Form 3

P O

T R

A Fighters Lines
.

Curriculum Development Division. Ministry of Education Malaysia 2011

Table of Contents
Contents Page

Preface Acknowledgement A Fighters Lines Poetry Introduction Activities Assessment Answer Key Glossary

1 4 5 6 9 12 36 40 44

Preface The Teachers Literature Component Teaching Module

This Literature Component Teaching Module is for teachers who are teaching the Literature Component of Language Curriculum for Malaysian Secondary Schools. This second cycle in the implementation of the Literature Component began in January 2010 for Forms 1 and 4. The Literature Component for Form 3 is made up of a selection of creative and literary works in two main genres, Poems and Novels. The module provides an overview of the texts to be taught and suggested activities for the different genres found in the literature component of the English Language Curriculum for secondary schools. This module provides teachers with practical ideas and suggestions for making the teaching of the literature component an interesting and exciting experience both for teachers as well as students. Through fun-filled learning activities, students should be able to

appreciate, demonstrate understanding and express personal responses to literary and creative works. Teachers are encouraged to adapt and modify the activities and materials in this module to suit their students learning styles and level of proficiency. This is to ensure that the element of fun and experimentation with the language is not hampered.

Structure of the Module The Literature Component Teaching Module for Form 3 is divided into eight sections: Section 1 Introduction: Provides a general overview of the poetry and its elements: Synopsis Setting Tone Mood Themes

Poets background are mentioned for teachers and students information. Section 2 Activities : This section provides some suggested learning activities and each activity may be accompanied by activity sheets, handouts

and suggested adaptations. parts: Time Aim(s) of activity

Each activity consists of five

Material(s) for the activity Steps on how to conduct the activity Additional notes are included for further clarification, explanation and instruction.

Section 5 Assessment:

Test students performance using summative and formative types of questions.

Section 6-Suggested answers:

The answer keys are provided for the activities in Section 4 and Section 5. The suggested answers are guide only and other appropriate responses are acceptable.

Section 7 Glossary:

A glossary is provided at the end of each genre section. This list contains some of the words/phrases and their meanings as used in the texts.

Note to Teachers
This Literature Component Teaching Module for Form 3 provides suggested activities for the teaching of the texts in the Form Three Literature Component. However, for purposes of reinforcement and extension, teachers are encouraged to adapt, modify and adjust the activities to suit the students proficiency level. Teachers should bear in mind that in the teaching and learning of the literature component, it is pertinent to explore students creativity and potential. Thus, there is a need to provide opportunities for the students to participate actively and express themselves without much reservation. The Literature Component Teaching Module in the English Language Curriculum for Malaysian Secondary Schools primarily focuses on the fun aspect of learning. Thus, much effort should be put into sustaining interest in reading literature for fun and not learning for examination purposes. Rather, there should be some kind of formative assessments carried out during the teaching and learning process to help students progress to their next level of competence. Furthermore, formative assessment could improve instruction and

effectiveness in teaching of the Literature Component in the English Language curriculum. 2

It is hoped that teachers will find the module handy, resourceful, helpful and beneficial to effectively and efficiently implement the new Malaysian English Language Curriculum for Secondary School. So this will successfully produce and create effective English Language Lessons that will stimulate students into becoming more proficient and adept English Language users.

Acknowledgement
These teaching modules were developed and compiled with the help of a group of dedicated teachers from various schools all over the country. To them, the Ministry of Education would like to express its sincere gratitude and thanks. Members of the team, working in collaboration with the Curriculum Development Division are: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Pn Vasantha Mallar Narendran Pn Yong Wai Yee Pn Suhaila Ahmad Akhirudin En Khairul Anuar bin Yang Ahmad Pn Sathiavany a/p Madhavan En Jimmy Then Choon Jing En Norrol Sham bin Mohd Yunus En. Xavier Manickam En Au Yeong Weng Hang Pn Nooraini binti Baba Pn Ezareen bt C. Ahmad Ezanee Pn Ingrid Sarina Rueh Pn Vasanthi Sandragasam Pn Hyacinth Foo Mook Keow Pn Norfidzah bt Mohd Nordin Pn Khoo Guat Tin En. Mohd Zamri bin Abu Zarin En. Adrian Robert Pn Sabina Kok Pn Marina bt Mahmood Pn. Intan Hamimah bt Mamat Pn Michelle Lim Pek Sim Pn Elyani bt Khalid Cik Darshini Nadarajan En. Mohd Redza Asyraf bin Ramlee Pn Juliana Ali Pn Diana Fatimah Ahmad Sahani Cik Masreen Wirda Mohammad Ali YM Tengku Ireneza Marina Tengku Mazlan En Ng Yew Kee SMK Victoria, Kuala Lumpur SK Brickfields 1, Kuala Lumpur SMK Taman Sri Muda, Shah Alam, Selangor SMK King Edward VII, Taiping, Perak SMK St Paul, Seremban, Negeri Sembilan SMK Bintulu, Sarawak SMK Sg. Pasir, Sg. Petani, Kedah SMK Rantau, Negeri Sembilan SMK Seri Permaisuri, Kuala Lumpur SMK Wakaf Tapai, Terengganu SMK Bukit Jelutong, Shah Alam, Selangor SMK Bukit Indah, Ampang, Selangor SMK Tun Habab, Kota Tinggi, Johor SMK Seri Sentosa, Kuala Lumpur SMK Taman Melawati, Gombak, Selangor SMK Subang Jaya SS14/6, Selangor SBPI Rawang, Selangor SM La Salle, Kota Kinabalu, Sabah SMK Assunta, Selangor SMAP Labu, Labu, Negeri Sembilan SMK Seksyen 18, Shah Alam, Selangor SMK Bandar Puchong Jaya (B), Selangor SMK Agama Kuala Lumpur, Kuala Lumpur SMK Alor Akar, Kuantan, Pahang SMK Jitra, Kedah SBPI Jempol, Negeri Sembilan Bahagian Pembangunan Kurikulum, KPM Bahagian Pembangunan Kurikulum, KPM Bahagian Pembangunan Kurikulum, KPM Bahagian Pembangunan Kurikulum, KPM

A FIGHTERS LINES

POETRY

A Fighters Lines

I am old and worn and have lost all my strength sufferings and the history of the fight for independence have forced sacrifices that know no name or life from the wheelchair of the rest of my days I, body and energy crushed see and cannot do much these times are too big a challenge for the remnants of my crippled years the net of deceit spread everywhere disturbs me In the name of justice Wake up and form ranks sons of our ancestor Be brave And erect a wall of people Stand up heirs of our freedom I have no more voice It is you now who should speak!

Marzuki Ali

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POETRY

Poetry
What is poetry? Poetry has various meanings to different people. Take for example, Wordsworth who defines poetry as "the spontaneous overflow of powerful feelings". Emily Dickinson said, "If I read a book and it makes my body so cold no fire ever can warm me, I know that is poetry" and Dylan Thomas defines poetry this way: "Poetry is what makes me laugh or cry or yawn, what makes my toenails twinkle, what makes me want to do this or that or nothing." Poetry is different from prose or drama, particularly in the economic use of its language . Poets often select words for conciseness, clarity, emotive qualities, musical value, spacing, and even the spatial relationship to the page. Thus, poetry is evocative as it typically evokes in the reader an intense emotion: joy, sorrow, anger, catharsis, love and the like. In order to ensure this evocation is fully achieved, many believe that the cardinal rule of poetry is IT SHOULD BE READ ALOUD. Poetry does not necessarily have to be in any particular form. There are various types of poetry such as sonnet, haiku, limerick, acrostic poems, rhyming couplets, nursery rhymes and shape poems. The paragraph in a poem is called a stanza or a verse. The elements in prose and poetry are almost similar. The table below will best illustrate the terminology used where the elements are concerned.

PROSE/DRAMA Plot Theme Characterisation Point of view Tone Mood

POETRY Subject matter Theme Sometimes Voice/persona Tone Mood

Characteristics of Poetry

Uses words to build sensory impressions and create images

Plays with the sounds of words and the rhythms of phrases Lyric poetry is meant to reveal the poets feelings and unique reactions A poem may stir up deep feelings in the readers

Is usually intended to be read aloud.

Compresses ideas: Poetry uses less space than prose to present an idea Narrative poetry is meant to tell a story

Many poems talk about ordinary events.

Poems use the sounds of language in deliberate, special ways

Poets use poetic devices to evoke tone, mood, colour and lyricism in their poetry. These are some of the common devices used: Rhyme This is the repetition of the same sounds. The most used rhyme is called the end rhyme, for example, in I Wonder by Jeannie Kirby: I wonder why the grass is green, And why the wind is never seen? Assonance This is the repetition of identical or related vowel sounds, for example, in Sweet and Low by Alfred Lord Tennyson: Sweet and low, sweet and low, Wind of the western sea, Low, low, breathe and blow, Alliteration This is the repetition of consonant sounds, for example, in I Wonder by Jeannie Kirby: Who taught the birds to build a nest, And told the trees to take a rest?

Simile This is a form of comparison which uses like or as, for example, in Leisure by William Henry Davies, Streams full of stars, like stars at night. Metaphor A metaphor is a form of comparison without words such as like or as. For example, the word wheelchair in A Fighters Lines by Marzuki Ali indicates that the persona is weak and unable to fight the deceit around him. from the wheelchair of the rest of my days Personification Inanimate things are given human qualities, for example, in A Fighters Lines by Marzuki Ali, the word years possesses the quality of being crippled. for the remnants of my crippled years Imagery Imagery is the mental picture that appeals to the senses of sight, hearing, touch, taste and smell. These are some types of imagery: Visual imagery sense of sight e.g. Streams full of stars, like stars at night. (Leisure by William Henry Davies) Aural/auditory imagery - sense of hearing e.g. That squeaking door will always squeak. (Mr. Nobody by Anonymous) Kinesthetic/tactile imagery sense of touch e.g. And why the wind is never seen? (I Wonder by Jeannie Kirby) Gustatory imagery sense of taste e.g. Obscene as cancer, bitter as the cud (Dulce Et Decorum EST by Wildred Owen) Olfactory imagery - sense of smell e.g. the scent of honey. (Nature by H. D. Carberry)

SOURCE
...
URL Date accessed URL Date accessed : http://contemporarylit.about.com/od/poetry/a/poetry.htm : 25 May 2011 : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/ cinquaindescrip.htm : 25 May 2011

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POETRY

Introduction
About the poet

Marzuki Ali was born in 1945 in Terengganu, Malaysia. He was brought up in Kemaman and later Sabah. He has been writing poems since the 1960s. His poems mostly deal with issues regarding his hometown, environment and patriotism. A lot of his poems have been published in the Utusan Malaysia, Berita Minggu, Dewan Sastera dan Dewan Budaya. He has also published a few anthologies which include Desir Angin Pantai Timur (1984), Lia (1988), Mantera (1991), Bangau Payang Kolek Sekoci (1993), Puisi Duyung Puisi Rakyat (1999), Jeritan Satwa Luka (2000) Rimba Hujan Tropika (2008), Bungkau and Sape Lamanta (2009). He is also active in theatre direction in Malaysia and Indonesia. He has set up a theatre group in Terengganu called GrupTeater Asyik . Among the plays he has directed are Naskah Sophocles (1991) and Bangsawan Makbeh (1998).

Synopsis
The persona in the poem is an old soldier. He is tired as he is old and weak. He and his people suffered in the past in their fight for freedom of their country and they made many sacrifices. People lost their lives and some remain nameless or unknown. The persona, who believes that he will be in a wheelchair for the rest of his life says he can only watch the happenings around him. Physically, he is helpless and he has no energy left. He was either seriously injured when he was a soldier or is very ill. He finds that times have changed and being a crippled man, it is too challenging for him to fight the injustice he sees around him. He is troubled by the many lies being told everywhere. 9

Being highly-spirited, he calls on the younger generation to wake up and fight on. They have to realise that they have to form lines or ranks irrespective of racial, religious and social differences to fight courageously for justice. He wants the young people who inherited the countrys freedom to be united to fight injustice and denounce lies which may threaten. The persona feels helpless that he is not heard. He urges the younger generation to fight or speak up for what is right because it is now their turn to do so.

The Setting
The poem is set after independence. The persona feels that the independence he has struggled for is now threatened by subversive elements.

Tone and mood

In the first stanza, the tone indicates that the persona is sad and weary because he is old and weak. The persona is also melancholic, reflecting on his past sacrifices he made for the countrys independence. In the second stanza, the persona voices his helplessness, anger and contempt because his country is facing threats. The tone used in the third stanza is serious and demanding. The persona urges the present generation to form a united front to uphold the freedom that he and many others has fought for. The persona ends by insisting that the younger generation continues to fight against injustice because he can longer do so.

Themes
1. Patriotism Patriotism is one of the themes of this poem. The people in this country have made a lot of sacrifices to fight for their freedom. They have achieved independence but now there are other threats such as deceit. This affects the countrys safety. The persona calls on the younger generation to fight for justice and to speak up against deceit. 2. Being courageous Another theme is being courageous. In the past, people made many sacrifices and fought bravely with the countrys enemies for their freedom. Now, the persona urges the younger generation to be brave and fight against other threats in the country. He tells them to stand up and speak with courage. 3. Unity In the past, people were united when they fought for independence. Now, the persona emphasises that the younger generation who has inherited a free country should unite to preserve their freedom. They should stand united by building a wall of people or forming ranks irrespective of racial, religious and other social differences. The lines in the poem, A Fighters Lines refer to the personas lines and the lines or ranks formed for unity. We have to be united and strong as in the saying, United we stand, divided we fall.

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Values
1. We must be brave to uphold justice. The persona urges the younger generation to stand up against the widespread lies which are rampant in society today. This net of deceit worries him as it can destroy the solidarity of the people. Therefore, he urges them to stand united and uphold justice to preserve the freedom and safety of the country. 2. We must be willing to make sacrifices to preserve our independence. In the fight for independence, the persona and other soldiers sacrificed and risked their lives when they fought for independence. Now, he is wheelchair-bound because he was either crippled in the war or is now old and sick. Now, he wants the younger generation to make sacrifices too to preserve their freedom. 3. We must be united to preserve our freedom. The persona wants the younger generation to stand united regardless of their differences to ensure their freedom.

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POETRY

Activities

Activities Pre Activity 1 Pre Activity 2 Pre Activity 3 While-Activity 4 While-Activity 5 While-Activity 6 While-Activity 7 While-Activity 8 Post-Activity 9 Post-Activity 10 Post-Activity 11 Extension 12 Extension 13 Extension 14

Titles My Hero Im Problem-solver Be Brave! I Am A Fighter Poetic Expressions! Sacrifices! Emotional Tones A Puzzle Deceitful Acts A Fighters Sacrifice Speak Out! Postermania Dear Grandpa My Scrapbook

Page 13 14 16 18 21 22 24 26 28 30 31 32 33 35

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PRE-ACTIVITY 1

My Hero
Time : 20 minutes AIMS 1. 2. To identify independence fighters most respected by students To describe the sacrifices of independence fighters

MATERIALS 1. 2. Display sheet (mah-jong paper) Colourful sticky notes 3. Pens

STEPS 1. 2. 3. 4. 5. 6. Paste the display sheet on the board. Write The Independence Fighter I respect the most in the middle of the display sheet. Distribute a sticky note to each student. Ask the students to write the name of an independence fighter they respect the most and write down the reason or reasons for their choice on sticky notes. Instruct the students to paste their sticky notes on the display sheet. Get the students to further elaborate on the reasons why they respect the independence fighters chosen to the class.

Refer to history books or surf the Internet for information on independence fighters.

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PRE- ACTIVITY 2

Im a Problem -solver
Time : 20 minutes AIMS 1. 2. To state cause and effect relationships To suggest solutions to problems

MATERIAL 1. Worksheet 2

STEPS 1. 2. 3. 4. 5. 6. Get the students to work in pairs. Distribute Worksheet 2. Ask the students to give a cause, an effect and a solution for each given problem. Tell the students to display the worksheets on the wall. Instruct the students to read the information displayed. Discuss the responses with the students.

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WORKSHEET 2

Im a Problem -solver
Below are some social problems among teenagers. Complete the table below by suggesting one cause, effect and solution for each problem. Problems Cause Effect Solution

Bullying

Drug abuse

Vandalism

Internet Addiction

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PRE- ACTIVITY 3

Be Brave!
Time : 20 minutes AIMS 1. 2. To role-play a situation. To take part in a conversation

MATERIALS 1. Role-play cards on Handout 3

STEPS 1. 2. 3. Ask the students to work in groups of four. Distribute the role-play cards. Each student in the group gets a different card. Ask the students to role-play their parts by writing out their own dialogue.

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HANDOUT 3

Be Brave!
Distribute the role-play cards to each group.

During recess, an older student bullied your classmate. He forced your classmate to give his pocket money. The older student also threatened you not to tell anyone about the matter. However, after recess, a disciplinary teacher called you after he heard about the incident.

Role Card A Role Card B Role Card C Role Card D

You are a disciplinary teacher. A student reported to you that he was bullied by an older student during recess. The student took all his pocket money. He said a student also witnessed the incident. Investigate this matter.

During recess, an older student bullied and took your pocket money. After the incident, you reported it to the disciplinary teacher. You told him or her what had happened and also mentioned the name of a classmate who witnessed the incident.

During recess, you bullied a younger student and took his pocket money. After recess, a disciplinary teacher called you and told you to confess what you did.

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WHILE - ACTIVITY 4

I Am a Fighter!
Time : 40 minutes AIMS 1. 2. To match meanings to phrases and lines from the poem To understand the title of the poem

MATERIALS 1. 2. The poem Worksheet 4 3. 4. Dictionaries Online dictionaries

STEPS 1. 2. 3. 4. 5. Distribute Worksheet 4. Get the students to work in pairs and match meanings to the words and phrases found in the poem (No. 1 Worksheet 4). Encourage them to use the dictionaries Get a pair of students to present their answers to the class. Discuss the meanings. In pairs, the students discuss why the poet has given the title The Fighters Lines (No. 2 Worksheet 4) to the poem. Discuss students answers for No.3.

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WORKSHEET 4

I Am a Fighter!
A. Match the words and phrases in Column A to their meanings. Then., write the appropriate letters in the boxes provided in Column B. COLUMN A

Words and phrases

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 worn lost all my strength suffering sacrifices wheelchair crushed too big a challenge remnants of my crippled years deceit justice form ranks ancestor erect a wall of people heirs have no more voice

B
a. b. c. d. e. f. g. h. i. j. k. l. m. n. o.

Meanings
destroyed the remaining years as one with a physical disability not heard by others stand united lying, concealing or distorting the truth acts of giving up righteousness and fairness put up a united front too difficult to fight or overcome physical, mental or emotional pain no longer strong people who inherit someones money, property or title a chair with wheels for people who are unable to walk forefathers tired due to overwork or suffering

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2.

Words can have several meanings. Why do you think the title of this poem is A Fighters Lines? Give at least two reasons.

....................................................................................................................................... .......................................................................................................................................

3.

In what ways can you fight injustice without breaking the law?

....................................................................................................................................... .......................................................................................................................................

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WHILEACTIVITY 5

Poetic Expressions !
Time : 80 minutes AIMS

1. 2.

To enunciate and pronounce the words in the poem correctly To recite the poem with feelings and expressions

MATERIAL 1. The poem .

STEPS 1. 2. 3. 4. 5. . Ask the students to work in pairs and recite the poem to each other. They are encouraged to refer to the teacher for correct pronunciation. Put the students into groups of 10. Tell each group to select a leader and give a name for their group. Tell them to practise and present the poem for a choral speaking competition. Give the students 20-30 minutes to practise outside their classroom. Conduct the competition and announce the winners.

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

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WHILEACTIVITY 6

Sacrifices !
Time : 40 minutes AIMS 1. 2. To understand and arrange words in a stanza To list the sacrifices soldiers make

MATERIALS 1. Strips of paper with words from Stanza 1 in an envelope (29 words) Handout 6 . STEPS 1. 2. 3. 4. 5. 6. Get students to work in groups of four. Distribute envelopes with word strips as in Handout 6, display sheets and glue to each group. Instruct students to use the words to form lines of Stanza 1 without looking at the poem. Paste them on the top half of the display sheets in the correct order. Students compare their lines with those in Stanza 1. Tell the students to discuss and write them on the second half of the display sheets the sacrifices soldiers make. Tell the students to display their work and post comments on their friends lists of sacrifices. 2. 3. 4. Glue Display sheets Marker pens

.
High proficiency students can work in groups of 3 with each group being given words from a different stanza or part of the poem. The second activity can be varied with questions such as What kinds of deceit are being spread and how can they affect the country? or How can you be brave and fight injustice without breaking the law?

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HANDOUT 6

Sacrifices !
Cut the words below and put them into an envelope. Let students sort and arrange them to form stanza one of A Fighters Lines. Tell the students to paste the arranged words on the top half of the display sheet.

have

name

the

am

have

Independence

no

for

sufferings

history

all

or

old

and

and

and

lost

life

sacrifices

fight

forced

worn

that

the

strength

of

know

my

(29 words)

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WHILEACTIVITY 7

Emotional Tones
Time : 40 minutes AIMS 1. 2. To recognise the change of tone in stanzas To create awareness that words and expressions convey feelings

MATERIALS 1. 2. The poem Worksheet 7 . STEPS 1. 2. 3. 4. 5. . Get students to work in pairs. Student A recites stanza 1 and 2 followed by Student B who recites Stanzas 3 and 4. They have to use appropriate tones. Ask some students to recite the poem aloud with action in class. Discuss what tones the Students used while reciting the poem. Distribute Worksheet 7 and tell them to complete it. Discuss the answers.

Students can be asked to compare and contrast A Fighters Lines by Marzuki Ali and Leisure by W. H. Davies after both poems have been taught. Source: http://www.clas.ufl.edu/users/pcraddoc/mwtone.htm http://hchiles.com/poetry_tone.html

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WORKSHEET 7

Emotional Tones
I. Some of the words in the box below convey the personas feelings in the poem. joy depressed pride inspired sorrow disgust serious weary helplessness desperate love eager frustration annoyed anxious humorous anger troubled excited sympathy encouraging disappointed relaxed courageous

II. Select the appropriate word or words which convey the personas feeling from the box above. Write them down in the table below. Words/Phrases/lines from poem 1 2 3 4 5 6 7 8 9 10 11 12 13 14 I am old and worn lost all my strength have forced sacrifices that know no name or life from the wheelchair of the rest of my days crushed see and cannot do much remnants of my crippled years net of deceit disturbs me Wake up and form ranks sons of our ancestor Be brave erect a wall of people Stand up heirs of our freedom I have no more voice It is you now who should speak! Tone or emotion expressed

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WHILE -ACTIVITY 8

A Puzzle
Time : 40 minutes AIMS 1. 2. To scan for relevant words To reinforce the students understanding of the poem

MATERIALS 1. . Worksheet 8

STEPS 1. 2. 3. Get students to work in pairs. Distribute Worksheet 8. Give students 10 minutes to solve the crossword Puzzle based on the poem. Ask students to present and discuss answers.

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WORKSHEET 8

A Puzzle

ACROSS 4 6 9 11 13 14 Study of the past A physically-challenged person Acts of giving up something valuable In the past, the persona was a ______ Freedom Young people should wake up and fight for____

DOWN 1 The persona moves about in a ____ 2 To put up 3 The persona is sad and ____ 5 Tired 7 The opposite of descendant 8 The persona is ____ 10 Remaining parts of something 12 Have found sacrifices that know no name or ____

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POST-ACTIVITY 9

Deceitful Acts
Time : 80 minutes AIMS 1. 2. To explain the message the persona is trying to convey To understand the meaning of word(s) in context

MATERIALS 1. Dictionary or thesaurus 2. Worksheet 9

STEPS 1. 2. 3. 4. 5. 6. 7. 8. Instruct the students to read Stanza 2 silently. Ask the students to find the meaning of the word deceit from a dictionary. Get the students in groups of 4 to discuss what the author means by the phrase the net of deceit. Ask the students to list possible acts of deceit that the country might be facing. Distribute worksheet 9. Instruct students to complete Mind Map 1 and present the ideas to the class. Instruct students to do Mind Map 2 on another possible threat. Tell the students to present their Mind Maps.

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WORKSHEET 9

Deceitful Acts
A possible act of deceit that the persona may refer to is corruption. Complete mind map 1 below by answering the question cues in each box. Present your ideas to the class. MIND MAP 1 Who is involved? What is it?

Why is it a threat?

Corruption

Where does it occur?

Do you know another possible threat that the country is facing? Complete mind map 2 below and then present it to the class. MIND MAP 2 Who is involved? What is it?

Why is it a threat?

Where does it occur?

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POST-ACTIVITY 10

A Fighters Sacrifice
Time : 80 minutes AIMS 1. 2. To explain the message the persona is trying to convey To rewrite and present the poem in the form of a story

MATERIALS 1. Dictionary or thesaurus

STEPS 1. 2. 3. 4. Brainstorm the sacrifices the persona may have made in his fight for the countrys independence. List them on the board. Instruct each group to select an act of sacrifice. Get the groups to discuss and write a one-page story based on the selected sacrifice. Ask each group to read out aloud their stories of courage to the class.

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POST-ACTIVITY 11

Speak Out!
Time : 80 minutes AIMS 1. 2. To understand the message the poet is trying to convey To write a speech

MATERIALS 1. Dictionary or thesaurus

STEPS 1. 2. 3. 4. Discuss with the students what the persona wants the younger generation to voice out. Inform students that they will have to write and present a speech on the issues discussed. Instruct the students to list 3 main points for the speech. Ask the students to write down a 3-minute speech and to present it to the class.

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EXTENSION ACTIVITY 12

Postermania
Time : 80 minutes AIMS 1. 2. To appreciate patriotism To practise oral presentation

MATERIALS 1. 2. 7. Drawing paper Newspapers Video clip 3. 4. Magazines Water colour 5. 6. Glue Old posters

STEPS 1. 2. 3. 4. 5. 6. Show a 3-minute video clip on National Day celebration in Malaysia. Ask students what they usually do to celebrate the day. Get students to work in groups to design a poster for National Day celebration. Instruct the students to use recycled items for their posters. Get the students to explain the posters in the classroom. Get the students to display their posters in a prominent location in the school.

1. 2. 3. 4.

A poster competition can be held at the school level. The theme is National Day in Malaysia. Recyclable items should be used in the posters. English Language teachers can be judge the posters. Posters should be judged on creativity, the choice of materials and overall impact.

Source: http://www.youtube.com/watch?v=f-QFws48HmI&feature=related http://www.youtube.com/watch?v=oFwLRJBPuBw&feature=related 32

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EXTENSION-ACTIVITY 13

Dear Grandpa
Time : 40 minutes AIMS 1. 2. To enable students to express their feelings about patriotism to their family members To write an informal letter

MATERIALS 1. 2. Computer A video clip 3. LCD projector

STEPS 1. 2. 3. Show students a 3-minute video clip from the Internet on the suffering of Malaysians during the Japanese occupation. Ask students about their feelings while viewing the video clip. Ask students to write a personal letter to their grandparents or any older person about what they saw and how they feel after watching the video clip.

Students can be encouraged to write letters to any independence fighters they admire. Source: http://www.youtube.com/watch?v=09dGuZ6zQt0 A FIGHTERS LINES WORKSHEET-

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WORKSHEET 13

Dear Grandpa
Write a letter to your grandparent or any older person about what you saw in the video clip and how you feel about it. _____________________________ _____________________________ _____________________________ _____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________ _____________________________ _____________________________ _____________________________ 34

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EXTENSION ACTIVITY 14

My Scrapbook
Time : One week AIMS 1. 2. To create museum exhibits on patriotism To instill patriotism among students

MATERIALS 1. 2. 3. 4. Paper trimmer Adhesive Scrapbook paper Embellishments 5. 6. 7. Stickers Newspapers & magazines Evaluation Form 14

1. 2. 3. 4. 5. 6.

STEPS Inform students about the scrapbook competition and get them to work in groups of four. Show samples or pictures of scrapbooks to students. Ask students to select pictures portraying patriotism from newspapers or magazines. Instruct the students to use the selected pictures on patriotism and include personal comments to create an interesting scrapbook. Set a time frame for students to complete the project. Assess the scrapbooks using Evaluation Form 14.

Scrapbooking is a method for preserving personal and family history in the form of a scrapbook. Typical memorabilia include photographs, printed media, and artwork. Scrapbook albums are often decorated and frequently contain extensive journaling. Scrapbooking is a widely and increasingly practised pastime in most developed countries. http://www.everything-about-scrapbooking.com/how-to-scrapbook.html 35

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EVALUATION FORM 14

My Scrapbook
EVALUATION CRITERIA FOR SCRAPBOOK

SCALE:

5 = Excellent
CRITERIA

4= Good 3= Average 2= Fair 1= Weak

1 2 3 4 5 Remarks

Relevance of information to theme Organisation of content

Content
Creativity Attractiveness Grammar & Sentence Structure

Language

Vocabulary / Choice of words Coherence & Cohesion Fluency

Teamwork Co-operation and collaboration

Diligence and commitment

TOTAL GRAND TOTAL

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SUMMATIVE ASSESSMENT 15

Short Quiz
Read the poem and then answer the questions below. Stanza 1

1.

Who do you think the persona is? ____________________________________________________________ (1 mark)

2.

Identify two phrases which indicate that the persona is weak. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark)

3.

What did he fight for? ____________________________________________________________ (1 mark)

4.

Suggest two ways how we can show our gratitude to the independence fighters. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark)

Stanza 2

5.

What disturbs the persona? ____________________________________________________________ (1 mark)

6.

Suggest two ways to avoid being deceived by others. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark) 37

Stanza 3

7.

State teo pieces of advice given by the persona to the present generation. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark)

8.

Suggest two ways to preserve our countrys independence. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark)

Stanza 4 What does the persona mean by I have no more voice? ____________________________________________________________ (1 mark) 10. To whom does the word you in the last line refer? ____________________________________________________________ (1 mark)

9.

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SUMMATIVE ASSESSMENT 16

Short Quiz
Choose the best answer and circle A, B, C or D. 1. The persona in the poem is (A) 2. tired. (B) hopeful. (C) confused. (D) crazy.

The persona has lost all his strength because (A) (B) (C) (D) of his sacrifices. of his sufferings. he was a soldier. he is old and worn.

3.

The fight for independence has caused (A) (B) scars. sacrifices. (C) (D) injuries. accidents.

4.

The word remnants in stanza 2 refers to the personas (A) (B) (C) (D) injuries. disability. remaining life. challenging years.

5.

The persona is (A) anxious and impatient. (B) a grieving and senile man. (C) a frustrated and dying man. (D) weak and physically helpless.

6.

The persona sees ______________ everywhere. (A) (B) death suffering (C) (D) deceit chaos

7.

The persona calls upon _____________ to fight for justice. (A) (B) (C) (D) youths of today people of his time children of his time people of tomorrow

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8.

Erect a wall of people refers to (A) (B) (C) (D) a line of fighters young people uniting people marching together soldiers marching in a line

9.

Heirs of our freedom refers to _____________ (A) (B) (C) (D) the peoples ancestors. the countrys forefathers. the peoples descendents. the independence fighters.

10.

In the line It is you now who should speak! The persona is (A) (B) (C) (D) encouraging old people to face challenges. urging the older generation to fight against deceit. encouraging young people to fight against enemies. urging the younger generation to speak up for what is right.

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Suggested Answers
PRE ACTIVITY 2: I AM A PROBLEM SOLVER
Below are some social problems among teenagers. Complete the table below by suggesting one cause, effect and solution for each problem.

Problems

Cause

Effect

Solution

Teenagers who have been abused at home

Threaten and abuse other weaker children

Send abusers for counselling

Bullying Influence of friends who take drugs Become physically and mentally unhealthy Send them for drug rehabilitation

Drug abuse

Irresponsible and inconsiderate teenagers

Destruction of public utilities causing problems to others

Educate vandals by making them do community service

Vandalism Lack of self-discipline Affects studies and family relationships Parents should monitor teenagers and have rules on the use of the Internet

Internet Addiction

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WHILE ACTIVITY 4 : I AM A FIGHTER!

1. Answers for Worksheet 4 Words and phrases from A Fighters Lines 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 worn lost all my strength suffering sacrifices wheelchair crushed too big a challenge remnants of my crippled years deceit justice form ranks ancestor erect a wall of people heirs no more voice

Answers o k j f m a i b e g d n h l c

2.

It refers to the lines of the poem and also to young people putting up a united front to fight injustice and lies which may affect freedom. This is similar to the rows of soldiers advancing in a line against enemies during war. Yes. I think I am a fighter. If our country is attacked by outsiders, I will fight to defend the country. I will also fight against social problems such as corruption and crime in the country.

3.

WHILE ACTIVITY 6 : SACRIFICES!

1st stanza

Write down then sacrifices soldiers make 1. 2. 3. 4. 5. leave family members or loved ones risk their lives live an uncertain life live with bare necessities family members go through anguish and mental turmoil

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WHILE ACTIVITY 7: EMOTIONAL TONES

Words/Phrases/lines from poem 1 2 3 4 5 6 7 8 9 10 11 12 13 14 I am old and worn lost all my strength have forced sacrifices that know no name or life from the wheelchair of the rest of my days body and energy crushed see and cannot do much remnants of my crippled years net of deceit disturbs me Wake up and form ranks sons of our ancestor Be brave erect a wall of people Stand up heirs of our freedom I have no more voice It is you now who should speak!

Tone or emotion expressed (Suggested Answers) feeling old, weak and tired feeling sad and weak feeling sad thinking of the past feeling helpless as he could not walk frustrated as he feels that his body is useless watch sadly as he is unable to help sad and helpless as a cripple angry........... troubled mind spirited patriotic call inspiring courage encouraging people to unite Encouraging the young to be brave anxiously explaining that no one pays attention to an old man like him Encouraging / urging readers to speak up bravely

WHILE ACTIVITY 8 : A PUZZLE

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WHILE ACTIVITY 9 : DECEITFUL ACTS

Accept any suitable answers

SUMMATIVE ASSESSMENT 15 : SHORT QUIZ

1. 2. 3. 4. A retired soldier / a freedom fighter in the past old and worn / lost all my strength / energy crushed Independence / Freedom Celebrate The Patriotic Month / Preserve the countrys independence or any other suitable responses 5. The net of deceit spreading everywhere 6. Be wise / Be rational or any other suitable responses 7. Be brave / Stand up for the country / Be united / Speak up for the country or any other suitable answer. 8. Abide by the rules / Be united or any other suitable answer 9. Lost his influence / Too weak to fight / Became disabled 10. The younger generation / The reader / Me

ASSESSMENT 16
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. a d b c d c a b c d

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GLOSSARY

Glossary
1. 2. 3. worn (line 1) (adjective) wearied; exhausted. sufferings (line 3) (noun) pain or problems independence (line 4) (noun) freedom from the control, influence, or support of others also refers to the independence gained by Malaysia from the British government sacrifices (line 5) (noun) the acts of giving up something important or valuable crushed (line 8) (verb) destroyed remnants (line 12) (noun) remaining, parts of something crippled (line 12) (noun) a lame or disabled person or animal deceit (line 13) (noun) hiding the truth for the purpose of misleading justice (line 15) (noun) rightfulness or lawfulness erect (line 18) (verb) to build; construct; raise heir (line 19) (noun) a person who inherits or has a right of inheritance

4. 5. 6. 7. 8. 9. 10. 11.

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