New Lit Module Upper Form

Prepared by:
English Language Teachers of Jempol & Jelebu

Secondary Schools
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
PREFACE
ACKNOWLEDGEMENT
THE WRITERS
POEMS
4.1 THE LIVING PHOTOGRAPH
4.2 CHARGE OF THE LIGHT BRIGADE
SHORT STORIES
5.1 TANJONG RHU (LEAVING NO FOOTPRINT)
5.2 LEAVING (CHANGING THEIR SKIES)
THE RIGHT THING TO DO (FIVE SHORT PLAYS)
PICTURES
CONCLUSION
6
19
28
33
45
64
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 2)
Editor
Writers
Noor
Fadzillah
Amran
(SMK
Palong
Dua)
Fifi Safia
Adnan (SMA
Dato
Hj Tan
Ahmad)
James Thong Wai Meng (SMK Teriang Hilir)
Writers
Juliana Borhanuddin (SMK Dato Undang Ali Al-Jufri)
Fifi
Safia
Adnan
(SMA
Hj Tan
Juliana
Hapaz
(SMK
DatoDato
Undang
MusaAhmad)
Al-Haj)
James
Wai(SMK
Meng
LilawathiThong
Ganesan
Lui(SMK
Barat)Teriang Hilir)
Juliana
(SMK
Dato
Undang
MaslindaHapaz
Jamaludin
(SMK
Palong
7) Musa Al-Haj)
Mohanah Ganesan
A/P Javalan(SMK
(SMK Lui
Serting
Hilir Kompleks)
Lilawathi
Barat)
Noor Raihan
Fatin Ruslan
(SMA
Haji Muhamad)
Maslinda
Jamaludin
(SMK
Palong
7)
NorfarihahA/P
Maidin
(SMA (SMK
Dato Hj
Tan Ahmad)
Mohanah
Javalan
Serting
Hilir Kompleks)
Norhaslina
Manap
Bahau)
Noor
Raihan
Fatin(SMK
Ruslan
(SMA Haji Muhamad)
Nur Ardini Chong
Abdullah
Bandar Baru Serting)
Norhaslina
Manap
(SMK (SMK
Bahau)
Nur Liyana Sahrif (SMA Hj Muhamad)
Nur Ardini Chong Abdullah (SMK Bandar Baru Serting)
Nurul Husna Mustafa (SMK Datuk Mansor)
Nurul Husna Mustafa (SMK Datuk Mansor)
Puvaneswari Mutusamy (SMK Bahau 2)
Puvaneswari Mutusamy (SMK Bahau 2)
Rimamelati Shamsudin (SMK Seri Perpatih)
Rozana Mohd Yunus (SMK Pasoh 2)
Rozana Mohd Yunus (SMK Pasoh 2)
Sivakumar A/L Athimulam (SMK Chi Wen)
Sivakumar A/L Athimulam (SMK Chi Wen)
Siti Zuraidah Basunan (SMK Dato Undang Syed Ali Al Jufri)
Siti Zuraidah Basunan (SMK Dato Undang Syed Ali Al Jufri)
Rimamelati Shamsudin (SMK Seri Perpatih)
Shubatra A/P Thangarajoo (SMK Batu Kikir [Model Khas])
Shubaila A/P Thangarajsu (SMK Batu Kikir [Model Khas])
Siti Najwa Roslan (SMK Alam Beraja)
Siti Najwa Roslan (SMK Alam Beraja)
Siti Suriah Mohd Jai (SMK Pertang)
Wan Syeida Wan Mar Alli (SMK Seri Jempol)
Syafiqa Mohd Jani (SMK Bandar Baru Serting)
Yusmawati
Mohd
Yunus
(SMA
Dato
Haji Mustafa)
Wan Syeida Wan
Mar
Alli (SMK
Seri
Jempol)
Zanariah
YusmawatiMohd
MohdPilus
Yunus(SBPI
(SMA Jempol)
Dato Haji Mustafa)
Zuraida
(SMK
Undang
Zanariah Zakaria
Mohd Pilus
(SBPI
Jempol)Jelebu)
Zuraida Zakaria (SMK Undang Jelebu)
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
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
STANZA 1
My small grandmother is tall

The first four lines described the
there,
grandmother's...
straight-back,white broderie
anglaise shirt,
pleated skirt,flat shoes,grey bun,
a kind,old smile round her eyes.

Her sharp blue eyes look her

own death in the eye.
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.
The grandmother is
..
STANZA 2
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
unkonwn,unthinkable.
The grandmother who was a tall stature

became
small,
.
The grandmother is., she could

no longer take care of herself
STANZA 3
in the photo with me at three,
the crinkled smile is still living ,
breathing.
By: Ms Mazlinda & Ms.Rimamelati
The poet's memory of her grandmother is

still. When she looks
at the photograph, she feels her
grandmothers presence.
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
SYMBOL
PERSONIFICATION
IMAGERY
A word or object that has a

few meaning and represents
several things at one time.
An object or animal that is given

human qualities or personalities.
_______________________
_______________________
______________________
_______________________
_______________________
______________________
_______________________
_______________________
______________________
The use of words and

phrases to create mental
images for the reader.
______________________
METAPHOR
CONTRAST
A comparison made between

two things without the use of
words such as like or as.
Is used to describe the

difference(s) between two or
more entities.
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Question : What does it means Her soup forgot to boil and why did she forgot?
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 - By Jackie Kay
Stanza 1
Straight -back, white broderie
anglaise shirt,
a k ind, old smile round her eyes.
Her sharp blue eyes look her own
death in the eye.
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 ?
________________________________________________________________________
________________________________________________________________________
10
SUGGESTED ANSWERS
THE LIVING PHOTOGRAPH BY JACKIE KAY
TASK 1
The Living Photograph

Stanza 1
straight-back, white broderie anglaise
shirt,
a kind, old smile round her eyes.
Her sharp blue eyes look her own death
in the eye.
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.
Stanza 3
in the photo with me at three,
the crinkled smile is still living
,breathing.
Synopsis
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.
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.
The poet's memory of her

grandmother is still fresh and
new. When she looks at the
photograph, she feels her
grandmothers presence.
11
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
12
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
13
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)
By: Mr James & Mr Sivakumar
14
.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
Clues
1.
2.
3.
4.
5.
6.
7.
8.
A method to make water safe for drinking.

They give us sight.
Past tense of forget
Present tense of was.
To be alive
Opposite of out
Another word for terrible
Synonym for see
15
PRACTICE 3
State whether the following statements are TRUE or FALSE.
1.
2.
3.
4.
5.
6.
The persona reminisces about her grandmother.

The personas grandmother had passed away.
The personas grandmother seemed to be a strict woman.
The persona is now a grown woman.
The personas grandmother is a black woman.
The personas grandmother is not afraid to face death.
(
(
(
(
(
(
)
)
)
)
)
)
PRACTICE 4
Complete the bubble map below with the adjectives describing the grandmother.
GRANDMOTHER
16
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
Children should be filial to their elders.
17
Practice 3 Answers
1.
2.
3.
4.
5.
6.
TRUE
TRUE
FALSE
TRUE
FALSE
TRUE
Practice 4 Answers
1.
2.
3.
4.
5.
6.
7.
8.
kind
friendly
concerned
small
hunched
forgetful
brave
pleasant
18
Charge of the Light Brigade
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,
Into the mouth of Hell

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
Alfred, Lord Tennyson
19
Complete the crossword puzzle below using the clues given.

5
1
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
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati
20
Complete the crossword puzzle below using the clues given.

5B
1L
2P
3S
4R
A
T
T
L
E
F
I
E
L
D
6C
A
N
N
O
N
U
S
S
I
A
N
7D
I
S
M
A
Y
E
D
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
21
Unscramble the words below.
1. DVLEYLEO
2. AHDTE
3. EHTNUEDRD
5. NOANCN
4. AEELUG
6. LDBENEDRU
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
22
Unscramble the words below.
1. DVLEYLEO
2. AHDTE
3. EHTNUEDRD
5. NOANCN
4. AEELUG
6. LDBENEDRU
1. VOLLEYED
2. DEATH
3. THUNDERED
4. LEAGUE
5. CANNON
6. BLUNDERED
23
Match each literary device with the correct lines/phrases from the poem.
Rhyme
Repetition
Imagery
Literary devices
Lines/phrases
1.
Cannon to the right of them,

Cannon to the left of them,
2.
Into the valley of Death
3.
Stormed at with shot and shell
4.

5.

Personification
Alliteration
24
Match each literary device with the correct lines/phrases from the poem.
Rhyme
Repetition
Imagery
Literary devices
Personification
Alliteration
Lines/phrases
1. Repetition
Cannon to the right of them,

Cannon to the left of them,
2. Imagery
Into the valley of Death
3. Alliteration
Stormed at with shot and shell
4. Rhyme

5. Personification

25
Match the given Literal Meaning and the Figurative Meaning with the correct stanza.
LITERAL MEANING
FIGURATIVE MEANING
STANZA 1
STANZA 2
STANZA 3
26
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.
27
Tanjong Rhu: Leaving no Footprints
TANJONG RHU
28
Tanjong Rhu: Leaving No Footprints
Question 1
Sequence the events in the correct order. Use a flow map. Work in groups of four.
By:Ms Juliana, Ms Mohana &Ms Zuraidah
29
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?
30
Question 4
Create a pair of binoculars using scrap materials. Make it your signature pair.
31
Suggested Answers:
Question 1
1.
2.
3.
4.
Mr Li bought a pair of binoculars for Ah Ma.

He brought them home to give to her.
Ah Ma was in the garden feeding the chickens.
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.
32
Leaving: Changing Their Skies
LEAVING
33

Changing their skies: Leaving
Worksheet 1
Fill in the blanks with suitable words or phrases from the text read.
1.
2.
3.
4.
5.
Aloo is accepted into a university to study

Mother asks for ------------- advice on Aloos education.
Aloos main ambition is to be----------------------Aloos father passes away when mother was --------------------- years old.
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.
Lesson 1:
Lesson 3:
Problem:
Lesson 2:
By:Ms Ardini &Ms Puvanes
Lesson 4:
34
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)
35
Worksheet 4
1. Imagine how Mr Velji would look like. Draw a portrait based on the description in the story.
36
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.
37
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.
2.
3.
4.
When Mr. Datoo comes for a visit and talks about America
She is afraid that once he leaves, he will never return
She sees how badly Aloo wants to go and finally relents.
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.
38
Exercise 1
Match the dialogues below with the correct character.
page 33
They are giving me a place with
a scholarship
Aloo
page 34
And how we are going to get
three thousand shillings?...
page 36
...this one wants to go
to America.
Mother
Page 37
How did you do in the
school exam?
page 37
All the rich kids go every year
and they are not lost.
Mr. Velji
page 37
But if you send him, you will
lose your sonit is a far place,
America.
By: Ms Juliana & Ms Zuraida
39
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.
_____________
40
Exercise 3
Compare and contrast the advantages of studying at local universities and abroad
Tanzania
America
41
Exercise 4
Read the synopsis provided and complete the Bubble Map.
Synopsis
42
Exercise 1 (Answers)
1.
2.
3.
4.
5.
6.
Aloo
Mother
Mother
Mr Velji
Aloo
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.
8. He is curious and excited to study overseas.
False
True
43
Exercise 4 (Answer)
Mother wants her children to have high education
A story of a
young Indian
boy, Aloo
He receives an
offer from the
California Institute
Of Technology
Aloo is
inspired by
Mr Datoo
Finally, Aloos
mother allows
him to study
in America
Synopsis
Aloos mother
seeks advice from
Mr Velji,
the school officer
Aloo
starts to apply
to every
university
in America
Aloo lives
with his
mother in
Tanzania
The family could not afford to send Aloo overseas.
Aloo wants
to pursue
his education
in America
Mother does not allow Aloo to study overseas because she is afraid
he would never return.
44
The Right Thing To Do: Five

Short Plays
THE RIGHT THING

TO DO
45

Short Plays
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
(4)_____________________!.
As
the
other
they
are
two
finally
hesitating
and
says,
And
arguing,
(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
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida
46

Short Plays
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. ( )
47

Short Plays
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
48

Short Plays
Check your understanding by filling in the blanks with some of

the elements of the story in the space provided.
(i-think)
Plot:
Exposition
Climax
Rising Action
Falling Action
Resolution
49

Short Plays
Check your understanding by filling in the blanks with some of the elements
of the story in the space provided.
Title: ____________________________________________
Author: _______________________________________
Setting:
1. ..........................................................
.
Characters
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________
50

Short Plays
State the similarities and differences of the characters in the Double Bubble Map below.
Civic-minded
Clueless
Did not know

the man lying
on the street
The
woman in
blue
Rebecca
Double Bubble Map for Comparing (similarities) and Contrasting (differences)
51
The Right Thing To Do: Five Short Plays
Based on the drama The Right Thing to Do, complete the double bubble map.
Similarities vs. Differences
PATRICK
REBECCA
(i-Think)
52
List the themes of the play The Right Thing To Do in the Bubble Map below.
Themes
are
the
underlying messages or
big ideas of a story.
e.g: love and sacrifice,
friendship and identity
crisis.
Taking charge
in times of
emergency
THEMES
53
The Elements of The Right Thing To Do

Main Ideas/Themes
(Main ideas of the Drama)
Characters
When?
(Setting of Time)
Where?
(Setting of Place)
What?
(Summary of the Plots)
Why?
(HOTS)
Values
(What have you learn from the drama?)
54
What are the right things to do if you see an unconscious man lying in the street?
HOTS
I-think: Bubble Map
55

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
56
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 )
57
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)
58
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
59
Based on the drama The Right Thing to Do, complete the double bubble map. (i-Think)
Similarities vs. Differences
Ignorant
Like
compliments
Express
happiness
PATRICK
REBECCA
60
61
List the themes of the play The Right Thing To Do in the Bubble Map below.
Taking charge
in times of
emergency
Bringing out the

best in others
Acknowledge and
appreciate help
given by others
Do the right thing

when occasion
warrants it
THEMES
Take credit only if

one deserves it
By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida
Learn by example
Be alert to what
others do or not do
Humility and
sincerity when
giving help
62
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
When?
(Setting of Time)
Daytime
Characters
What?
Woman in blue
David
Patrick
Rebecca
(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
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?)
By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida
63
PICTURES
DURING THE
WORKSHOP
64
65
66
67
68
69
70
71
72
73
74
75
76
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
77
By:

New Lit Module Upper Form

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English Language Teachers of Jempol & Jelebu

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The Living Photograph

It was true after all, that look.

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The Living Photograph: Poison Tree

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hunched and forgetful

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[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

The Living Photograph

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The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

White hand in black hand

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White broderie anglaise shirt

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c. Why do you think the smile is crinkled?

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A method to make water safe for drinking.

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The persona reminisces about her grandmother.