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Literature Module New Cycle Form 4 PDF
Literature Module New Cycle Form 4 PDF
Fifi Safia
Noor Adnan (SMA
Fadzillah Dato’
Amran (SMKHj Tan Ahmad)
Palong Dua)
Juliana
MaslindaHapaz (SMK
Jamaludin Dato‟
(SMK Undang
Palong 7) Musa Al-Haj)
Mohanah Ganesan
Lilawathi A/P Javalan(SMK
(SMK Lui
Serting Hilir Kompleks)
Barat)
Noor Raihan
Maslinda Fatin Ruslan
Jamaludin (SMK(SMA Haji Muhamad)
Palong 7)
NorfarihahA/P
Mohanah Maidin (SMA (SMK
Javalan Dato’ Hj Tan Ahmad)
Serting Hilir Kompleks)
Norhaslina
Noor RaihanManap
Fatin(SMK Bahau)
Ruslan (SMA Haji Muhamad)
Nur Ardini Chong
Norhaslina ManapAbdullah
(SMK (SMK Bandar Baru Serting)
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
Wan Syeida Wan Yunus
Mar (SMA
Alli (SMK Dato‟
Seri Haji Mustafa)
Jempol)
Zanariah
YusmawatiMohd
MohdPilus
Yunus(SBPI
(SMA Jempol)
Dato’ Haji Mustafa)
Zuraida
Zanariah Zakaria (SMK
Mohd Pilus Undang
(SBPI Jempol)Jelebu)
Her sharp blue eyes look her own death in the eye.
Jackie Kay
6
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.
• The grandmother is
……………………….……….
Her sharp blue eyes look her
own death in the eye.
STANZA 2
It was true after all that look. • The grandmother who was a tall stature
My tall grandmother became became
small. small,…………………………………………………
Her back round and hunched. …………………………………………….
Her soup forgot to boil.
STANZA 3
POETIC DEVICES
METAPHOR CONTRAST
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
Question : What does it means “Her soup forgot to boil” and why did she forgot?
Task 3 b) : Complete the bubble map and identify the words that the poet
used in Stanza 1 to describe the grandmother.
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.
SUGGESTED ANSWERS
TASK 1
TASK 2
TASK 3 (a)
TASK 3 (b)
Tall
Kind
Straight-back
Pleasant smile
Blue eyes
White hands
Big hands
TASK 4
PRACTICE 1
Open-ended questions
1. In stanza 1,
__________________________________________________________________(1 mark)
i. _____________________
c.Name one quality that the grandmother possesses. Why do you say so?
_________________________________________________________________________
_________________________________________________________________(2 marks)
2. In stanza 2,
_____________________________________________________________ (2 marks)
______________________________________________________________ (1 mark)
_______________________________________________________________ (1 mark)
3. In stanza 3,
a. The word „she‟ in the line „But there she is still’ refers to _______________(1 mark)
______________________________________________________________ (2 marks)
.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:
1 L
2 S
3 T
4 S
5 G
6 N
7 L
8 K
Clues
PRACTICE 3
PRACTICE 4
Complete the bubble map below with the adjectives describing the grandmother.
GRANDMOTHER
Practice 1 Answers
b. she has forgotten to turn on the stove while preparing the soup.
b. „three‟
Practice 2 Answers
1 B O I L
2 E Y E S
3 F O R G O T
4 I S
5 L I V I N G
6 I N
7 A W F U L
8 L O O K
Practice 3 Answers
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
Practice 4 Answers
1. kind
2. friendly
3. concerned
4. small
5. hunched
6. forgetful
7. brave
8. pleasant
Charge for the guns!” he said. Boldly they rode and well,
19
Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
3 7
Across
1. A unit of measurement
2. To show love for one’s country
3. The number of men in the brigade
4. Past tense of ride
Down
4. The war was between the British and the ____
5. Warzone
6. A type of weapon
7. Feeling fearful
5B
1L E A G U E
T
2P A T R I O T I S M
L
E 6C
F A
3S I X H U N D R E 7D
E N I
L O S
4R O D E N M
U A
S Y
S E
I D
A
N
Across
1. A unit of measurement
2. To show love for one’s country
3. The number of men in the brigade
4. Past tense of ride
Down
4. The war was between the British and the ____
5. Warzone
6. A type of weapon
7. Feeling fearful
1. DVLEYLEO 2. AHDTE
3. EHTNUEDRD 4. AEELUG
5. NOANCN 6. LDBENEDRU
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
1. DVLEYLEO 2. AHDTE
3. EHTNUEDRD 4. AEELUG
5. NOANCN 6. LDBENEDRU
1. VOLLEYED
2. DEATH
3. THUNDERED
4. LEAGUE
5. CANNON
6. BLUNDERED
Match each literary device with the correct lines/phrases from the poem.
Imagery Alliteration
Match each literary device with the correct lines/phrases from the poem.
Imagery Alliteration
Match the given Literal Meaning and the Figurative Meaning with the correct stanza.
STANZA 1
STANZA 2
STANZA 3
Set 3
The order ‘Forward, the Light Brigade’ was While doing the project as directed, we may be
given. Yet, no one protested or questioned the questioned by the authorities and threatened with
orders although they knew it was a blunder. As letters of complaints and expulsion. Yet we carry
soldiers, their duty was to follow orders. on proudly and confidently with faith in the
Whatever they were. The soldiers had no right to leader.
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.
The enemies fired the guns or cannons from all In our daily life, in school or in the workplace,
sides, left, right, and front of them. Although we may be asked to carry out certain projects.
they were so badly attacked, the 600 soldiers These projects may be under a team leader.
rode on boldly and properly into the war area. 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 When given instructions to do something, we do
distance of half a league (about two and a half not feel afraid to carry them out. We have faith
km) into the Valley of Death on the orders of in the leader and even though we know there are
their commander. He had ordered them to charge mistakes, somehow or other we do not question
forward and attack the enemy soldiers who were or query. This could be because we expect our
in the valley. leader to know better or that person might have
more experience than us. Therefore, our duty is
to follow and not to reason out the whys and
wherefores.
TANJONG RHU
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.
Question 2 (HOTS)
If you were Ah Ma, what will you put in the locked drawer? Give your
reasons.
________________________________________________________________
________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Question 3 (HOTS)
Question 4
Create a pair of binoculars using scrap materials. Make it your signature pair.
LEAVING
33
Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
Worksheet 1
Fill in the blanks with suitable words or phrases from the text read.
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: Lesson 4:
Worksheet 3
(1 mark)
(1 mark)
(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)
Worksheet 4
1. Imagine how Mr Velji would look like. Draw a portrait based on the description in the story.
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.
Answer scheme:
Worksheet 1:
1. Agriculture
2. Mr. Velji
4. 33
5. a scholarship
Worksheet 2:
Problem: Mother does not allow Aloo to further his studies overseas.
Worksheet 3:
1. When Mr. Datoo comes for a visit and talks about America
2. She is afraid that once he leaves, he will never return
3. She sees how badly Aloo wants to go and finally relents.
4. I think the main theme is separation as is illustrated in the pain Mother feels when she
knows Aloo will leave home.
5. Accept any suitable answer.
Worksheet 4:
Exercise 1
page 33
Aloo
page 34
page 36
Page 37
page 37
Mr. Velji
“All the rich kids go every year
and they are not lost.”
page 37
Exercise 2
5. He is a lazy boy.
_____________
of Technology.
Exercise 3
Compare and contrast the advantages of studying at local universities and abroad
Tanzania America
Exercise 4
Synopsis
Exercise 1 (Answers)
1. Aloo
2. Mother
3. Mother
4. Mr Velji
5. Aloo
6. Mr Velji
Exercise 2 (Answers)
of Technology. False
Exercise 4 (Answer)
A story of a
young Indian He receives an
boy, Aloo offer from the
California Institute
Of Technology
Aloo is
inspired by Synopsis Finally, Aloo‟s
Mr Datoo mother allows
him to study
in America
Aloo‟s mother
seeks advice from Aloo
Mr Velji, starts to apply
the school officer to every
university
in America
Aloo lives Aloo wants
with his to pursue
mother in his education
Tanzania in America
The family could not afford to send Aloo overseas. Mother does not allow Aloo to study overseas because she is afraid
he would never return.
45
The Right Thing To Do: Five
Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
Rebecca sees a man lying on the pavement of the street. She looks at the man,
then she looks around and seeing that (1)______________________________,
she starts to walk way. However, she stops and goes back
(2)_________________________ again. Just then, Patrick walks past and he
looks at the man. He asks about the man and wants to know
(3)”__________________________?”. David comes by and after asking a few
questions an arguing with the other two finally says, “And
(4)_____________________!”. As they are hesitating and arguing, a
(5)_____________________ comes and she immediately starts helping the man.
The three bystanders want to know her relationship with the man‟s condition
because as Rebecca says, “Then (6)__________________________.” But, she
tells them to be quiet and instructs David to (7)______________________,
Rebecca to get water and Patrick to (8)___________________. They help him to
take a pill and he feels better. The woman goes away quietly unnoticed by the
others.
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.( )
c. She tells the three of them to do as she instructs – call the ambulance, get
water and feel the man‟s pulse. ( )
d. David comes by and all three bystanders feel it is not their problem. ( )
e. They give the man a pill from his pill bottle and he recovers and 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. ( )
1. Rebecca is the first person who find the man lying in the street ( )
2. The man lying in the street is dead ( )
3. The woman in blue is a doctor ( )
4. Rebecca is instructed to call the ambulance ( )
5. Patrick feels the man‟s pulse ( )
6. The woman in blue feels proud to save the man ( )
7. The man lying in the street is a famous TV chef ( )
8. Patrick, Rebecca and David are ignorant ( )
9. There is a bottle of pills in the man‟s pocket ( )
10. The man is unconscious because he is drunk ( )
(i-think)
Plot:
Rising Action
Exposition
Climax
Falling Action
Resolution
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. ___________________________
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 Rebecca
blue
Based on the drama “The Right Thing to Do”, complete the double bubble map. (i-Think)
Similarities vs. Differences
REBECCA PATRICK
List the themes of the play „The Right Thing To Do‟ in the Bubble Map below.
THEMES
Values
(What have you learn from the drama?)
What are the right things to do if you see an unconscious man lying in the street?
HOTS
I-think: Bubble Map
Answer Sheets
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 )
c. She tells the three of them to do as she instructs – call the ambulance, get water and feel the man‟s pulse. ( 5 )
d. David comes by and all three bystanders feel it is not their problem. ( 3 )
e. They give the man a pill from his pill bottle and he recovers and thanks them quietly. ( 6)
f. Michael Scott thanks the three bystanders before leaving with the ambulance. ( 8 )
g. The ambulance comes and the doctor and nurse examine the man. ( 7 )
h. She is wondering what she should do when Patrick comes by and both look at the man. (2 )
1. Rebecca is the first person who find the man lying in the street (T)
2. The man lying in the street is dead (F)
3. The woman in blue is a doctor (F)
4. Rebecca is instructed to call the ambulance (F)
5. Patrick feels the man‟s pulse (T)
6. The woman in blue feels proud to save the man (F)
7. The man lying in the street is a famous TV chef (T)
8. Patrick, Rebecca and David are ignorant (T)
9. There is a bottle of pills in the man‟s pocket (T)
10. The man is unconscious because he is drunk (F)
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
Based on the drama “The Right Thing to Do”, complete the double bubble map. (i-Think)
Similarities vs. Differences
Like Ignorant
compliments Express
happiness
REBECCA PATRICK
List the themes of the play „The Right Thing To Do‟ in the Bubble Map below.
Values
(What have you learn from the drama?)
PICTURES
DURING THE
WORKSHOP
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CONCLUSION
This module shows that teachers from Jempol &
Jelebu can work hand in hand in order to come out
with great ideas for development of English
language. Hence, with fun activities to do during
the literature lesson, it is hoped that students are
able to understand and learn better.
This teacher collaboration will hopefully bring great
results to the teaching community. Therefore more
collaboration between teachers from Jempol and
Jelebu should be carried out from time to time in
order to produce more creative materials that may
be used in the classrooms.
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