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A Poison Tree

Form 5
Literature Module
(2016)

Prepared by English Language Teachers of Jempol and Jelebu

A Poison Tree

CONTENTS
Preface
Acknowledgement
The Writers
Poems
A Poison Tree

What Has Happened to Lulu?

25

Novel (Dear Mr. Kilmer)

46

Pictures

94

Conclusion

A Poison Tree

PREFACE
This module aimed to help teachers in teaching the new
literature component which was introduced in 2015 for the form
4 at that time. In continuation to it, in 2016, the form 5 is
introduced to another new literature component which
includes two more poems and a novel.
This module is co-produced by secondary school teachers
from PPD Jempol & Jelebu district who are dedicated and
enthusiastic in improving teaching and learning in schools.
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.

A Poison Tree

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 components.
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, PPD
Jempol & Jelebu officer, for her guidance and assistance in
coming up with this module.
To all English language panels who were involved in
completing this module, your cooperation and hard work are
very much appreciated.

A Poison Tree
Editor
Noor Fadzillah binti Amran

SMK Palong Dua (F)

Writers
Aziratulsyida Mohd Razli

SMK Undang Jelebu

Ernie Azlena binti A. Rahim

SMK Seri Perpatih

Fifi Safia Adnan

SMA DatoHaji Tan Ahmad

Huang Son Jan

SMK Palong 7

James Thong Wai Meng

SMK Teriang Hilir

Kanimoli A/P Subramaniam

SMK Serting Hilir Kompleks

Martina Bong

SMK Undang Jelebu

Md Noralami bin Abd Malek

SMK Pertang

Mohd Zaidi bin Mat Radey

SMK Lui Barat

Nanthini Kumari A/P Muthukumaran

SMK Seri Jempol

Nazrulhani binti Mohd Taharim

SMK Dato Undang Musa Al-Haj

Noor Raihan Fatin binti Ruslan

SMA Haji Muhammad

Norhaslina Manap

SMK Bahau

Nurul Amirah Mohd Azam

SMK Alam Beraja

Nurul Nadiah Mohd Nasir

SMK Bandar Baru Serting

Rimamelati Shamsudin

SMK Seri Perpatih

Rina A/P Gunasegaran

SMK Datuk Mansor

Sharizad binti Abdul Samad

SMK Teriang Hilir

Shubatra Thangarajoo

SMK Batu Kikir (Model Khas)

Siti Aida bt Ahmad

SMK Pasoh 2

Siti Suriah binti Mohd Jai

SMK Dato Undang Ali Al-Jufri

Sivakumar A/L Athimulam

SMK Chi Wen

Yusmawati Mohd Yunus

SMA Dato Haji Mustafa

Zarina Mohd Hamid

SMK Bahau 2

A Poison Tree

A Poison Tree
By William Blake

I was angry with my friend;


I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
And I watered it in fears,
Night and morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night.
Till it bore an apple bright.
And my foe beheld it shine,
And he knew that it was mine.
And into my garden stole,
When the night had veiled the pole;
In the morning glad I see;
My foe outstretched beneath the tree.

A Poison Tree
Activity 1: Meaning
Paraphrase each stanza in your own words.

I was angry with my friend;


I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.

And I watered it in fears,


Night & morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles.

And it grew both day and night.


Till it bore an apple bright.
And my foe beheld it shine,
And he knew that it was mine.

And into my garden stole,


When the night had veiled the pole;
In the morning glad I see;
My foe outstretched beneath the tree.

In your own words, explain the personas feelings when he sees his enemy has died.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato Undang Musa Al-Haj)

A Poison Tree
SUGGESTED ANSWER
Activity 1 Meaning
Paraphrase each stanza in your own words.
William Blake speaks of someone, his friend and his
I was angry with my friend;
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.

foe, whom has he is angry with. When he says I told


my wrath, my wrath did end after he said he was
angry with his friend, he is saying he was able to get
over being angry with his friend and forgot about it.
Although, it is quite the opposite when he mentions I
told it not, and my wrath did grow. Blake is saying
that with his enemy, he allowed himself to get angry,
and therefore, his wrath did grow.
In this stanza, Blake begins to make his anger grow

And I watered it in fears,


Night & morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles.

and he takes pleasure in it, comparing his anger with


something, in this case, a tree or plant. The speaker
says he sunned it with smiles and and with soft,
deceitful wiles. This means he is creating an illusion
with his enemy saying he is pretending to be friendly
to seduce and bring him closer.

And it grew both day and night.


Till it bore an apple bright.
And my foe beheld it shine,
And he knew that it was mine.

And it grew both day and night and til it bore an


apple bright are meaning that his illusion with his
enemy is growing and growing until it becomes a
strong and tempting thing. His illusion has a metaphor
and it is an apple. After, his foe believes it shines,
which means he thinks its true and means something,
and takes Blake illusion seriously. And he knew it
was mine suggests that he really thinks Blake is his
friend.
Being the last stanza, Blake needed to come up with a

And into my garden stole,


When the night had veiled the pole;
In the morning glad I see;
My foe outstretched beneath the tree.

conclusion. He has used the two lines in the morning


glad I see and my foe outstretched beneath the tree
to say that his foe finally fell to his tempting illusion
and metaphorically, consumed his poison apple and
died. So, obviously, his malicious intentions were
hidden behind illusion and he prevailed over his
enemy.

In your own words, explain the personas feelings when he sees his enemy has died.
Accept any relevant answer.

By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato Undang Musa Al-Haj)

A Poison Tree
Activity 2: Meaning
Match the difficult words found in the poem with the meanings.

Difficult Words

Wrath

Deceit

Wiles

Veiled

Meanings
distortion
of the truth for the purpose of misleading
strong
conceal
trap
duplicity
fierce anger
trick
lacking clarity
fraud
stern
deeply resentful indignation
cheating
distinctness

In your own words, explain how a person should treat his enemy in a suitable manner.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato Undang Musa Al-Haj)

A Poison Tree
SUGGESTED ANSWER
Activity 2 Meaning
Match the difficult words found in the poem with the meanings.

Difficult Words

Meanings
distortion
of the truth for the purpose of misleading
strong
conceal
trap
duplicity
fierce anger
trick
lacking clarity
fraud
stern
deeply resentful indignation
cheating
distinctness

Wrath
Deceit

Wiles

Veiled

In your own words, explain how a person should treat his enemy in a suitable manner.
Accept any relevant answer.

By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato Undang Musa Al-Haj)

10

A Poison Tree
Activity 1: Matching List
Match the following expressions from the text to their poetic devices.

EXPRESSION
1.
2.
3.
4.

the night has veiled the pole


the sunned it with smiles
Tree of anger is like an apple tree fruiting
Anger which is a poisonous thing is growing into a
tree which is something good and positive
5. and with soft deceitful wiles
6. The tree is a symbol of life anger is given life to
grow
7. The word wrath is repeated in stanza 1
8. My foe outstretched beneath the tree
9. Into my garden stole
10. Stanza 2 gives an image of a tree being well taken
care of

POETIC DEVICE

A
B
C
D
E
F
G
H
I
J

metaphor
repetition
imagery
alliteration
personification
diction
contrast
assonance
symbol
irony

By : Ms Yusmawati Binti Yunus (SMA Dato Haji Mustafa)

11

A Poison Tree
Activity 2: Complete the table
Complete the table below. Find the answers from the poem A Poison Tree

A Poison Tree by William Blake


Literary devices

Evidence

Metaphor

Description
Tears/ fears/ smiles/ deceitful wiles
-Image of the tree flourishing and finally
producing a fruit

Stanza 2/3/4

-Image of the foe sneaking into the


personas garden at night and lying under
the tree

Repetition
- Apple bright
Stanza 3/ 4

Irony

- My garden
Growing Tree usually a positive thing but it
is ironic that a growing tree is compared to
growing anger, something negative

By : Ms Yusmawati Binti Yunus (SMA Dato Haji Mustafa)

12

A Poison Tree
Suggested answers:
Activity 1: Matching list

1
2
3
4
5

D
H
I
A
G

6
7
8
9
10

E
B
J
F
C

Activity 2: Complete the table


A Poison Tree by William Blake
Literary devices

Evidence

Description

Metaphor

Stanza 2

Tears/ fears/ smiles/ deceitful wiles

Imagery

Stanza 2/3/4

Repetition

Stanza 2/3/4

and

Symbolism

Stanza 3/4

Apple bright
My garden

Irony

title

Growing Tree usually a positive thing but it is ironic that a growing tree is compared to
growing anger , something negative

-Image of the tree flourishing and finally producing a fruit


-Image of the foe sneaking into the personas garden at night and lying under the tree

By : Ms Yusmawati Binti Yunus (SMA Dato Haji Mustafa)

13

A Poison Tree

Activity 1:
Answer the following the questions

1. What are the moral values in this poem?


a.
b.
c.
2. Why someone should forgive his foe?

..
3. Why should we be rational and moderate?

By : Mr Md Noralami Bin Abd Malek (SMK Pertang)

14

A Poison Tree

Activity 2:
Answer the following the questions

1. Why should we be truthful?

.
2. Why we should not suppress negative feelings?

3. Why the persona should be patient?

By : Mr Md Noralami Bin Abd Malek (SMK Pertang)

15

A Poison Tree
Suggested answers:
Activity 1:
1.

Moral values:
a. Truthfulness
b. Forgiveness
c. Rationality and moderation

2. In life we experience pain, disappointment and anger. It is important to


seek counsel to help us to forgive and let go. By forgiving, we are released
from the burden of anger and will have peace and happiness in our hearts.
In A Poison Tree, the persona was unwillingly to forgive his foe. Therefore,
the anger he felt poisoned him from within and led to destruction of his
foe.
3. In A Poison Tree, the persona became irrational and went to the extreme
of committing a murder. It is clear that the persona refuse to make peace
with his foe by talking about his anger. He should be patient and exercised
some self-control. The persona should react with moderation. Thus,
exercising rationality and moderation will prevent us from falling into
traps made by ourselves or others.
Activity 2:
1.

We need to be truthful and sincere in our relationships for us to be happy


and at peace. In A Poison Tree, the persona was dishonest and hypocritical
in his relationship with his foe. Thus, he feels pain and anger because not
telling the truth. It is the best way to communicate how we feel.

2. We should resolve the negative feelings at source. If we remain silent


about our anger, it will make us to feel bitter and even evil. Suppressing
anger is dangerous as it can cause destructive effect on society. One of
the best ways to suppress the negative feelings is to communicate how
we feel to someone who cares about us such as our loving parents, close
friends or counsellor.
3. In A Poison Tree, it is clear that the persona does not exercise patience
because he refuses to make peace with his foe by talking about his anger,
he should exercise some self-control to have inner peace and happiness.
When the persona has practiced to be patient, he would react with
moderation and not to try to murder his foe.

By : Mr Md Noralami Bin Abd Malek (SMK Pertang)

16

A Poison Tree
Activity 1:
Write the theme of the poem in the box at the top of the page. Then, write 3
examples (lines) from the poem that demonstrates the theme you selected.

Why is it important to learn the theme you chose?

By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)

17

A Poison Tree
Activity 2: Circle Map
Complete the circle map below by writing the words used to convey the theme given.

* foe

Anger, revenge,
death

While Blake's poem illustrates some of the destructive consequences of anger, it


also suggests that it is a normal emotion that needs to be dealt with properly. Talk it
out, students.

By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)

18

A Poison Tree
Activity 3 a: PRE-READING TASK
Look at the word cloud below. This was created using the poem A Poison Tree by
William Blake. Study the word cloud and answer the questions below.

What ideas in the poem are emphasised by the words of the word cloud?
(Frequency of words are increased in size and boldness)

Activity 3 b: POST-READING TASK


Go to http://wordle.net/
Create your own word cloud that represents your ideas and feelings about A Poison
Tree what does it mean to you?

By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)

19

A Poison Tree
ANSWERS
Suggested answers (accept any suitable answers)
Activity 1:
Theme: Suppressing anger
Lines: 1. I was angry with my friends
2. I told it not, my wrath did grow
3. My foe outstretched beneath the tree
Activity 2: Circle Map
Foe
Wrath
Deceitful
Poison
Angry
Outstretched
Activity 3 a and 3 b: Accept any suitable answers

By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)

20

A Poison Tree

21

Activity 1: A Poison Tree Organiser


1.

Complete the tree diagram based on the poem A Poison Tree


Persona:

Themes:
1. _________________
_________________
2. _________________
_________________
3. _________________
_________________

Moral values:
1. _________________
_________________
2. _________________
_________________
3. _________________
_________________

Literary devices:
1. Personification:
_________________
_________________
2. Symbol:
_________________
_________________

Setting:
1. Time:
a. ______________
b. ______________
2. Place:
a. ______________

2. In your opinion, does the poison tree exist in real life? If yes, where can you
find the tree?
_________________________________________________________________
_________________________________________________________________

By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)

A Poison Tree

22

Suggested answers:
Activity 1: A Poison Tree organizer
1.

Persona:
A boy/ a girl
(It could be anyone)

Moral values:

Themes:

1. We must not harbor


wrath and hatred
against anyone
2. We should express
our feelings in a
healthy way and not
bottle them up

1. Dangers of
harbouring wrath
and hatred
2. Bottling up ill
feelings
3. Insincerity and deceit

Literary devices:
1. Personification:
The night has veiled
the pole
2. Symbol:
The tree (symbol of
life)

2.

Setting:
1. Time:
a. (In the darkness of
the) night
b. (The next) morning
2. Place:
a. (At the personas)
garden

Accept any acceptable answers.


Example:
Yes, the tree grows in our heart.

By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)

A Poison Tree
Activity 2: Which line? Which clue?
1.

Match the clues (pictures) with the lines taken from the poem A Poison
Tree

Night and morning


with my tears
And I watered it in
fears

Till it bore an
apple bright
And I sunned it with
smiles
My foe
outstretched
beneath the tree
I was angry with my
friend

2. What advice can you give based on the first stanza?


_______________________________________________________________________________

By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)

23

A Poison Tree
Suggested answers:
Activity 2: Which line? Which clue?

Night and morning


with my tears
And I watered it in
fears

Till it bore an
apple bright
And I sunned it with
smiles
My foe
outstretched
beneath the tree
I was angry with my
friend

Accept any acceptable answers.


Example: We could forget the misunderstanding that we have with anyone
by discussing the problem and not bottling it up.

By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)

24

What Has Happened to Lulu?

What Has Happened To Lulu?


By Charles Causley

What has happened to Lulu, mother?


What has happened to Lu?
There's nothing in her bed but an old rag-doll
And by its side a shoe.

Why is her window wide, mother?


The curtain flapping free,
And only a circle on the dusty shelf
Where her money-box used to be?

Why do you turn your head, mother?


And why do tear drops fall?
And why do you crumple that note on the fire
And say it is nothing at all?

I woke to voices late last night,


I heard an engine roar.
Why do you tell me the things I heard?
Were a dream and nothing more?

I heard somebody cry, mother,


In anger or in pain,
But now I ask you why, mother,
You say it was a gust of rain.

Why do you wander about as though?


You don't know what to do?
What has happened to Lulu, mother?
What has happened to Lu?

25

What Has Happened to Lulu?


PRACTICE 1: DESCRIBING THE CHARACTERS
A. Write six adjectives to describe the personas mother. The first adjective is given.

MOTHER

B. Write five adjectives to describe Lulu, who has run away from home despite her mothers

LULU

By : Mr Huang Son Jan (SMK Palong 7)

26

What Has Happened to Lulu?


c. Write four adjectives to describe the persona, Lulus younger brother/sister.

THE
PERSONA

By : Mr Huang Son Jan (SMK Palong 7)

27

What Has Happened to Lulu?


PRACTICE 2:
Read the poem carefully and complete the graphic organiser below.

Subject:
Things in the room:
1. The persona is asking about
__________
2. Bed with an _____________
and a ________________.

What can be seen:


4.
window - _______________
and __________________
5.
shelf a ______________
that shows where
______________________

What Has Happened to


Lulu?
Mothers actions:
Things in the room:
6.
turns her head away and
____________________.
7.
____________________
into the fire.
8.
____________________not knowing what to do.

What the persona heard:


Mothers explanation:
9.
voices, an
_______________,
a _____________ in anger
or pain
10.
a ________________ and a
______________________.

By : Mr Huang Son Jan (SMK Palong 7)

28

What Has Happened to Lulu?


PRACTICE 3:
Write down 4 possible reasons why teenage girls run away from home in the provided boxes below.

1.

2.
4.

REASONS

3.

By : Mr Huang Son Jan (SMK Palong 7)

29

What Has Happened to Lulu?


ANSWERS:
PRACTICE 1: DESCRIBING THE CHARACTERS
A. Rational, concerned, confused, loving, worried, selfless, cautious, thoughtful, disappointed,
broken-hearted (accept any 6 answers)
B. Inconsiderate, unconcerned, thoughtless, selfish, irrational, callous, impulsive (accept any 5
answers)
C. Confused, puzzled, innocent, troubled/disturbed, observant (accept any 4 answers)

PRACTICE 2: What Has Happened to Lulu?


1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

His sister who is missing


Old rag-doll
Shoe
Open wide, curtains flapping free
Circle, her money box used to be
Sheds tears
Crumples a note and throws it
Wanders about
Engine roar, cry
Dream, gust of rain

PRACTICE 3: REASONS OF RUNNING AWAY


They are abused/ they love someone/ nobody loves them at home/ their friends influence them/
their parents are too strict/ they are always compared unfavourably with the other siblings (accept
any 4 answer)

By : Mr Huang Son Jan (SMK Palong 7)

30

What Has Happened to Lulu?


Practice X
Read the following extract of What Has Happened to Lulu? And answer the questions that follow.

What has happened to Lulu, mother?


What has happened to Lu?
Theres nothing in her bed but an old rag-doll
And by its side a shoe.
Why is her window wide, mother,
The curtain flapping free,
And only a circle on the dusty shelf
Where her money-box used to be?
Why do you turn your head, mother,
And why do the tear-drops fall?
And why do you crumple that note on the fire
And say it is nothing at all?
Charles Causley

1. From stanza 1, what was found on Lulus bed?


___________________________________________________________________________
2. From stanza 2, which line tells us that the wind was blowing?
___________________________________________________________________________
3. From stanza 3, why do you think the mother was crying?
___________________________________________________________________________
4. State two possible reasons why Lulu left home.
Scenario 1: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scenario 2: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

By : Mr Huang Son Jan (SMK Palong 7)

31

What Has Happened to Lulu?


Practice Y
Read the following extract of What Has Happened to Lulu? and answer the questions that follow.

I woke to voices late last night,


I heard an engine roar.
Why do you tell me the things I heard
Were a dream and nothing more?
I heard somebody cry, mother,
In anger or in pain,
But now I ask you why, mother,
You say it was a gust of rain.
Why do you wander about as though
You dont know what to do?
What has happened to Lulu, mother?
What has happened to Lu?
Charles Causley

1. Why did the persona wake up late at night?


________________________________________________________________________
2. In Line 8, what does the persona mean by a gust of rain?
________________________________________________________________________
3. Who is wandering about in Line 9?
________________________________________________________________________
4. (a) What do you think happened to Lulu?
_____________________________________________________________________
(b) Give a reason for your answer.
_____________________________________________________________________
_____________________________________________________________________

By : Mr Huang Son Jan (SMK Palong 7)

32

What Has Happened to Lulu?


Answer
Practice X
1. An old rag-doll
2. The curtain flapping free/ Line 6
3. Lulu had left home or the family/ Lulu had quarrelled with her mother/
There had been an argument in the family
4. Scenarios 1 and 2 : Lulu and her mother had a quarrel/Lulu wanted more freedom/
Lulu and her mother could not get along / always at loggerheads.
( Accept any suitable answer)
Practice Y
1. He heard voices and the sound of a car.
2. It was a sudden brief rush of rain
3. The personas mother
4. (a) She has run away from home/ She has gone with someone/a man
(b) She wants freedom/ She loves the man
(Accept any suitable answer)

By : Mr Huang Son Jan (SMK Palong 7)

33

What Has Happened to Lulu?


what has happened to lulu?
FILL IN THE BLANKS WITH THE MOST APPROPRIATE WORD GIVEN IN THE BOX BELOW.

heard
car

fire
cries

night
daughter

Lulu
pain

shoe
roar

Lulus younger brother wakes up and finds his sister gone. Only her old rag-doll and a ..
are in her room. They indicate that she has left her childhood and previous life behind. From
all the clues, we know that she has run away from home with someone in the middle of the
.. . Her brother heard the sound of people talking and the of the engine late
at night. The engine here suggests that someone drove her away in his .. .
The personas mother is terribly upset and she is grieving. She . and throws the note
that Lulu wrote to her on the . . She must have desperately tried to restrain and control
Lulu for her own safety. But her young . has disobeyed her. Now her mother
bravely bears the . alone. Her son suspects that something is amiss. He feels the pain in
his mothers cry and connects the roar of the engine to Lulu. But when he tells her what he
saw and , she dismisses them and denies that anything is wrong. When he repeatedly
asks where is, she remains silent.

By : Ms Norhaslina Binti Manap (SMK Bahau)

34

What Has Happened to Lulu?


ANSWERS
WHAT HAS HAPPENED TO LULU?
FILL IN THE BLANKS WITH THE MOST APPROPRIATE WORD GIVEN IN THE BOX BELOW.

heard
car

fire
cries

night
daughter

Lulu
pain

shoe
roar

Lulus younger brother wakes up and finds his sister gone. Only her old rag-doll and a shoe
are in her room. They indicate that she has left her childhood and previous life behind. From
all the clues, we know that she has run away from home with someone in the middle of the
night. Her brother heard the sound of people talking and the roar of the engine late at night.
The engine here suggests that someone drove her away in his car.
The personas mother is terribly upset and she is grieving. She cries and throws the note that
Lulu wrote to her on the fire. She must have desperately tried to restrain and control Lulu for
her own safety. But her young daughter has disobeyed her. Now her mother bravely bears
the pain alone. Her son suspects that something is amiss. He feels the pain in his mothers cry
and connects the roar of the engine to Lulu. But when he tells her what he saw and heard she
dismisses them and denies that anything is wrong. When he repeatedly asks where Lulu is,
she remains silent.

By : Ms Norhaslina Binti Manap (SMK Bahau)

35

What Has Happened to Lulu?


GIVE FOUR MORAL VALUES THAT YOU CAN LEARN FROM THE POEM.

MORAL
VALUES

By : Ms Norhaslina Binti Manap (SMK Bahau)

36

What Has Happened to Lulu?

37

ANSWERS
WHAT HAS HAPPENED TO LULU?
GIVE FOUR MORAL VALUES THAT YOU CAN LEARN FROM THE POEM.
WE MUST HAVE A CLOSE
RELATIONSHIP WITH OUR
FAMILY MEMBERS TO
DISCUSS OUR PROBLEMS
EASILY

WE MUST
\\\ LOVE OUR
FAMILY
MEMBERS

MORAL
VALUES

RUNNING AWAY
FROM HOME DOES
NOT SOLVE OUR
PROBLEMS

IT IS DIFFICULT TO GET OVER


THE LOSS OF A FAMILY
MEMBER

By : Ms Norhaslina Binti Manap (SMK Bahau)

What Has Happened to Lulu?


VOCABULARY

Step 1 : Introduce the Poem


Put up the poem you have prepared to the wall. Read it aloud, then have everyone read it
aloud with you once or twice. Here's the first stanza of What Has Happened To Lulu:

What has happened to Lulu, mother?


What has happened to Lu?
There's nothing in her bed but an old rag-doll
And by its side a shoe.

Now write the first line at the very top of your pad or on the blackboard. Leave at least 1/2"
to 1" of space between each word, and keep everything on one horizontal line.

By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)

38

What Has Happened to Lulu?

39

Step 2: Word Substitutions


Ask the students for words that mean the same thing as the first significant word in the
line; in this case, it's the word "happened." No need to use the word "synonym"; it's fine to
say it "means the same." As they suggest words, write them on the pad in a vertical column
beneath the word "happened." After a few suggestions (try to get five to seven), move on to
the next significant word (in this case, "fast"), and do the same thing.
Note that in this poem, "fast" is used differently from its most common meaning, so point
that out. Once again, collect about the same number of synonyms as you did for the
previous word, then move to the next significant word, avoiding words like to, if, is, the,
etc. If the class is struggling for synonyms for a particular word, move on to the next.
Here's one way the first line from the poem might look:

What

Theres

has

nothing

happened

in

Lulu,

Mother?

taken place

Mom

occurred

Mama

come up

Mummy

befallen

Ma

her

nil
zero

to

Lulus

bed

but

cot

except
for

berth

an

old

rag

doll

aged

cloth

toy

worn
out

not a
thing

sack

shabby

none

hay

torn

schmatte plaything
tattered

By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)

What Has Happened to Lulu?

And

by

its

side

Shoe

Why

is

her

window

wide,

mother

The

curtain

flapping

free

By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)

40

What Has Happened to Lulu?

Step 3: Transforming the Poem


Once you've finished the line, read aloud across the top line of substituted
words. Now, read more and more variations, mixing up words from various
places on the chart, such as: "What has occurred to Lulu, Mom?" and "Theres
not a thing in Lulus cot except for a tattered toy" Point to each word as you
select it so the students can read aloud along with you. Remember to include
words from the original version as well.

Step 4: Pair-Share
Now have students take the next line and work on it in the same way in pairs,
either on paper or in their journals. Meanwhile, write the next line on the pad
or blackboard in columns, as you did the first. Give the students two or three
minutes to work, then start with the first word of the new line and have them
call out some of the words they came up with. Write them in the columns as
before. Now repeat the reading aloud with the class for a number of the
different variations.
You can now go on and do more lines, or come back and do two lines again
tomorrow. Because poems often have repetitive lines, you can ask the class for
new synonyms, or you can skip lines you've already done.

Step 5: Hots Question!

After you have finished it all, discuss which versions are their favourites and
why, especially if they're good enough to understand the differences between
the connotations of different words.

By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)

41

What Has Happened to Lulu?


SETTING
1. Where does the poem take place? (Personas home)
___________________________________________________
2. What is the temporal structure of the poem? Does it take place in one time
(the present, the past, the future) or does it move back and forth between
times?
___________________________________________________
3. Is there a particular occasion for the poem (an incident, an event, a
realization)?
___________________________________________________
4. Are different parts of the poem located in different times?
___________________________________________________
5. Does time move smoothly? Are different states of being, or different ways of
thinking, associated with different times?
___________________________________________________

By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)

42

What Has Happened to Lulu?

43

Complete the passage below with the most suitable words in the table
below.
highlights

leave

younger

poignant

example

return

language

upset

childlike

knows

gaps

adolescent

truth

attempt

mother

In this poem, the events are seen from the perspective of a child. He happens
to be the________________ (1) brother of Lulu, the elder sister, who runs away from
home. The ________________ (2) of the poem is very simple and truly
_________________ (3). The poem also has a __________________ (4) tone,
especially as a result of the repeated questions put forward by the child to his
__________________ (5). She does not tell the child the _________________ (6)
possibly because she does want the child to be _________________ (7) by the sad
news. Perhaps, the mother ___________________ (8) that is still possible that Lulu
will _________________ (9) home. The poem shows that _________________ (10)
of an innocent child to come to terms with the harsh facts of life. The poem also
_________________ (11) the struggles that mothers face in bringing up their
________________

(12)

children.

There

is

also

several

information

________________ (13) which have to be filled by the reader.

For

________________ (14) the reader has to figure out why Lulu decided to
____________________ (15) the home. What exactly was the argument about that
night?

By : Ms Siti Suriah Binti Mohd Jai (SMK Dato Undang Ali Al-Jufri)

What Has Happened to Lulu?

44

Question 2
Lulu wrote a note to her mother before she ran away. What do you think
she would have written? Imagine that you are Lulu and complete the note
below.
Dear Mother,
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________________________________

Your loving daughter,

__________________

By : Ms Siti Suriah Binti Mohd Jai (SMK Dato Undang Ali Al-Jufri)

What Has Happened to Lulu?

45

Answers:

1
2
3
4
5
6
7
8

younger
language
childlike
poignant
mother
truth
upset
knows

9 return
10 attempt
11 highlights
12 adolescent
13 gaps
14 example
15 leave

Suggested answer:
Dear Mother,
I am very sorry but I have to go away with David. I love him and I want to be with him. I know you
love me very much and you will be disappointed. But I hope you will understand me. I love you too,
mother. Please forgive me, Mother.

By : Ms Siti Suriah Binti Mohd Jai (SMK Dato Undang Ali Al-Jufri)

Dear Mr. Kilmer

46

Dear Mr. Kilmer

Dear Mr. Kilmer


Exercise 3
Unscramble the themes in Dear Mr. Kilmer

1.

opohabiXne
2.

Sfel sverus tyiunocmm


3.

rWa
4.

hdspienFir
5.

rtiyopuPla
6.

Fraisse nda ntyiluaeq


7.

hTe ancetmorpi fo neoduitac


8.

Psmtatiroi
9.

Levo ngstoma amlyif mebersm

By : Ms Rina Gunasegaran (SMK Datuk Mansor)

47

Dear Mr. Kilmer


No
1 Xenophobia

Answers

Self versus community

War

Friendship

Popularity

Fairness and equality

The importance of education

Patriotism

Love amongst family members

By : Ms Rina Gunasegaran (SMK Datuk Mansor)

48

Dear Mr. Kilmer


The following is the novel that you have studied in the literature component in
English language.

DEAR MR. KILMER - ANNE SCHRAFF


Based on the novel that you have read, write one theme that you have learnt.
Support your answer with close reference to the text.

________________________________________________________
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________________________________________________________
________________________________________________________
________________________________________________________
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________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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By : Ms Rina Gunasegaran (SMK Datuk Mansor)

49

Dear Mr. Kilmer


Complete the crossword puzzle with the themes found in
the novel, Dear Mr. Kilmer
1

2
3

2
4
3

Down
1. a conflict carried on by force of arms, as between nations or between
parties within a nation
2. a profoundly tender, passionate affection for another person
3. a friendly relation or intimacy
4. the state, condition, or quality of being free from bias or injustice

Across
1. the quality or fact of being popular
2. an unreasonable fear or hatred of foreigners or strangers or of that
which is foreign or strange
3. the act or process of imparting or acquiring general knowledge
4. devoted love, support, and defense of one's country; national loyalty

By : Ms Shubatra Thangarajoo (SMK Batu Kikir)

50

Dear Mr. Kilmer


Answers
Complete the crossword puzzle with the themes found in
the novel, Dear Mr. Kilmer

W
a
P o p u L a r i t y
o
F
v
r
Xe n o p h o b i a
e
Ed u c a t i o n
d
s
h
i
Pa t r i o t i

F
a
i
r
n
e
s m
s

Down
5. a conflict carried on by force of arms, as between nations or between
parties within a nation
6. a profoundly tender, passionate affection for another person
7. a friendly relation or intimacy
8. the state, condition, or quality of being free from bias or injustice

Across
5. the quality or fact of being popular
6. an unreasonable fear or hatred of foreigners or strangers or of that
which is foreign or strange
7. the act or process of imparting or acquiring general knowledge
8. devoted love, support, and defense of one's country; national loyalty

By : Ms Shubatra Thangarajoo (SMK Batu Kikir)

51

Dear Mr. Kilmer


Match the themes given below with the suitable phrases from the
novel Dear Mr. Kilmer
But Blanche, Peggy, and several other students were
gazing at him with newfound respect.
Patriotism
The importance
of Education
Popularity
Fairness and
equality

This war is going to end someday, Hannah said. And


when it does, maybe people will stop holding it against my
family that were German.
April arrived-and with it news that the United States had
declared war on Germany.

War

Suddenly, Richards father began to sob. Richard was


shaken. He had never seen his father cry before. He rose
from his bed and sat down beside Pa, putting his arm
around his shoulders.

Self-versus
Community

Youre not going anywhere until you graduate, the boys


father grumbled.

Friendship

Love amongst
family members
Xenophobia

Then Hannah smiled, and her blue eyes brimmed with


tears. Suddenly she reached out and squeezed Richards
hand.
I really like the poem, and I thought Mr. Kilmer was
awfully brave to volunteer to go fight in the war

Its true, Pa, Richard said. Ive been writing poetry for a
long time. Ive got a huge stack of it upstairs in a drawer. I
just never showed it to anybody or said anything about it.
We must make peace right here at home. We must
battle our own prejudices and hatred. We must learn to
care about one another, despite our differences in race,
religion, or nationality.

By : Ms Shubatra Thangarajoo (SMK Batu Kikir)

52

Dear Mr. Kilmer


Answers
Match the themes given below with the suitable phrases from the
novel Dear Mr. Kilmer
But Blanche, Peggy, and several other students were
gazing at him with newfound respect.
Patriotism
The importance
of Education
Popularity
Fairness and
equality
Friendship
War
Self versus
Community
Love amongst
family members
Xenophobia

This war is going to end someday, Hannah said. And


when it does, maybe people will stop holding it against my
family that were German.
April arrived-and with it news that the United States had
declared war on Germany.
Suddenly, Richards father began to sob. Richard was
shaken. He had never seen his father cry before. He rose
from his bed and sat down beside Pa, putting his arm
around his shoulders.
Youre not going anywhere until you graduate, the boys
father grumbled.

Then Hannah smiled, and her blue eyes brimmed with


tears. Suddenly she reached out and squeezed Richards
hand.
I really like the poem, and I thought Mr. Kilmer was
awfully brave to volunteer to go fight in the war

Its true, Pa, Richard said. Ive been writing poetry for a
long time. Ive got a huge stack of it upstairs in a drawer. I
just never showed it to anybody or said anything about it.
We must make peace right here at home. We must
battle our own prejudices and hatred. We must learn to
care about one another, despite our differences in race,
religion, or nationality.

By : Ms Shubatra Thangarajoo (SMK Batu Kikir)

53

Dear Mr. Kilmer


DEAR MR KILMER
PLOT/WORKSHEET 1a
Fill in the flow map below with the events in the novel.

The war ends.


Mrs. Hansen introduces a poem Trees by Joyce Kilmer in class.
Richard decides to write to Joyce Kilmer.
Richard notices that his classmate, Hannah Schermer is crying because the
words Dirty Huns are scribbled on her book.
Hannah is chosen to play Lady Liberty and Richard wins the part of
Doughboy.
Mrs. Hansen announces that they will hold a patriotic programme to sell
Liberty Bond to raise funds for the war.
Everyone is the class is angry and shocked with Mrs.Hansens decision.
Mrs. Hansen introduces a poem Trees by Joyce Kilmer in class.
Pa tells Richard that people accuse him of being unpatriotic.
Joyce Kilmer is dead, prompting Richard to pen his tribute to his late hero.
His poem is published in The Turtle Lake Weekly and his relationship with
Pa improves
Richard purposely misfires the beautiful young buck and let it escapes.

By : Ms Siti Aida Ahmad (SMK Pasoh 2)

54

Dear Mr. Kilmer


SUGGESTED ANSWERS
PLOT/WORKSHEET 1

1.Richard purposely misfires the beautiful young buck and let it


escapes.
2.Mrs. Hansen introduces a poem Trees by Joyce Kilmer in class.
3.Richard notices that his classmate, Hannah Schermer is crying
because the words Dirty Huns are scribbled on her book.
4.Richard decides to write to Joyce Kilmer.
5.Mrs. Hansen announces that they will hold a patriotic programme to
sell Liberty Bond to raise funds for the war.
6.Hannah is chosen to play Lady Liberty and Richard wins the part of
Doughboy.
7.Everyone is the class is angry and shocked with Mrs.Hansens
decision.
8.Both, Hannah and Richard decline the role.
9.Pa tells Richard that people accuse him of being unpatriotic.
10.Joyce Kilmer is dead, prompting Richard to pen his tribute to his
late hero.
11.His poem is published in The Turtle Lake Weekly and his
relationship with Pa improves
12.The war ends.

By : Ms Siti Aida Ahmad (SMK Pasoh 2)

55

Dear Mr. Kilmer

56

PLOT/WORSHEET 1b
Identify the conflicts in the novel and how the characters in the novel resolve the conflicts.

THE CONFLICT

WHY IS
THERE A
CONFLICT?

HOW IS IT
RESOLVED?

HOW DOES
THE
RESOLUTION
AFFECT THE
CHARACTERS?

WHAT
HAPPENS AFTER
THE CONFLICT IS
RESOLVED?

PLOT/WORSHEET

By : Ms Siti Aida Ahmad (SMK Pasoh 2)

Dear Mr. Kilmer

57

Suggested answers

THE CONFLICT
He is forced to go hunting

WHY IS THERE
A CONFLICT?

-He does not


enjoy killing
anything.
-He believes that
he has no right
to kill animals.

HOW IS IT
RESOLVED?

-He purposely
misfires the deer
and the animal
escapes.

HOW DOES
THE
RESOLUTION
AFFECT THE
CHARACTERS?

-He learns to
deal with the
things that he
does not like
doing and
ensures that he
does not have to
do them again.

WHAT
HAPPENS AFTER
THE CONFLICT IS
RESOLVED?

-His father
understands his
feeling and says
that he does not
have to go
hunting
anymore if he
does not want
to do so.

-He openly
admits the truth
to his father and
does not lie to
him to get out of
trouble.

By : Ms Siti Aida Ahmad (SMK Pasoh 2)

Dear Mr. Kilmer


PLOT/WORKSHEET 2a
Sequence the stages in the story pyramid by using the events given.

Rising
action

Falling
action

Climax

Exposition

Resolution

1. Hannah is chosen for the part of lady Liberty whereas Richard is the Doughboy.
2. Mrs. Hansen introduces a poemTrees by Joyce Kilmer who has volunteered to fight in
the war in Europe.
3. Joyce Kilmer is killed in the battle.
4. Everyone in class is shcoked and angry with Mrs. Hansens decision.
5. Richards finds that Hannah is mistreated because she is a German.
6. Richards poem is published in the local newspaper and the war ends.
7. Both, Richard and Hannah declines their roles.
8. The relationship between Richard and his father improves.
9. Richards father tells him that people accuses him of being unpatriotic.
10. The tavern belongs to Hannahs parents is vandalised.

By : Ms Siti Aida Ahmad (SMK Pasoh 2)

58

Dear Mr. Kilmer

59

Answers
PLOT/WORKSHEET 2a
4

Rising
action

Climax

Falling
action

10
2

Exposition

Resolution

By : Ms Siti Aida Ahmad (SMK Pasoh 2)

Dear Mr. Kilmer

PLOT/WORSHEET 2b
In a novel one event leads to another in a pattern of cause and effect.
Map the sequence of events of the story as a result of cause and effect.

Richard deliberately misfires to allow the beautiful young buck to escape.

By : Ms Siti Aida Ahmad (SMK Pasoh 2)

60

Dear Mr. Kilmer


Answers
PLOT/WORSHEET 2b

Richard deliberately misfires to allow the beautiful young buck to escape.

Pa has a private chat with Richard.

Pa learns that Richard does not like to kill anything.

Pa tells Richard that he does not need to go hunting again.

By : Ms Siti Aida Ahmad (SMK Pasoh 2)

61

Dear Mr. Kilmer


Dear Mr. Kilmer
Worksheet 1
Read the following statements. Then, write (T) if the statement is True
and (F) if the statement is False.

1.
2.
3.
4.
5.
6.
7.
8.

Richard was aware that he did not fit in and other


people realized it too.
Mrs. Hansen read from Shakespeare, Lord Byron and
Shelley.
Mr. Joyce Kilmer worked for The Washington Post.
Richard was the only student who wanted to sign the
card.
Some of Hannahs neighbours came to repaint the
tavern wall.
Richard thought that Mr. Kilmer was courageous to
volunteer for the war.
Richard wanted to think of an original idea to help in the
war effort.
No one liked Hannahs essay except for Richard.

9.

Richard did not understand why Hannah did not want to


play Lady Liberty.
10. Joyce Kilmers death moved Richard to write another
poem.

By : Mr Sivakumar Al Athimulam (SMK Chi Wen)

62

Dear Mr. Kilmer


Worksheet 2
Rearrange the sentences below according to the sequence of events in this novel and
write them in the flow chart provided.

JUMBLED UP EVENTS

a. Richard sees his classmate, Hannah Schermer, crying. He notices that


the words Dirty Hun are scribbled on her book cover because her
parents are Germans. Besides, the tavern belonging to Hannahs parents
has been vandalized.
b. Mrs. Hansen, the English teacher reads a poem Trees by Joyce
Kilmer in class. Joyce Kilmer has volunteered to fight in the war in
Europe.
c. Joyce Kilmer is killed in the battle. Richard dedicates a poem for him
and is published in the local newspaper. His father understands him.
d. Hannah declines the role of Lady Liberty. Richard declines the role of
Doughboy.
e. School reopens, and Mrs. Hansen announces to the class that they
will hold a patriotic programme to help sell Liberty Bonds to raise funds
for the war. The girl with the best essay would play Lady Liberty while
the boy with the best essay would play Doughboy.

By : Mr Sivakumar Al Athimulam (SMK Chi Wen)

63

Dear Mr. Kilmer

By : Mr Sivakumar Al Athimulam (SMK Chi Wen)

64

Dear Mr. Kilmer


Answers
Worksheet 1

Worksheet 2

1. T

6. T

1. b

2. F

7. T

2. a

3. F

8. T

3. e

4. T

9. F

4. d

5. T

10. T

5. c

By : Mr Sivakumar Al Athimulam (SMK Chi Wen)

65

Dear Mr. Kilmer


Worksheet 1
a) Based on the novel Dear Mr. Kilmer, state whether you like or dislike the
ending of the story? Give reasons for your answer with close reference to the
text.
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_______________________________________________________________

By : Ms Zarina Mohd Hamid (SMK Bahau 2)

66

Dear Mr. Kilmer


Worksheet 2
b) Based on the novel Dear Mr. Kilmer, write about the importance of
friendship and how one character epitomised being a good friend. Give
reasons for your choice with close reference to the text.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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By : Ms Zarina Mohd Hamid (SMK Bahau 2)

67

Dear Mr. Kilmer


Worksheet 3
c) Read the questions and answer the following questions.
1. Why did some of the students groan when Mrs. Hansen wanted to read a
poem?

2. In your opinion why did Joyce Kilmer volunteer for the army?
____________________________________________________________

3. Why did Richard feel that he had found a hero in Joyce Kilmer?
____________________________________________________________

4. What motivated Richard to write to Joyce Kilmer?


____________________________________________________________

5. In your opinion, why did Richard write a poem about his father?
____________________________________________________________

By : Ms Zarina Mohd Hamid (SMK Bahau 2)

68

Dear Mr. Kilmer

(Suggested answers) Question a.


The ending in Dear Mr. Kilmer by Anne Schraff makes one think deeply. While I like
the ending, I also wish Mr. Kilmer didnt have to die in the war. But life in reality is
tough and as Richards father says, death is part of life. At the end of this novel,
Hannah is the one who breaks the news to Richard that Kilmer was killed in the war.
It is the most devastating news to Richard who has grown to like Kilmer very much
and share good relationship with him. They both love reading and writing poems and
have similar ideas about the war. They both want the end of the wars so that people do
not have to die unnecessarily.
Richard writes a poem to express his pain in losing his dear friend. When
Richards father reads the poem, he is deeply touched. The poem expresses his own
pain when he lost his own brother. He speaks to Richard and both of them understand
each other better and their relationship improves and goes on a better footing.
Question b.
Richard Knight is the epitome of a good friend to Hannah Schermer, a good American
citizen whose family was originally from Germany. The family had a tavern and
everyone was a friend to them until the war broke out. This caused the whole village
too see the Schermer family as outcasts because the war was against the Germans.
Despite his classmates and brothers advice to stay away from Hannah and her family,
Richard did the opposite. Someone had written Dirty Hun on Hannahs book cover.
He could not understand why someone would do so cruel things to sweet Hannah. He
did not give in to peer pressure and the pressure from the other members of his village
community. Villagers had even vandalised their tavern by painting terrible things on
the tavern walls.
People considered him a traitor for being a friend with her and even going to
dinner at her house. However, Richard did not see it as being a traitor. He was sure that
being a patriot did not mean being cruel to another person and her family simply
because of them being Germans, the food they served or the language they spoke. He
stood by Hannah through everything. Richard was the only one who signed the card
Mrs. Hansen had bought on behalf of the class to express their regret for such terrible
things happening to Hannah and her family. That action spurred Mrs. Hansen to
acknowledge how proud she was for him doing that as it showed he was a person with
integrity. Richard was truly a good friend to Hannah Schermer, and his words and
actions demonstrated that.

Question C.
1. They did not like poetry.
2. He wanted to serve his country as he was patriotic
3. Joyce Kilmer was brave and he wrote poetry.
4. Joyce Kilmers poems spoke to him directly
5. This was his way of trying to understand his father

By : Ms Zarina Mohd Hamid (SMK Bahau 2)

69

Dear Mr. Kilmer


1. DEAR MR. KILMER- CHARACTERS

ACROSS
3. the History teacher who keeps the students updated about the war
5. the supportive English teacher
7. a poet, works for the New York Times
10. the main character in the novel
11. Richards older brother ; an ordinary boy
DOWN
1. German girl. Pretty with blue eyes and blonde hair
2. The troublemaker and full of prejudice against the Schermers
4. Richardss eldest sister; loving and patient
6. Richards classmate who is interested in the role of Lady Liberty
8. Hannahs brother who joins the army
9. A loving and understanding father of Richard, Gus and Angie
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

70

Dear Mr. Kilmer


2. DEAR MR. KILMER (CHARACTERS)

I THINK....
1. Split the class into 2 groups.
2. Cut handout A (make 2 copies). Put all the 6 characters
cards on the board (2 columns, one for each group).
3. Prepare the characteristics cards in 2 different boxes (cut
handout B).
4. Give one characteristics box to each group. Allow the
students time to read all the characteristics and match the
correct characteristics to the right characters. NOTES: this is
only done in group.
5. Next, from each group, students take turn to paste the
characteristics to the characters on the board.
6. When everyone has finished, check the answers.
7. Make copies of handout C- one copy for each student. Tell
students to copy the right answers into the personal note
for reference.
VARIATION
1. Withdraw the fixed sequence of turns and invite students
to play competitively.

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

71

Dear Mr. Kilmer

72

ACTIVITY 2 (HANDOUT A)

GUS

PA
ANGIE
HANNAH
SCHERMER
JOYCE KILMER
RICHARD KNIGHT
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

Dear Mr. Kilmer

73

ACTIVITY 2 (HANDOUT B)

a famous poet, a friend of Richard and died in German


during war
the main character who likes to write poetry
Richard's dad
Richard's
Richards
elderdad
brother
Richard's older sister
Richard's neighbour. She is an American German
Kind, sensitive and sympathetic
Pale, slender, tall with blonde hair, resembles his mother
Brave and true to his principles
Creative and artistic
Beautiful, with blue eyes and blonde hair like corn silk
Hardworking, humble and helpful
Richards classmate
Sensitive and supportive
Intelligent and helpful

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

Dear Mr. Kilmer

Unseen character
A poet, works for The New York Times
Kind, thoughtful, encouraging and brave
Honest
A loving and understanding father
Stout, dark and brawny
A man of few words
A practical and hardworking farmer
Determined: enlist in the army
Insensitive
Loving and patient
# teachers may refer to any workbook for the characters traits

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

74

Dear Mr. Kilmer


ACTIVITY 2 (HANDOUT C)
Fill in the boxes with characteristics of each character.

RICHARD KNIGHT

JOYCE KILMER

HANNAH SCHERMER

GUS

ANGIE

PA

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

75

Dear Mr. Kilmer

76

Answers
Activity 1
Across

Down

3 Mr Higby
5 Mrs Hansen
7 Joyce Kilmer
10 Richard Knight
11 Gus

1 Hannah Schermer
2 Abner Lewis
4 Angie
6 Peggy
8 Otto
9 Pa

Activity 2
RICHARD KNIGHT
- the main character who likes to write
poetry
- Kind, sensitive and sympathethic
- Creative and artistic
- Pale, slender, tall with blonde hair,
resembles his mother
- Brave and true to his principles
- Hardworking, humble and helpful

JOYCE KILMER
- a famous poet, a friend of Richard and died
in German during war
- Unseen character
- A poet, works for the The New York Times
- Kind , thoughtful , encouraging and brave
- Honest

HANNAH SCHERMER
- Richards classmate
- Richard's neighbour.She is an American
German
- Beautiful, with blue eyes and blonde hair
like corn silk
- Sensitive and supportive
- Intelligent and helpful

GUS
- Richards elder brother
- Determined: enlist in the army
- Insensitive

ANGIE
- Richard's older sister
- Loving and patient

PA
- Richard's dad
- A loving and understanding father
- Stout, dark and brawny
- A man of few words
- A practical and hardworking farmer

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

Dear Mr. Kilmer


3. CHARACTERS- WHO IS WHO?

1. Cut up handout A and paste them around the class. Make


sure that they are visible to the students.
2. Divide the class into pairs. Give each student a copy of
handout B.
3. Explain: In each pair, one student will be the writer, and
one will be the runner. Only the runner can go around the
class and memorize the lines. The writer will write them on
handout B, in the section Evidence. Runner is not allowed
to write the sentences on their palms or papers. They need
to memorize the lines and tell the writers.
4. Reminder: tell students that it is okay to do it several times
(back and forth) for each line.
5. Once they manage to get all evidences, in pairs, they need
to match the characters to the evidences.
6. When everyone has finished, check answers in plenary.
7. Finally, students need to elaborate each evidence using
their own words. Encourage them to eleborate each point
with supporting details. Tell students to find the sixth
evidence of any characters in the novel.

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

77

Dear Mr. Kilmer

78

ACTIVITY 3: HANDOUT A

Chapter 4
I enjoyed your letter... You mustnt let fear of ridicule imprison you
...be strong!

Chapter 3
Slowly he picked up his pen...he had already made his decision. He
signed his name.

Chapter 6
When Hannah finished reading her essay, he applauded loudly. But
he realised, he was the only one clapping.

Chapter 7
She declined the role of Lady Liberty after many students were angry
about her selection for the role.

Chapter 8
She baked cookies with nuts and raisins in them, while her mother
knitted a scarf to Mr Kilmer for Christmas.

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

Dear Mr. Kilmer

79

ACTIVITY 3: HANDOUT B- Match the characters with the


lines (evidences). Complete the elaboration. Try to find
another evidence of any characters from the novel.
No

Evidences

Richard
Knight

Characters

Hannah
Schermer

Elaboration/Details

Joyce
Kilmer

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

Dear Mr. Kilmer

80

Activity 3
No

Evidences

Characters

I enjoyed your letter.. You musnt let fear of ridicule


imprison you ...be strong!

Joyce kilmer

Chapter 3
Slowly he picked up his pen...he had already made his
decision. He signed his name.

Richard Knight

Chapter 6
When Hannah finished reading her essay, he applauded
louldy. But he realised, he was the only one clapping.

Richard Knight

Chapter 7
She declined the role of Lady Liberty after many students
were angry about her selection for the role.

Hannah Schermer

Chapter 8
She baked cookies with nuts and raisins in them, while her
mother knitted a scarf to Mr Kimler for Christmas.

Hannah Schermer

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

Dear Mr. Kilmer


Activity 4 Characters
Msytery Box
1. Before we get started, you need to have speakers,
music and a box.
2. Cut handout A, fold and put them in the box.
3. Ask all students to sit in a big circle. Tell them that
they are going to play the Mystery Box game. When
music is played, they need to pass the box around
the circle, anti-clockwise. Keep passing the box until
the music stops. The last person who holds the box
need to choose a paper from the box and answer the
question written on it.
4. Give students some time to think of the answer. If
they could not answer the question, allow others to
help.
5. Repeat the steps until all questions are done.

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

81

Dear Mr. Kilmer

82

Activity 4 - Handout A
Richard is dark and browny. (TRUE OR FALSE?)
Richard looks like his mother. (TRUE OR FALSE?)
Richard is the youngest of 3 siblings. (TRUE OR FALSE?)
Richards English teachers name is ___________.
What is the name of the German girl?
Who wrote the poem, Trees?
Who is Joyce Kilmer?
Describe 2 physical traits of Gus.
Gus insists to join the war even though Pa does not allow it. This shows that Gus is...?
Give one evidence to show that the Schermers are patriotic Americans.
Give one evidence to show that the Schermers are patriotic Americans.
Pa is a supportive father. Give one example from the novel.
Richard is described as someone who is brave and true to his principles. Give 2
examples.
When Hannah decides to turn down the offer as Lady Liberty, it shows that she is
_____
Richards English teachers name is ___________.

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

Dear Mr. Kilmer

83

Give one example to show that Pa knows the importance of education.


Hannah is a beautiful girl. She has......
Which character from the novel that you admire most? Why?
Hannah faces a lot of challenges in the novel. Give 1 example.
Hannah faces a lot of challenges in the novel. How does she overcome the challenges?
Hannah faces a lot of challenges in the novel. How does she overcome them?
What lessons did the main character learn? How did it help him to become a better
person?
How would you describe Mrs Hansen?
Both Mr Kilmer and Richard tell us that writing poem is not a sissy thing. Do you
agree? why?

By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)

Dear Mr. Kilmer

EXPLORING THE SETTINGS


OF
DEAR MR KILMER
ACTIVITY 1

Where does the story take place?


____________________________________________________
____________________________________________________
____________________________________________________

During what time period does the story take place?


__________________________________________________

How does the setting (place and time period) affect or contribute to the
plot of the story?

By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)

84

Dear Mr. Kilmer


ANSWER KEY

1. Where does the story take place?


The Knights farmhouse
The Schermers tavern
Richards school

The headquarters of The New York Times


The battle trenches where American soldiers fight
The New York Armory where Joyce Kilmer trains for war
(Choose three out of the answers above)

2. During what time period does the story take place?


February 1917 to November 1918; before the United States joined
World War I until the end of the war.

3. How does the setting (place and time period) affect or contribute to the plot of
the story?
(Any relevant answer acceptable)

By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)

85

Dear Mr. Kilmer


EXPLORING THE SETTINGS
ACTIVITY 2
Based from the pictures, describe the place where the story take place?

PICTURE 1

PICTURE 2

__________________________

_____________________

__________________________

_____________________

PICTURE 3

PICTURE 4

__________________________

_____________________

__________________________

_____________________

By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)

86

Dear Mr. Kilmer

ANSWER KEY
PICTURE 1
In the woods, where Richard, Gus and Pa went for hunting.
PICTURE 2
The battle trenches where American soldiers fight.
PICTURE 3
Richards classroom where he reads and writes the poem.
PICTURE 4
The Knights farmhouse where Richard and his father work on
together.

By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)

87

Dear Mr. Kilmer

EXPLORING THE SETTINGS


ACTIVITY 3
Who do you associate with these places?
Match the characters (column A) to the places (column B)

COLUMN A

COLUMN B

1. A one room newspaper office

Pa

2. Pool in the forest

Mrs

Hansen
3. Open countryside for horseback riding and cattle herding

Gus

4. An old, leafy oak tree which overlooks a railway track

Roland

5 A tavern which serves sausages, sauerkraut and beer

Mr

Garrison
6. The football field

Schermers

7. The New York Armoury

Angie

8. El Carney, Cuba

deer

9. A farmhouse kitchen

Richard

10. A working desk with posters on a coming pageant

Joyce

Kilmer

By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)

88

Dear Mr. Kilmer


ANSWER KEY
1. Mr Garrison
2. Deer
3. Pa
4. Richard
5. Schermers
6. Gus
7. Joyce Kilmer
8. Uncle Roland
9. Angie
10. Mrs Hansen

By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)

89

Dear Mr. Kilmer


Activity 1 : FINDING VALUES
List 5 moral values that you have learnt from Dear Mr Kilmer

Ex : Family Love

dear mr
kilmer :
moral
values

Choose one value and relate the value to our daily life.

poem

By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )

90

Dear Mr. Kilmer

91

Activity 2 : MATCHING DESCRIPTION


Match the moral values to their description

1. War

benefits no

A. Richard was friends with the


Schermers despite receiving a lot
of pressure to stay away from
them.

one
2. Family

B. Many lives were lost and the


people of Turtle Lake were
divided. Unity was lost because of
discrimination

Relationships
3. The

gift of
Friendship

4. Be

C. Richard and Hannah supported


each other when their classmates
were unkind to them. Richard
also received moral support and
encouragement from Joyce
Kilmer
D. The Knights and Schermers care
about each other and worry about
each other's safety

creative

5. The

value of
Education

6. Stand

E. Poetry writing is a form of creative


expression which brings comfort
to both Richard and Joyce Kilmer

firm in
what you believe
in

F. Pa insisted that Gus finish his high


school education before joining
the army. Ignorance cause
discrimination, as seen in the
community's misconception of
Germans

By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )

Dear Mr. Kilmer

92

Activity 3 : FINDING EVIDENCE

Fill in the table with appropriate moral values, description


and evidence from the text.

MORAL VALUE

Ex : We must
always stand
firm in what
we believe in

EXPLANATION
Richard was friends
with the Schermers
despite receiving a lot
of pressure to stay
away from them.

TEXTUAL
EVIDENCE
Chapter 6/7 ( pg 78, 79)
When Hannah finished
reading, Richard clapedHe
was the only student in the
classroom applauding

By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )

Dear Mr. Kilmer

93

ANSWERS:
ACTIVITY 1
(Accept any possible answers)
ACTIVITY 2
1. (B) 2. (D) 3. (C) 4. (E) 5. (F) 6. (A)

ACTIVITY 3
Suggested Answers

MORAL VALUE

Ex : We
must always
stand firm in
what we
believe in
We must have
integrity

We must
support
family
through thick
and thin

EXPLANATION

TEXTUAL
EVIDENCE

Richard was friends with the


Schermers despite receiving a lot of
pressure to stay away from them.

Chapter 6/7 ( pg 78, 79)

Richard has shown integrity towards Hannah


when no one else did. Mrs Hansen was very
proud of his action. He signed the card.

Chapter 3 (pg 33)


But when he remembered
pretty Hannah, who has never
hurt anyone.
Despite the fact that he was
tired of being different, he
knew he had to sign the card
Chapter 1 (pg 7)
You dont have to come
hunting anymore Pa told
Richard

The Knights and the Schermers care about each


other. They support each other

When Hannah finished


reading, Richard clapedHe
was the only student in the
classroom applauding

Chapter 4 (pg 54-55)


1. The Schermers support
Papas decidion to
come to Iowa.
2. They also supported
Ottos decidion to join
the army
ACCEPT ANY POSSIBLE ANSWERS.

By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )

Pictures

94

Pictures

95

Pictures

96

Pictures

97

98

CONCLUSION
This module shows that teachers from Jempol and
Jelebu can work hand in hand in order to come out with
great ideas for the 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
as well as teachers from all around the globe 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.