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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

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

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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 big hand holds mine,


white hand in black hand.

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
But there she is still,
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.

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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?

By: Ms Mazlinda & Ms.Rimamelati

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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.

By: Ms Mazlinda & Ms.Rimamelati

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

THE LIVING PHOTOGRAPH - By Jackie Kay

Stanza 1
My small grandmother is tall there,
Straight -back, white broderie
anglaise shirt,
pleated skirt, flat shoes, grey bun,
a k ind, 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.
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 ?
________________________________________________________________________
________________________________________________________________________
By: Ms Mazlinda & Ms.Rimamelati

10

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

SUGGESTED ANSWERS
THE LIVING PHOTOGRAPH BY JACKIE KAY
TASK 1

The Living Photograph


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.

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
But there she is still,
in the photo with me at three,
the crinkled smile is still living
,breathing.

By: Ms Mazlinda & Ms.Rimamelati

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

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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
By: Ms Mazlinda & Ms.Rimamelati

12

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

By: Ms Mazlinda & Ms.Rimamelati

13

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

.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

By: Mr James & Mr Sivakumar

15

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

By: Mr James & Mr Sivakumar

16

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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.

By: Mr James & Mr Sivakumar

17

The Living Photograph: Poison Tree

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

By: Mr James & Mr Sivakumar

18

Charge of the Light Brigade

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

19

Charge of the Light Brigade

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

Charge of the Light Brigade

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
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

21

Charge of the Light Brigade

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

Unscramble the words below.

1. DVLEYLEO

2. AHDTE

3. EHTNUEDRD

5. NOANCN

4. AEELUG

6. LDBENEDRU

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

By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

22

Charge of the Light Brigade

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

23

Charge of the Light Brigade

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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,
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

Personification

Alliteration

By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

24

Charge of the Light Brigade

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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,
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

By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

25

Charge of the Light Brigade

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

Match the given Literal Meaning and the Figurative Meaning with the correct stanza.

LITERAL MEANING

FIGURATIVE MEANING
STANZA 1

STANZA 2

STANZA 3

By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

26

Charge of the Light Brigade

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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.

By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati

27

Tanjong Rhu: Leaving no Footprints

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

TANJONG RHU

28

Tanjong Rhu: Leaving No Footprints

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

Tanjong Rhu: Leaving No Footprints

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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?

By:Ms Juliana, Ms Mohana &Ms Zuraidah

30

Tanjong Rhu: Leaving No Footprints

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

Question 4
Create a pair of binoculars using scrap materials. Make it your signature pair.

By:Ms Juliana, Ms Mohana &Ms Zuraidah

31

Tanjong Rhu: Leaving No Footprints

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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.

By:Ms Juliana, Ms Mohana &Ms Zuraidah

32

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

LEAVING

33

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]


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

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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)

By:Ms Ardini &Ms Puvanes

35

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

Worksheet 4

1. Imagine how Mr Velji would look like. Draw a portrait based on the description in the story.

By:Ms Ardini &Ms Puvanes

36

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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.

By:Ms Ardini &Ms Puvanes

37

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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.

By:Ms Ardini &Ms Puvanes

38

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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.
_____________

By: Ms Juliana & Ms Zuraida

40

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

Exercise 3
Compare and contrast the advantages of studying at local universities and abroad

Tanzania

By: Ms Juliana & Ms Zuraida

America

41

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

Exercise 4
Read the synopsis provided and complete the Bubble Map.

Synopsis

By: Ms Juliana & Ms Zuraida

42

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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.

By: Ms Juliana & Ms Zuraida

False
True

43

Leaving: Changing Their Skies

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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.

By: Ms Juliana & Ms Zuraida

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

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

THE RIGHT THING


TO DO

45

The Right Thing To Do: Five


Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

The Right Thing To Do: Five


Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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. ( )

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

47

The Right Thing To Do: Five


Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

48

The Right Thing To Do: Five


Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

49

The Right Thing To Do: Five


Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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. ___________________________

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

50

The Right Thing To Do: Five


Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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)

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

51

The Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

Based on the drama The Right Thing to Do, complete the double bubble map.
Similarities vs. Differences

PATRICK

REBECCA

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

(i-Think)

52

The Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

53

The Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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?)

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

54

The Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

What are the right things to do if you see an unconscious man lying in the street?

HOTS
I-think: Bubble Map

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

55

The Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]


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

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

56

The Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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 )

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

57

The Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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)

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

58

The Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

6. Doctor
7. Nurse

59

The Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida

60

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]

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 Right Thing To Do: Five Short Plays

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]

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

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