Prepared by:
English Language Teachers of Jempol & Jelebu
Secondary Schools
CONTENTS
1.0 PREFACE
2.0 ACKNOWLEDGEMENT
3.0 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) 33
6.0 THE RIGHT THING TO DO (FIVE SHORT PLAYS) 45
7.0 PICTURES 64
8.0 CONCLUSION
PREFACE This 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 learning
and teaching.
Most importantly, this module will be a good resource
for English teachers regardless they are experienced
or less experienced teachers.
ACKNOWLEDGEMENTS
A sincere and heartfelt gratitude to all English
teachers who has contributed in producing this
module to help teachers and students especially in
teaching and learning the new literature 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.
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)
The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
6
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
The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Mazlinda & Ms.Rimamelati
7
TASK 1
Refer to the poem and fill in the blanks with the correct phrases or words.
physical appearance poet's youth, purity, and innocence. dying
hunched and forgetful too ill afterlife fresh and new
The first four lines described the grandmother's...
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.
The white hand represents........whereas the black hand represents that the grandmother is experienced, an old soul, and has been through a lot, since she's old.
Her big hand holds mine,white hand in black hand.
The grandmother is ..
Her sharp blue eyes look her own death in the eye.
The grandmother who was a tall stature became small,.
It was true after all that look.My tall grandmother became small.Her back round and hunched.
Her soup forgot to boil.
The grandmother is., she could no longer take care of herself She went to the awful place
grandmothers go.
Somewhere unkonwn,unthinkable.
The poet's memory of her grandmother is still. When she looks at the photograph, she feels her grandmothers presence.
But there she is still,in the photo with me at three,the crinkled smile is still living , breathing.
STANZA 2
STANZA 3
STANZA 1
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
By 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
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
______________________
______________________
______________________
______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
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 Personas Grandmother
Task 3 a) : Read first stanza and answer the following questions about the 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.
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 grandmothers 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 grandmothers race ?
________________________________________________________________________
________________________________________________________________________
5. Do you think the grandmother can be described as brave ?
________________________________________________________________________
________________________________________________________________________
Stanza 1
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.
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 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.
The first four lines described the
grandmother's physical appearance. White hand represents the
poet's youth, purity, and innocence.
Black hand represents that the grandmother is experienced, an old soul, and has been through a
lot, 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 place grandmothers go.
Somewhere unkonwn, unthinkable.
The grandmother who was a tall stature became small, hunched and forgetful. The grandmother
is too ill, she could no longer take care of herself and she
died. 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 her
grandmother is still fresh and new. When she looks at the photograph, she feels her
grandmothers presence.
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 personas grandmother has become
forgetful person as she becomes older. (accept any other possible answers)
TASK 3 (a)
1. The personas 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
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
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 grandmothers 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 personas age? ______________________ (1 mark)
c. Why do you think the smile is crinkled?
______________________________________________________________ (2 marks)
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
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 personas grandmother had passed away. ( )
3. The personas grandmother seemed to be a strict woman. ( )
4. The persona is now a grown woman. ( )
5. The personas grandmother is a black woman. ( )
6. The personas grandmother is not afraid to face death. ( )
PRACTICE 4
Complete the bubble map below with the adjectives describing the grandmother.
GRANDMOTHER
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 personas grandmother
b. three
c. the personas 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.
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. small
5. hunched
6. forgetful
7. brave
8. pleasant
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
,
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 ones 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
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 G U 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 ones 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
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 1. DVLEYLEO
3. EHTNUEDRD
5. NOANCN
4. AEELUG
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 1. DVLEYLEO
3. EHTNUEDRD
5. NOANCN
4. AEELUG
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
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
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 MEANING LITERAL MEANING
STANZA 1
STANZA 2
STANZA 3
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 on
into 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 and
so 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 were
in 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 our
leader 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.
Tanjong Rhu: Leaving no Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
28
TANJONG RHU
Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Juliana, Ms Mohana &Ms Zuraidah
29
Question 1
Sequence the events in the correct order. Use a flow map. Work in groups of four.
Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Juliana, Ms Mohana &Ms Zuraidah
30
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 drawers key is? Why?
Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Juliana, Ms Mohana &Ms Zuraidah
31
Question 4
Create a pair of binoculars using scrap materials. Make it your signature pair.
Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Juliana, Ms Mohana &Ms Zuraidah
32
Suggested Answers:
Question 1
1. Mr Li bought a pair of binoculars for Ah Ma.
2. He brought 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, after completing her prayers, she followed
Mr Li to his office.
7. At the office, Ah Ma looked into the distance without
using the binoculars.
8. She recalled the happy times she had with Mr Li when he
was a child.
9. Mr Li could not recall his childhood days clearly.
10. When he wanted to ask and listen to Ah Ma, she was
deathly ill in hospital.
11.
Question 2
1. Many pictures of her and her son - Mr Li to reminisce
memories of their stay in Tanjung Rhu.
2. Belongings of her late husband (like clothes, pictures,
personal stuff and etc.) - to recall the memories of her
husband.
3. Letter to his son -talking about her feelings and her love
to him
4. Any relevant answers
Question 3
1. The altar room because she always prays and thinks
about her past life in Tanjung Rhu
2. Mr Lis office when Ah Ma visited him once
3. Ah Mas necklace
4. Ant relevant answers
Question 4
Any relevant answers.
Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
33
LEAVING
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 Aloos education.
3. Aloos main ambition is to be-----------------------
4. Aloos father passes away when mother was --------------------- years old.
5. Aloos 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:
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)
Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Ardini &Ms Puvanes
36
Worksheet 4
1. Imagine how Mr Velji would look like. Draw a portrait based on the description in the story.
Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By:Ms Ardini &Ms Puvanes
37
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.
Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
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.
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 sonit 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?
Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Juliana & Ms Zuraida
40
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.
_____________
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
Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Juliana & Ms Zuraida
42
Exercise 4
Read the synopsis provided and complete the Bubble Map.
Synopsis
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
Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
By: Ms Juliana & Ms Zuraida
44
Exercise 4 (Answer)
Mother wants her children to have high education A story of a young Indian He receives an
boy, Aloo offer from the California Institute Of Technology
Aloo is
inspired by Synopsis Finally, Aloos Mr Datoo mother allows
him to study in America
Aloos mother seeks advice from Aloo Mr Velji, starts to apply the school officer to every
university in America
Aloo lives Aloo wants with his to pursue mother in his education Tanzania in America
The family could not afford to send Aloo overseas. Mother does not allow Aloo to study overseas because she is afraid
he would never return.
The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
45
THE RIGHT THING
TO DO
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 mans 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 mans pulse
there is nobody around its not my problem
hes not your problem to look at the man
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, get water and feel the mans 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 thanks
them quietly. ( )
f. Michael Scott thanks the three bystanders before leaving with the ambulance. ( )
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 look
at the man. ( )
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 mans 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 mans pocket ( )
10. The man is unconscious because he is drunk ( )
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 of the elements of the story in the space provided. (i-think)
Plot:
Exposition
Falling Action
Rising Action
Climax
Resolution
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. ..........................................................
.
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)
The woman in
blue
Rebecca
Did not know the man lying on the street
Civic-minded Clueless
State the similarities and differences of the characters in the Double Bubble Map below.
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
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.
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
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
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
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)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)its 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 mans condition because as Rebecca says, Then (6)hes 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 mans 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 mans pulse
there is nobody around its not my problem
hes not your problem to look at the man
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 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. ( 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 mans 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 )
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 mans 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 mans pocket (T)
10. The man is unconscious because he is drunk (F)
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. Each felt it is not his or her duty to help the man. Rising Action David passes by and asks about the man. The other two answers they do not know. Both men feel that Rebecca should help 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 should do during an emergency. The man recovered after he was given pill from his medicine bottle. Falling action The ambulance comes and a nurse checks that the man is well. The man is Michael Scott, the famous TV chef. Scott thanks the three of them and then the ambulance takes him away. Resolution The 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 for them as they have helped someone famous. Similarities 1. Ignorance 2. Unwillingness Title: The Right Thing To Do Author: Martyn Ford Setting: A street in town Characters 1. Rebecca 2. Patrick 3. David 4. Woman in blue 5. Michael Scott
6. Doctor
7. Nurse
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
Based on the drama The Right Thing to Do, complete the double bubble map. (i-Think) Similarities vs. Differences
REBECCA PATRICK
Like compliments
Ignorant Express happiness
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
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 charge in times of emergency Learn by example
Be alert to what others do or not do
Humility and sincerity when
giving help
Bringing out the best in others
Acknowledge and appreciate help given by others
Take credit only if one deserves it
Do the right thing when occasion
warrants it
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 emergency Do the right thing when the occasion
warrants it Learn by example
Be alert to what others do or not do Bringing out the best in others
Humility and sincerity when giving help Acknowledge and appreciate help
given by others Take credit only if one deserves it
Characters
Woman in blue David Patrick
Rebecca
What? (Summary of the Plots)
A man fainted on the streets and the passers by was wondering if they should 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 the man?)
Values (What have you learn from the drama?)
[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
64
PICTURES
DURING THE
WORKSHOP
[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
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77 By:
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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