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Prepared by:
English Language Teachers of Jempol & Jelebu
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CONTENTS
1.0 PREFACE
2.0 ACKNOWLEDGEMENT3.0 THE WRITERS
4.0 POEMS
4.1 THE LIVING PHOTOGRAPH 6
4.2 CHARGE OF THE LIGHT BRIGADE 19
5.0 SHORT STORIES
5.1 TANJONG RHU (LEAVING NO FOOTPRINT) 28
5.2 LEAVING (CHANGING THEIR SKIES) 336.0 THE RIGHT THING TO DO (FIVE SHORT PLAYS) 45
7.0 PICTURES 64
8.0 CONCLUSION
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PREFACEThis module is aimed at helping teachers to teach the
new literature components which was introduced in
2015.
This module was co-produced by teachers from PPD
Jempol & Jelebu district who are teaching upper
secondary students.
Teachers can take this opportunity to make use of
this module for their literature classes. Hopefully, this
will help to enhance the English Language learningand teaching.
Most importantly, this module will be a good resource
for English teachers regardless they are experienced
or less experienced teachers.
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ACKNOWLEDGEMENTS
A sincere and heartfelt gratitude to all English
teachers who has contributed in producing this
module to help teachers and students especially inteaching and learning the new literature component
As one says „two heads are better than one‟.
Therefore, with the help from all the teachers
involved, this module has become a reality
A special note of thanks to Cik Norshahida Shaarim,
for her guidance and assistance.
To all English language panels who are involved in
completing this, your cooperation and hard work are
very much appreciated.
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Editor
Noor Fadzillah Amran (SMK Palong Dua)
Writers
Fifi Safia Adnan (SMA Dato‟ Hj Tan Ahmad)
James Thong Wai Meng (SMK Teriang Hilir)
Juliana Hapaz (SMK Dato‟ Undang Musa Al-Haj)
Lilawathi Ganesan (SMK Lui Barat)
Maslinda Jamaludin (SMK Palong 7)
Mohanah A/P Javalan (SMK Serting Hilir Kompleks)
Noor Raihan Fatin Ruslan (SMA Haji Muhamad)
Norhaslina Manap (SMK Bahau)
Nur Ardini Chong Abdullah (SMK Bandar Baru Serting)
Nurul Husna Mustafa (SMK Datuk Mansor)
Puvaneswari Mutusamy (SMK Bahau 2)
Rozana Mohd Yunus (SMK Pasoh 2)
Sivakumar A/L Athimulam (SMK Chi Wen)
Siti Zuraidah Basunan (SMK Dato‟ Undang Syed Ali Al Jufri)
Rimamelati Shamsudin (SMK Seri Perpatih)
Shubaila A/P Thangarajsu (SMK Batu Kikir [Model Khas])
Siti Najwa Roslan (SMK Alam Beraja)
Wan Syeida Wan Mar Alli (SMK Seri Jempol)
Yusmawati Mohd Yunus (SMA Dato‟ Haji Mustafa)
Zanariah Mohd Pilus (SBPI Jempol)
Zuraida Zakaria (SMK Undang Jelebu)
Editor
Noor Fadzillah Amran (SMK Palong 2)
Writers
Fifi Safia Adnan (SMA Dato’ Hj Tan Ahmad)
James Thong Wai Meng (SMK Teriang Hilir)
Juliana Borhanuddin (SMK Dato’ Undang Ali Al-Jufri)
Juliana Hapaz (SMK Dato’ Undang Musa Al-Haj)
Lilawathi Ganesan (SMK Lui Barat)
Maslinda Jamaludin (SMK Palong 7)
Mohanah A/P Javalan (SMK Serting Hilir Kompleks)
Noor Raihan Fatin Ruslan (SMA Haji Muhamad)
Norfarihah Maidin (SMA Dato’ Hj Tan Ahmad)
Norhaslina Manap (SMK Bahau)
Nur Ardini Chong Abdullah (SMK Bandar Baru Serting)
Nur Liyana Sahrif (SMA Hj Muhamad)
Nurul Husna Mustafa (SMK Datuk Mansor)
Puvaneswari Mutusamy (SMK Bahau 2)
Rimamelati Shamsudin (SMK Seri Perpatih)
Rozana Mohd Yunus (SMK Pasoh 2)
Sivakumar A/L Athimulam (SMK Chi Wen)
Siti Zuraidah Basunan (SMK Dato’ Undang Syed Ali Al Jufri)
Shubatra A/P Thangarajoo (SMK Batu Kikir [Model Khas])
Siti Najwa Roslan (SMK Alam Beraja)
Siti Suriah Mohd Jai (SMK Pertang)
Syafiqa Mohd Jani (SMK Bandar Baru Serting)
Wan Syeida Wan Mar Alli (SMK Seri Jempol)
Yusmawati Mohd Yunus (SMA Dato’ Haji Mustafa)
Zanariah Mohd Pilus (SBPI Jempol)
Zuraida Zakaria (SMK Undang Jelebu)
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
The Living Photograph
My small grandmother is tall there,
straight back, white broderie anglaise shirt,
pleated skirt, flat shoes, grey bun,
a kind, old smile round her eyes.
Her big hand holds mine,
white hand in black hand.
Her sharp blue eyes look her own death in the eye.
It was true after all, that look.
My tall grandmother became small.
Her back round and hunched
Her soup forgot to boil.
She went to the awful place grandmothers go
Somewhere unknown, unthinkable.
But there she is still,
In the photo with me at three,
The crinkled smile is still living, breathing.
Jackie Kay
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Mazlinda & Ms.Rimamelati 8
Question : What does it means “Her soup forgot to boil” and why did she forgot?
Is used to describe the
difference(s) between two or
more entities.
Understanding Literary Devices
Task 2 : Complete the tree map of the literary devices used in the poem. Identify
the words from the poem. Then, answer the question below.
THE LIVING PHOTOGRAPH
y Jackie Kay
POETIC DEVICES
A word or object that has a
few meaning and represents
several things at one time.
SYMBOL
The use of words and
phrases to create “mental
images” for the reader.
IMAGERY
A comparison made between
two things without the use of
words such as ‘like’ or ‘as’.
METAPHOR
An object or animal that is given
human qualities or personalities.
CONTRAST
PERSONIFICATION
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
______________________
______________________
______________________
______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Mazlinda & Ms.Rimamelati 9
THE LIVING PHOTOGRAPH - By Jackie Kay
Describing the Persona’s Grandmother
Task 3 a) : Read first stanza and answer the following questions aboutthe grandmother.
1. To whom do you think the title of the poem is related to?
_____________________________________________________________________
2. Dressing – what did her grandmother wear?
_____________________________________________________________________
3. Physical appearance - (As described in Stanza 1)
_____________________________________________________________________
_____________________________________________________________________
4. Facial Expression – How did her grandmother look?
_____________________________________________________________________
_____________________________________________________________________
5. Eyes – What colour were her eyes?
_____________________________________________________________________
6. The skin colour of the persona and grandmother?
_____________________________________________________________________
Task 3 b) : Complete the bubble map and identify the words that the poet
used in Stanza 1 to describe the grandmother.
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Mazlinda & Ms.Rimamelati 10
THE LIVING PHOTOGRAPH - By Jackie Kay
Task 4 : Based on the first stanza of the poem, answer the following questions.
1. Who are in the photograph ?
______________________________________________________________ ______________________________________________________________
2. Describe the grandmother‟s skirt and shoes ?
______________________________________________________________
______________________________________________________________
3. In stanza 1, which words mean „open embroidery on white linen’ ?
______________________________________________________________
_____________________________________________________________________
4. What do the ‘ sharp blue eyes ’ tell us about the grandmother’s race ?
________________________________________________________________________
________________________________________________________________________
5. Do you think the grandmother can be described as brave ?
________________________________________________________________________
________________________________________________________________________
Stanza 1
My small grandmother is tall t here,
Straight -back, white broderie
anglaise shirt,
pl eat ed skirt, flat shoes, grey bun,
a kind, old smile round her eyes.
Her big hand holds mine,
white hand in black hand.
Her sharp blue eyes look her own
death in the eye.
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Mazlinda & Ms.Rimamelati 11
SUGGESTED ANSWERS
THE LIVING PHOTOGRAPH BY JACKIE KAY
TASK 1
The Living Photograph Synopsis
Stanza 1
My small grandmother is tall there,straight-back, white broderie anglaiseshirt,pleated skirt, flat shoes, grey bun,a kind, old smile round her eyes.Her big hand holds mine,
white hand in black hand.Her sharp blue eyes look her own deathin the eye.
The first four lines described thegrandmother's physicalappearance.White hand represents thepoet's youth, purity, andinnocence.Black hand represents that thegrandmother is experienced, an
old soul, and has been through alot, since she's old.The grandmother is dying.
Stanza 2
It was true after all that look.My tall grandmother became small.
Her back round and hunched.Her soup forgo to boil.She went to the awful placegrandmothers go.Somewhere unkonwn, unthinkable.
The grandmother who was a tallstature became small, hunchedand forgetful. The grandmotheris too ill, she could no longer
take care of herself and shedied.The afterlife.
Stanza 3
But there she is still,in the photo with me at three,
the crinkled smile is still living,breathing.
The poet's memory of hergrandmother is still fresh andnew. When she looks at thephotograph, she feels her
grandmother’s presence.
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Mazlinda & Ms.Rimamelati 12
TASK 2
1. Symbol: the photograph
2. Contrast: - straight-backed – hunched
- White hand in black hand
3. Imaginary: (imagery of a prim a properly dressed person)
- Straight-back
- White broderie anglaise shirt
- Pleated skirt
- Flat shoes
- Grey bun
4. Metaphor: ‘ sharp blue eyes look her own death in th eye’
5. Personification: ‘ soup forgot to boil’
6. HOTS: The soup was not boiled because the persona’s grandmother has become
forgetful person as she becomes older. (accept any other possible answers)
TASK 3 (a)
1. The persona’s grandmother.
2. A white broderie anglaise shirt and pleated skirt.
3. Tall and straight-back.
4. Kind, smiling and pleasant looking.
5. Blue
6. The persona has darker skin colour compared to her grandmother.
TASK 3 (b)
Tall
Kind
Straight-back
Pleasant smile
Blue eyes
White hands
Big hands
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Mazlinda & Ms.Rimamelati 13
TASK 4
1. The persona and her grandmother
2. The skirt was pleated and the shoes were flat.
3. Broderie anglaise
4. It tells us that she is a white woman. (accept any other possible answers)
5. Yes, because she was said to have looked ‘ her own death in the eye’
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Mr James & Mr Sivakumar 14
THE LIVING PHOTOGRAPH
PRACTICE 1
Open-ended questions
1. In stanza 1,
a. What does the phrase „grey bun‟ refers to?
__________________________________________________________________(1 mark)
b. List two words that describe the grandmother‟s character traits.
i. _____________________
ii. _____________________ (2 marks)
c.Name one quality that the grandmother possesses. Why do you say so?
_________________________________________________________________________
_________________________________________________________________(2 marks)
2. In stanza 2,
a.How does her grandmother look as she aged?
_____________________________________________________________ (2 marks)
b. What do you think she has forgotten to do?
______________________________________________________________ (1 mark)
c. Which phrase has the same meaning as „death‟?
_______________________________________________________________ (1 mark)
3. In stanza 3,
a. The word „she ‟ in the line „But there she is still’ refers to _______________(1 mark)
b. Which word tells us about the persona‟s age? ______________________ (1 mark)
c. Why do you think the smile is crinkled?
______________________________________________________________ (2 marks)
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Mr James & Mr Sivakumar 15
.PRACTICE 2
Complete the puzzle with the help of the clues. The last letter of each word has been provided.
The letters in the coloured/shaded squares form 2 words which complete the sentence below:
Children should ______________ ________________ to their elders.
1 L
2 S
3 T
4 S
5 G
6 N
7 L
8 K
Clues
1. A method to make water safe for drinking.
2. They give us sight.
3. Past tense of „forget‟
4. Present tense of „was‟.
5. To be alive
6. Opposite of „out‟
7. Another word for „terrible‟
8. Synonym for „see‟
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Mr James & Mr Sivakumar 16
PRACTICE 3
State whether the following statements are TRUE or FALSE .
1. The persona reminisces about her grandmother. ( )
2. The persona‟s grandmother had passed away. ( )3. The persona‟s grandmother seemed to be a strict woman. ( )
4. The persona is now a grown woman. ( )
5. The persona‟s grandmother is a black woman. ( )
6. The persona‟s grandmother is not afraid to face death. ( )
PRACTICE 4
Complete the bubble map below with the adjectives describing the grandmother.
GRANDMOTHER
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Mr James & Mr Sivakumar 17
Practice 1 Answers
1. a. It refers to how the hair was tied.
b. i. kind / kind-hearted
ii. concerned
c. kindness. Because she comforted the persona by holding on to her hand while on her
death bed.
2. a. small and hunched.
b. she has forgotten to turn on the stove while preparing the soup.
c. „the awful place‟
3. a. the persona‟s grandmother
b. „three‟
c. the persona‟s grandmother has aged
Practice 2 Answers
1 B O I L
2 E Y E S
3 F O R G O T
4 I S
5 L I V I N G
6 I N
7 A W F U L
8 L O O K
Children should be filial to their elders.
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The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Mr James & Mr Sivakumar 18
Practice 3 Answers
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
Practice 4 Answers
1. kind
2. friendly
3. concerned
4. small5. hunched
6. forgetful
7. brave
8. pleasant
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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
19
The Charge of The Light Brigade
Half a League, half a league, Cannon to right of them
Half a league onward, Cannon to left of them,
All in the valley of Death Cannon in front of them
Rode the six hundred. Volleyed and thundered;
“Forward, the Light Brigade! Stormed at with shot and shell,
Charge for the guns!” he said. Boldly they rode and well,
Into the Valley of Death Into the jaws of Death,
Rode the six hundred. Into the mouth of Hell
Rode the six hundred.
“Forward, the light Brigade!”
Was there a man dismayed?
Not though the soldier knew
Some one had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
Into the Valley of Death
Rode the six hundred. Alfred, Lord Tennyson
,
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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 20
Complete the crossword puzzle below using the clues given.
5
1
2
6
3 7
4
Across
1. A unit of measurement
2. To show love for one’s country
3. The number of men in the brigade
4. Past tense of ride
Down
4. The war was between the British and the ____
5. Warzone
6. A type of weapon
7. Feeling fearful
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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 21
Complete the crossword puzzle below using the clues given.
5 B
1 L E A GU
E
T
2 P A T R I O T I S M
L
E 6 C
F A
3 S I X H U N D R E 7 D
E N I
L O S
4 R O D E N M
U A
S Y
S E
I D
A
N
Across
1. A unit of measurement
2. To show love for one’s country
3. The number of men in the brigade
4. Past tense of ride
Down
4. The war was between the British and the ____
5. Warzone
6. A type of weapon
7. Feeling fearful
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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 22
Unscramble the words below.
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
6 LDBENEDRU
2 AHDTE DVLEYLEO
3 EHTNUEDRD
5 NOANCN
4 AEELUG
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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 23
Unscramble the words below.
1. VOLLEYED
2. DEATH
3. THUNDERED
4. LEAGUE
5. CANNON
6. BLUNDERED
6 LDBENEDRU
2 AHDTE DVLEYLEO
3 EHTNUEDRD
5 NOANCN
4 AEELUG
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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 24
Match each literary device with the correct lines/phrases from the poem.
Literary devices Lines/phrases
1. Cannon to the right of them,Cannon to the left of them,Cannon in front of them
2. Into the valley of Death
3. Stormed at with shot and shell
4. Theirs not to make reply,Theirs not to reason why,Theirs but to do and die.
5. Into the jaws of Death,Into the mouth of Hell
Rhyme
Imagery
Repetition
Alliteration
Personification
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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 25
Match each literary device with the correct lines/phrases from the poem.
Literary devices Lines/phrases
1. Repetition Cannon to the right of them,Cannon to the left of them,Cannon in front of them
2. Imagery Into the valley of Death
3. Alliteration Stormed at with shot and shell
4. Rhyme Theirs not to make reply,Theirs not to reason why,Theirs but to do and die.
5. Personification Into the jaws of Death,Into the mouth of Hell
Rhyme
Imagery
Repetition
Alliteration
Personification
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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 26
Match the given Literal Meaning and the Figurative Meaning with the correct stanza.
FIGURATIVE MEANINGLITERAL MEANING
STANZA
STANZA 2
STANZA 3
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Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 27
Set 3
LITERAL MEANING FIGURATIVE MEANING
The order ‘Forward, the Light Brigade’ was
given. Yet, no one protested or questioned the
orders although they knew it was a blunder. As
soldiers, their duty was to follow orders.
Whatever they were. The soldiers had no right to
question whether the orders given were right or
wrong and even if it meant death, they still had
to follow the orders. So the 600 soldiers rode oninto the Valley of Death.
While doing the project as directed, we may be
questioned by the authorities and threatened with
letters of complaints and expulsion. Yet we carry
on proudly and confidently with faith in the
leader.
The enemies fired the guns or cannons from all
sides, left, right, and front of them. Although
they were so badly attacked, the 600 soldiers
rode on boldly and properly into the war area.
In our daily life, in school or in the workplace,
we may be asked to carry out certain projects.
These projects may be under a team leader.
When we are given instructions to do certain
things, we normally as team members will do as
instructed. The norm is to follow the leader andso not knowing any better, we tend to follow the
given instructions to the letter.
600 soldiers of the Light Brigade rode for a
distance of half a league (about two and a half
km) into the Valley of Death on the orders of
their commander. He had ordered them to charge
forward and attack the enemy soldiers who werein the valley.
When given instructions to do something, we do
not feel afraid to carry them out. We have faith
in the leader and even though we know there are
mistakes, somehow or other we do not question
or query. This could be because we expect ourleader to know better or that person might have
more experience than us. Therefore, our duty is
to follow and not to reason out the whys and
wherefores.
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Tanjong Rhu: Leaving no Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
28
TANJONG RHU
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Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Juliana, Ms Mohana &Ms Zuraidah
Question 1
Sequence the events in the correct order. Use a flow map. Work in groups of four.
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Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Juliana, Ms Mohana &Ms Zuraidah
Question 2 (HOTS)
If you were Ah Ma, what will you put in the locked drawer? Give your
reasons.
______________________________________________________________ __
________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Question 3 (HOTS)
Where do you think the drawer‟s key is? Why?
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Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Juliana, Ms Mohana &Ms Zuraidah
Question 4
Create a pair of binoculars using scrap materials. Make it your signature pair.
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Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Juliana, Ms Mohana &Ms Zuraidah
Suggested Answers:
Question 1
1. Mr Li bought a pai r of binoculars for Ah Ma.
2. He brough t them home to give to her.
3. Ah Ma was in the garden feeding the chickens.
4. She was not interested in having the binoculars or see –
far glasses.
5. She hoped to use the see – far glasses to see Tanjong
Rhu.
6. Next morning, af ter complet ing her prayers, she fol lowed
Mr Li to his of f ice.
7. At the of f ice, Ah Ma looked into the dis tance wi thout
us ing the binoc ulars.
8. She recalled the happy t imes she had wi th Mr Li when he
was a ch i ld.
9. Mr Li could not recal l his chi ldhood d ays clear ly .
10.When he wanted to ask and l is ten to A h Ma, she was
deathly i l l in hospit al.
11.
Question 2
1. Many pic tures of her and her son - Mr Li to reminisce
memo ries of thei r stay in Tanjung Rhu.
2. Belongings o f her late husband ( l ike clothes, pic tures,
personal stuf f and etc. ) - to recall the memo ries of her
husband.
3. Let ter to his son -talk ing about her feelings and her lov
to h im4. Any relevant answers
Question 3
1. The altar room because she always prays and thinks
about her past l i fe in Tanjung Rhu
2. Mr Li’s office when Ah Ma visited him once
3. Ah Ma’s necklace
4. Ant relevant answers
Question 4
Any relevant answers.
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Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
33
LEAVING
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Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Ardini &Ms Puvanes 34
Changing their skies: Leaving
Worksheet 1
Fill in the blanks with suitable words or phrases from the text read.
1. Aloo is accepted into a university to study…………………
2. Mother asks for ------------- advice on Aloo‟s education.
3. Aloo‟s main ambition is to be-----------------------
4. Aloo‟s father passes away when mother was --------------------- years old.
5. Aloo‟s mother did not have to worry about the education fee because Aloo was
offered……………….
Worksheet 2
Mind mapping :
In the story „Leaving‟, the characters are facing a problem and trying to solve it. In the mind map
below, state the problem and list down what you have learnt from the story.
Problem:
Lesson 1:Lesson 3:
Lesson 2: Lesson 4:
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Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Ardini &Ms Puvanes 35
Worksheet 3
Provide short answers for the following questions.
1. What specific incident made Aloo think about his future?
(1 mark)
2. How did Mother feel about Aloo going to America?
(1 mark)
3. Why does Mother finally allow Aloo to go?
(1 mark)
4. What is main theme of the story? Give evidence from the text.
(2 marks)
5. If you were Aloo, would you return home one day? Give reasons for your answer.
(2 marks)
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Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
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Worksheet 4
1. Imagine how Mr Velji would look like. Draw a portrait based on the description in the story.
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2. Work in groups of four. Imagine that Aloo does indeed return home after completing his
studies. How would he have changed? Prepare a dialogue between Aloo, Mother, the
narrator and Mr Velji on the day of his homecoming. Act out the scene.
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By:Ms Ardini &Ms Puvanes 38
Answer scheme:
Worksheet 1:
1. Agriculture
2. Mr. Velji
3. further his studies in America
4. 33
5. a scholarship
Worksheet 2:
Problem: Mother does not allow Aloo to further his studies overseas.
Lesson 1: it is important to seize opportunities given to us
Lesson 2: we must respect our elders
Lesson 3: we must be grateful to our parents
Lesson 4: stay determined and do not fear of the unfamiliar
Worksheet 3:
1. When Mr. Datoo comes for a visit and talks about America
2. She is afraid that once he leaves, he will never return
3. She sees how badly Aloo wants to go and finally relents.
4. I think the main theme is separation as is illustrated in the pain Mother feels when she
knows Aloo will leave home.
5. Accept any suitable answer.
Worksheet 4:
Accept any suitable answer.
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Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Juliana & Ms Zuraida 39
Exercise 1
Match the dialogues below with the correct character.
page 34
“And how we are going to get
three thousand shillings?...”
page 37
“All the rich kids go every year
and they are not lost.”
page 37
“But if you send him, you will
lose your son…it is a far place,
America.”
Mr. Velji
Aloo
Mother
page 33
“They are giving me a place with a scholarship”
page 36
“...this one wants to go to America.”
Page 37
“How did you do in the
school exam?”
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Exercise 2
Write True or False for the following statements about Aloo.
1. Aloo is accepted into an American university.
_____________
2. Aloo loves to read.
_____________
3. Aloo wants to study agriculture.
_____________
4. Aloo is the eldest child of a family of five siblings.
_____________
5. He is a lazy boy.
_____________
6. He is a bright student in his first year of school.
_____________
7. Aloo did not get a scholarship to study at the California Institute
_____________
of Technology.
8. He is curious and excited to study overseas.
_____________
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Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Juliana & Ms Zuraida 41
Exercise 3
Compare and contrast the advantages of studying at local universities and abroad
Tanzania America
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Exercise 4
Read the synopsis provided and complete the Bubble Map.
Synopsis
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Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Juliana & Ms Zuraida 43
Exercise 1 (Answers)
1. Aloo
2. Mother
3. Mother
4. Mr Velji
5. Aloo
6. Mr Velji
Exercise 2 (Answers)
Write True or False for the following statements about Aloo.
1. Aloo is accepted into an American university. True
2. Aloo loves to read. True
3. Aloo wants to study agriculture. False
4. Aloo is the eldest child of a family of five siblings. False
5. He is a lazy boy. False
6. He is a bright student in his first year of school. False
7. Aloo did not get a scholarship to study at the California Institute
of Technology. False
8. He is curious and excited to study overseas. True
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By: Ms Juliana & Ms Zuraida 44
Exercise 4 (Answer)
her wants her children to have high education
A story of a
young Indian He receives anboy, Aloo offer from the
California InstituteOf Technology
Aloo is
inspired by Synopsis Finally, Aloo‟s Mr Datoo mother allows
him to studyin America
Aloo‟s mother
seeks advice from AlooMr Velji, starts to applythe school officer to every
universityin America
Aloo lives Aloo wantswith his to pursuemother in his educationTanzania in America
family could not afford to send Aloo overseas. Mother does not allow Aloo to study overseas because she is ahe would never return.
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The Right Thing To Do: Five
Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
45
THE RIGHT THINGTO DO
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The Right Thing To Do: Five
Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 46
Fill in the blanks with suitable expressions from the text.
Rebecca sees a man lying on the pavement of the street. She looks at the man,
then she looks around and seeing that (1)______________________________,
she starts to walk way. However, she stops and goes back
(2)_________________________ again. Just then, Patrick walks past and he
looks at the man. He asks about the man and wants to know
(3)”__________________________?”. David comes by and after asking a few
questions an arguing with the other two finally says, “And
(4)_____________________!”. As they are hesitating and arguing, a
(5)_____________________ comes and she immediately starts helping the man.
The three bystanders want to know her relationship with the man‟s condition
because as Rebecca says, “Then (6)__________________________.” But, she
tells them to be quiet and instructs David to (7)______________________,
Rebecca to get water and Patrick to (8)___________________. They help him to
take a pill and he feels better. The woman goes away quietly unnoticed by the
others.
call the ambulance is he dead
woman in blue feel the man’s pulse
there is nobody around it’s not my problem
he’s not your problem to look at the man
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The Right Thing To Do: Five
Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 47
Number the following sentences to show the correct sequence of the story.
a. A woman in blue sees the man and she bends down to help the man.( )
b. Rebecca sees a man lying on the pavement of the street. ( )
c. She tells the three of them to do as she instructs – call the ambulance, getwater and feel the man‟s pulse. ( )
d. David comes by and all three bystanders feel it is not their problem. ( )
e. They give the man a pill from his pill bottle and he recovers and thanksthem quietly. ( )
f. Michael Scott thanks the three bystanders before leaving with theambulance. ( )
g. The ambulance comes and the doctor and nurse examine the man. ( )
h. She is wondering what she should do when Patrick comes by and both lookat the man. ( )
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The Right Thing To Do: Five
Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 48
Write T for True’ statements and F for false statements.
1. Rebecca is the first person who find the man lying in the street ( )
2. The man lying in the street is dead ( )
3. The woman in blue is a doctor ( )
4. Rebecca is instructed to call the ambulance ( )
5. Patrick feels the man‟s pulse ( )
6. The woman in blue feels proud to save the man ( )
7. The man lying in the street is a famous TV chef ( )
8. Patrick, Rebecca and David are ignorant ( )
9. There is a bottle of pills in the man‟s pocket ( )10. The man is unconscious because he is drunk ( )
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The Right Thing To Do: Five
Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 49
Check your understanding by filling in the blanks with some ofthe elements of the story in the space provided.
(i-think)
Plot:
Exposition
Falling Action
Rising Action
Climax
Resolution
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The Right Thing To Do: Five
Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 50
Check your understanding by filling in the blanks with some of the elements
of the story in the space provided.
Title: ____________________________________________
Author: _______________________________________
Setting:
Characters
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________
1. ..........................................................
.
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The Right Thing To Do: Five
Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 51
Double Bubble Map for Comparing (similarities) and Contrasting (differences)
Thewoman in
blue
Rebecca
Did not knowthe man lyingon the street
Civic-minded Clueless
State the similarities and differences of the characters in the Double Bubble Map below.
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 52
Based on the drama “The Right Thing to Do”, complete the double bubble map. (i-Think)
Similarities vs. Differences
REBECCA PATRICK
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 53
List the themes of the play „The Right Thing To Do‟ in the Bubble Map below.
THEMES
Taking charge
in times of
emergency
Themes are the
underlying messages or
‘big ideas‘ of a story.
e.g: love and sacrifice,
friendship and identity
crisis.
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 54
Main Ideas/Themes
(Main ideas of the Drama)
Characters What?(Summary of the Plots)
When?
(Setting of Time)
Where?
(Setting of Place)
Why?
(HOTS)
Values(What have you learn from the drama?)
The Elements of The Right Thing To Do
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 55
What are the right things to do if you see an unconscious man lying in the street?
HOTS
I-think: Bubble Map
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 56
Answer Sheets
FIVE SHORT PLAYS-‘THE RIGHT THING TO DO’ BY MARTYN FORD
Fi l l in the blanks with su i table expressions from th e text.
Rebecca sees a man lying on the pavement of the street. She looks at the man, then she looks around and seeing that
(1)there is nobody around. She starts to walk way. However, she stops and goes back (2) to look at the man again.
Just then, Patrick walks past and he looks at the man. He asks about the man and wants to know (3)”Is he dead?”. David
comes by and after asking a few questions an arguing with the other two finally says, “And (4) it’s not my problem”. As
they are hesitating and arguing, a (5)woman in blue comes and she immediately starts helping the man. The three
bystanders want to know her relationship with the man‟s condition because as Rebecca says, “Then (6) he’s not your
problem.” But, she tells them to be quiet and instructs David to (7)call the ambulance, Rebecca to get water and Patrick
to (8)feel the man’s pulse. They help him to take a pill and he feels better. The woman goes away quietly unnoticed by
the others.
call the ambulance is he dead
woman in blue feel the man’s pulse
there is nobody around it’s not my problem
he’s not your problem to look at the man
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 57
Number the fol lowing sentences to sh ow the correct sequence of the story.
a. A woman in blue sees the man and she bends down to help the man. ( 4 )
b. Rebecca sees a man lying on the pavement of the street. (1 )
c. She tells the three of them to do as she instructs – call the ambulance, get water and feel the man‟s pulse. ( 5 )
d. David comes by and all three bystanders feel it is not their problem. ( 3 )
e. They give the man a pill from his pill bottle and he recovers and thanks them quietly. ( 6)
f. Michael Scott thanks the three bystanders before leaving with the ambulance. ( 8 )
g. The ambulance comes and the doctor and nurse examine the man. ( 7 )
h. She is wondering what she should do when Patrick comes by and both look at the man. (2 )
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 58
Write T for True’ statements and F for false statements.
1. Rebecca is the first person who find the man lying in the street (T)
2. The man lying in the street is dead (F)
3. The woman in blue is a doctor (F)
4. Rebecca is instructed to call the ambulance (F)
5. Patrick feels the man‟s pulse (T)
6. The woman in blue feels proud to save the man (F)
7. The man lying in the street is a famous TV chef (T)
8. Patrick, Rebecca and David are ignorant (T)
9. There is a bottle of pills in the man‟s pocket (T)
10. The man is unconscious because he is drunk (F)
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 59
The right thing to do
Plot:Exposition Patrick and Rebecca see a man lying on the pavement of a street. They are unsure whether they should help him. Eachfelt it is not his or her duty to help the man.Rising ActionDavid passes by and asks about the man. The other two answers they do not know. Both men feel that Rebecca shouldhelp the man as she is the first there. She, however, insists that it is not her problem.Climax A woman in blue helped the man by giving instructions to the three bystanders. They were instructed on what they shoulddo during an emergency. The man recovered after he was given pill from his medicine bottle.Falling actionThe ambulance comes and a nurse checks that the man is well. The man is Michael Scott, the famous TV chef. Scottthanks the three of them and then the ambulance takes him away.ResolutionThe three, Rebecca, Patrick and David are happy the man is going to be all right. They have done the right thing for him.He is alive because of them. They criticise the woman for walking away and not wanting to help. It is an important day forthem as they have helped someone famous.Similarities1. Ignorance2. Unwillingness
Title: The Right Thing To Do Author: Martyn FordSetting: A street in townCharacters 1. Rebecca
2. Patrick3. David4. Woman in blue5. Michael Scott
6. Doctor7. Nurse
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 60
ased on the drama “The Right Thing to Do”, complete the double bubble map. (i-Think)
Similarities vs. Differences
REBECCA PATRICK
Like
compliments
IgnorantExpress
happiness
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 61
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 62
List the themes of the play „The Right Thing To Do‟ in the Bubble Map below.
THEMES
Taking chargein times ofemergency Learn by example
Be alert to whatothers do or not do
Humility andsincerity when
giving help
Bringing out thebest in others
Acknowledge andappreciate helpgiven by others
Take credit only ifone deserves it
Do the right thingwhen occasion
warrants it
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The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 63
The Elements for The Right Thing To Do
Themes(Main ideas of the Drama)
Taking charge in times of emergencyDo the right thing when the occasion
warrants itLearn by example
Be alert to what others do or not doBringing out the best in others
umility and sincerity when giving help Acknowledge and appreciate help
given by othersTake credit only if one deserves it
Characters
Woman in blueDavidPatrick
Rebecca
What?(Summary of the Plots)
A man fainted on the streets and thepassers by was wondering if theyshould help the man, who was a
famous chef
When?(Setting of Time)
Daytime
Where?(Setting of Place)
The sidewalk of a street in town
Why?(HOTS – why do you think the
passers by do not want to help theman?)
Values(What have you learn from the drama?)
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[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
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PICTURES
DURING THE
WORKSHOP
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CONCLUSION
This module shows that teachers from Jempol &Jelebu can work hand in hand in order to come out
with great ideas for development of English
language. Hence, with fun activities to do during
the literature lesson, it is hoped that students are
able to understand and learn better.
This teacher collaboration will hopefully bring great
results to the teaching community. Therefore more
collaboration between teachers from Jempol and
Jelebu should be carried out from time to time in
order to produce more creative materials that may
be used in the classrooms.
Thank you for your support
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