actors,

PLACES : Chesterlea Grange, School, Computer Room, Football Field,

Stage,

ACTIVITIES : Swimming, Horse- Riding, Basket-Ball, Football, Archery Contest

Worksheet SS3

Worksheet SS4

47

ACTIONS : Acting, Watching, Clapping, Cheering, Browsing, Pushing,

Kicking, Playing, Drinking, Reading, Talking, Laughing, Standing,

Walking, Playing, Running, Riding, Folding

(Accept any suitable answers)

Example

Word : Disability

Definition : Unable to do something

Synonym : Handicapped

Antonym : Ability

Sentence : I would be able to do those things too, if I didn‟t have a disability

FACILITIES : SWIMMING POOL

GAMES ROOM

ARCHERY CONTESTS

PADDOCK

WHEELCHAIR GAMES

DRAMA STUDIO

ACTIVITIES : BASKETBALL TOURNAMENT

SWIMMING

Worksheet SS5

Worksheet SS6

48

Answers: 6, 3, 4, 9, 1, 2, 10, 5, 7, 8

Beginning: James and Tristan are about to finish their primary education at Peter Hill Primary. Their mother decides to send the twins to two different secondary schools when the new school term opens. Rising Action: The twins who rely on each other are upset over the thought of being separated Their mother is confident that Tristan would be able to cope well but worries about James on how he is going to manage in his new school environment without Tristan to help his way around James dreads over the thought of being alone at Highfields without Tristan. Climax: Tristan changes his mind about going to Chesterlea Grange in order to be with James. Falling Action: Mum wonders if she had made the right decision by suggesting that the boys be sent to different schools James persuades Tristan to go to Chesterlea Grange, by reminding him about the facilities there. Tristan seeks the help of Kiara Jones to assist James in his new school environment. Ending: Tristan decides to go to Chesterlea Grange and James to Highfields The boys realise that they have make the right decision and are very happy in their new school environment.

A. Fear for the unknown B. Caring for the disabled C. Inferiority complex D. A mother‟s pride

Worksheet SS7

Worksheet SS8

Worksheet SS9

49

1. GRATEFUL 2. HELPFUL 3. CONCERNED 4. APPRECIATIVE 5. DETERMINED

E Z D F H G G U Y M S C

V N N K H F X O G M C X

I D D F Y B O R C X Z W

T Q D E E N A X F U H K

A S T E T T K B O B E A

I E O U E E T E A K L J

C C U F P E R M V I P F

E A U L I P R M U N F I

R L C T B V I M I X U L

P Z X R A S H I D N L U

P X A V I E R B O N E O

A D R C O N C E R N E D

R H H M A H S U E T H D

Worksheet SS10a

Worksheet SS10b

50

a. FALSE

b. TRUE

c. FALSE

d. FALSE

e. TRUE

f. FALSE

g. TRUE

h. TRUE

i. TRUE

j. TRUE

1. C

2. B

3. B

4. C

Practice 1

1. Going to different schools

2. Extreme disappointment

3. Confused, because she is not sure if her boys want to go to different schools

4. Yes, she wants the best for her sons. She is even willing to send both Tristan and James

to the same school if that is what they really want.

Assessment SS1

Assessment SS2

Assessment SS3

51

Practice 2

1. Archery contests, wheelie marathon and basketball tournaments

2. Because it is safe and has a friendly environment

3. The facilities and outdoor sports

4. No, Peter Hill is for the Primary Level students.

Practice 3

1. Playing football

2. Helpful and active

3. Because Kiara will be going to the same school as James

4. Accept any suitable answers.

52

FLIPPING FANTASTIC

No. Word Page Meaning

1 Ecstatic 25 showing or feeling great enthusiasm, happiness or excitement

2 Bewildering 29 something that is very confusing and difficult to understand

3 Hilarious 33 something that is extremely funny and makes you laugh a lot

4 Persuade 36 influence or convince someone or oneself

5 Tournament 31

a sports competition in which players who win a match continue to play further matches in the competition until just one person or team is left.

6 Pride 23

a good feeling of happiness and eagerness for praise which you have when you or people that you like have done something good or when you own something that you think is good.

7 Stutter 23 find it difficult to say the first sound of a word, and often hesitate or repeat it two or three times

8 Ramps 32

a sloping surface that connects two places that are at different levels; e.g one that has been built so that it can be used by cars and wheelchairs

9 Grump 33

someone who is bad-tempered often because they are slightly angry, disappointed or pessimistic

Glossary

53

SHORT STORY

Panel of Writers

1. Ira Bhattacharyya (Panel Head)

2. Rahmah Hj Sayuti

3. Adrian Robert

4. Xavier Manickam

5. Rashid Hj. Abdul Jalil

6. So Suez Pink

7. Pushparani Subramaniam (BTP)

8. Y.M.Tunku Ireneza Marina Tunku Mazlan (Coordinator)

Flipping Fantastic

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