LITERATURE COMPONENT FOR FORM 1

Short Story
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By Jane Langford

Table of Contents
Introduction About Short Stories Synopsis Elements Activities Beyond The Text Assessment Answer Key Glossary Panel of Writers

Curriculum Development Division. Ministry of Education Malaysia. 2009

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SHORT STORY

Introduction
Welcome to the World of Literature! We hope you will enjoy working with this guidebook, specially designed to help you prepare your students for the Literature Component of the KBSM English Language syllabus. We recommend that the activities in this guidebook be carried out as creatively as possible so as to allow students to appreciate the genre and to develop a sense of familiarity with the various literary terms and devices in the short story. Be ready to listen to students¶ views and opinions, and encourage them to produce their own answers. It is our sincere hope that the activities and worksheets in this guidebook will act as a springboard for your own ideas and methods for exploring the individual texts. Have a good time showing your students that Literature is fun!

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SHORT STORY

About Short Story
What is a Short Story? y y y y y y y y A short story is written in prose form and much shorter than a novel. The length of a short story may be between 500 to 1500 words. There are fewer characters in a short story compared to a novel. The story line is more focused and less complicated. The time period is shorter and the setting is not as varied as in a novel. A short story has only one main theme and fewer sub-themes. It may be just fiction or based on facts. It often deals with basic human concerns.

Theme and Sub-Theme y y y y A theme is the central idea, the main message/ important lessons/ moral issues that you can learn from the text. It is not usually presented directly in the story. The theme becomes clear only when you have understood the story well. Many short stories usually focus on issues that are of concern to society. To uncover the theme of a story: (a) Look at the title. Sometimes, it will give a clue about the theme. (b) Take note of any repetition. Sometimes, these will lead you to the theme. (c) Study the symbols. What are they trying to suggest? (d) Look closely at all the details and particulars that are presented. They give a lot of clues to the theme.

Setting y y The setting usually refers to the time and place in which the story takes place. The setting often influences the values, beliefs and attitudes of people.

Characters y Characters are the people found in the story. Sometimes, a character can also be an animal or an object. y These characters can be categorised into main characters and supporting characters. The character that dominates the story is usually the main character. y Their characteristics are the way these characters behave and act. y Readers can learn about characters in many ways including: (a) physical traits (b) actions (c) opinions

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(d) dialogue (e) point of view Plot y y y A plot tells how events are connected or how the story is told. A common pattern of a plot is a course of events in a story that contains a conflict or a problem that ends with a resolution or a turning point. In other words, a plot is a sequence of events, the ³why´ for the things that happen in the story.

Point of view 1. In a story, someone is telling the story from his or own point of view. 2. The point of view could be: (a) in the first person , using µI¶ and µWe¶ to give the personal touch (b) in the second person, using µthey¶ / µhe¶ / µshe¶ / µit¶ (c) who tells the story and how it is told are very important. The tone and feel of the story and even its meaning can change depending on who is telling the story. Language and Style 1. Language includes all the literary and sound devices a writer uses to tell his story and conveys his message. 2. The language preferred by a writer and the way he uses it determine his own unique style. 3. There are many types of styles a writer may use in order to attract the attention of the reader. For example, (a) a distinctive use of descriptive words to bring out the setting, the colour, the arrangement, the people and the environment (b) a preference for certain choice of words and their arrangement (c) use of humour (d) use of rhymes, images and symbols 4. The flashback is one of the most common technique used in a short story. It is an action that interrupts to show an event that happened at an earlier time in the story, which is necessary for a better understanding. 5. Foreshadowing is the use of hints or clues to suggest what will happen later in the story. 6. Imagery is also an important element used in a short story to evoke one or all the five senses ± sight, hearing, taste, smell and touch. 7. Usually, writers use metaphors and similes to emphasis the images given. Tone 1. The writer¶s tone is his attitude towards the subject of his story and towards his reader. 2. You can use adjectives such as ³serious´, ³light-hearted´, ³pompous´, ³nostalgic´, etc. to describe tone. 3. Tone suggests or influences mood and atmosphere. 4. Mood and atmosphere are very closely linked; both capture the general feel of the story. Mood indicates the general, underlying feel of the story. Atmosphere is the general sense of the story.

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Irony 1. Irony refers to a contrast, usually between what is expected or intended and what is actual or real. 2. Irony involves double meaning. In an ironic statement a speaker or writer uses words in such a way that the words suggest the opposite meaning of what they actually means. Figurative Language 1. A simile is a figurative comparison that uses ³like´ or ³as´ to connect to ideas or items. It is an indirect comparison. 2. A metaphor compares two unlike things directly. A metaphor states that one thing is something else. 3. Personification: When something is personified, it is given human qualities. Sometimes, this makes an image vivid and dynamic for the reader.

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Tristan changes his mind about Chesterlea Grange. Their mother decides to enrol James in Highfields and Tristan who is physically challenged and wheelchair bound. Knowing James cannot cope himself alone. However. brilliant and a capable boy but James is shy. she worries about James and wonders how he is going to manage all alone at Highfields. in order to be with James. Both brothers are confused over the thought of being separated as they have never been apart from each other. the school is far away from home and he would only be able to see James once a week.SHORT STORY Synopsis µFlipping Fantastic¶ by Jane Langford is a story about twin brothers and their mother. On the other hand. in a special school (Chesterlea Grange). Tristan calls on their friend Kiara Jones to help James in Highfields. Tristan is an outstanding. Both of them are about to finish their primary education at Peter Hill Primary soon and plan to begin their new school term in two different schools. the twins are concerned about how they are going to cope in their new school environment. nervous and lacks confidence. The mother wants the twins to be independent. Besides that. James manages to persuade him by reminding him of all the facilities and activities in his new school that Tristan dreamt of. The twins at last realise that they have made the right decision and their new school environment is flipping fantastic. Since they rely on each other. 6 . She is confident that Tristan would be able to cope well at Chesterlea Grange.

CHARACTER Tristan and James : They are the main characters in the story. She is determined to send her sons to different schools so that they would be independent and confident about their own abilities THEMES Fear of the unknown: James dreads being alone in Highfields without the help of Tristan. The school also has sports activities such as basketball tournament. VALUES 7 . Although Tristan feels excited about his new school. They perform in a play entitled ³The Adventures of Tom Sawyer´ which is the last activity in the school. At the end of the story. at times he feels confused at being alone and far away from home and his brother in the new school. wheelchair games and so on. Other themes/ sub-themes: a caring society. being independent. James is shy. nervous and has a low self-esteem. Motherly pride: Mum takes pride in her boys¶ ability. Mum: She is the mother of Tristan and James.SHORT STORY Elements SETTING Peter Hill Primary: Tristan and James are finishing their final year in this primary school. Tristan looks forward to be enrolled in this special school which has all the facilities that he has dreamt of such as a drama studio. Chesterlea Grange: This is a residential school for students of special needs situated far away from Tristan¶s home. Tristan is more confident and outstanding than James. games room. She admires James¶s courage to perform on stage despite being an introvert and appreciates Tristan¶s great performance. swimming pool and a paddock. brotherly love. Highfields: This is the school that James is going to be enrolled in when the new school term begins. archery contest. James feels excited about his new school as most of his schoolmates are there including Kiara Jones. as µTom Sawyer¶ in the school play. They are twin brothers who are dependent on each other.

has always been so nervous. appreciation. concern. the new school is really cool. Diction (the choice of words used in the story) y y y y y Simile The story has several similes e. We see the events from three perspectives. lots of exclamation marks (!) to express emotions use of contractions (e. James¶s thoughts appear to be on lined paper while mum¶s thoughts are in italics. serious and reflective. flipping. short sentences. I¶ve been really worried about him« reflective ± Just because we¶re twins doesn¶t mean we have to be good at the same things.g. James and Mum. helpfulness LITERARY DEVICES Point of View This story is written from the first person point of view. collywobbles. Slang /colloquial expressions e. I¶ve really blown it! (to give it a fresh modern feel) Rhetorical questions 8 . it¶s. serious . Tristan¶s thoughts are in a box. E. consideration.«James. I accept that.g.g. mate. Journal entries/reflections y 3 different styles to express the thoughts and feelings of the 3 characters. etc. Tone The tone is generally sincere. I feel like a tyre that has burst. . At times it is emotional. The pronoun ³I´ is used..g. as freely as a freshly oiled cog. etc) to show a conversational style Contrast y y Contrast of writing styles. gratefulness. emotional .Independence. namely that of Tristan. We can experience their thoughts and feelings. he¶s.Talk about pride! Tonight I thought I was going to burst with it! simple vocabulary. on the other hand. Contrast of opinions and characters Tristan loves drama while James loathes it.

g. Students use the Venn Diagram to write down the similarities and differences of the two main characters in the story. Notes Teacher can provide word cards for weak students to complete the Venn Diagram. Students can work in pairs 9 . How can I tell Mum? FLIPPING FANTASTIC ACTIVITY SS1 Character Traits Aim To identify the similarities and differences between two main characters in the story. . Students write common traits of the two main characters in the intersection of the circles. In the circle next to each character. . students write words and phrases that describe the traits of the character. e. .Questions that require no answer. 40 minutes Materials Worksheet SS1 Steps Distribute a copy of the Character Trait Venn Diagram to each student.

James Tristan 10 .FLIPPING FANTASTIC WORKSHEET SS1 Character Traits Complete the diagram below with the similarities and differences between the two characters in the story.

FLIPPING FANTASTIC ACTIVITY SS2 Who Said What? Aim To be able to recognise and analyse the characters in the story. Write the sentences in the speech bubbles provided. 11 . 40 minutes Materials Worksheet SS2 Steps Distribute a copy of worksheet to each student. Students choose the statements from the box above and match them with the character in the picture. Notes Get students to read with correct intonation and expressions. Students read the statements in the box.

FLIPPING FANTASTIC WORKSHEET SS2 Who Said What?          ³Me and my big mouth! Why did I ever go and talk to him about his new school´ ³Today I feel like a tyre that has burst.´ ³The play put me on the real high´ ³I can see that old scared look back in his eyes. Wherever he goes. totally deflated´ ³We are pretty much stuck together. What can I do to make him feel better?´ 1. ___________________________ ___________________________ 3. ___________________________ ________________________ 12 . he goes´ ³Words fail me! Tristan doesn¶t want to go to Chesterlea Grange after all. What on earth am I going to do?´ ³Tristan has always been a live wire´ ³She¶s moving out to a different school and I don¶t have to worry about seeing her anymore´ ³I¶ve been really worried about how he¶ll find his way around without Tristan to help him. I go and wherever I go. ___________________________ ___________________________ 2.

________________________ ______________ ___________________ __________________ _ 13 . ________________________ _____________________ ___________________ ____________ ______________ 3.1. ______________________________________ ___________________ __________________ _ 2. ________________________ ______________ ___________________ __________________ _ 3. ________________________ _____________________ ___________________ __________________ ________ 1. ________________________ _____________________ ___________________ __________________ ________ 2.

Divide the class into small g roups of three or four. Students can use a dictionary to find the meanings of the words. Make word cards and stick them on the wall around the classroom.FLIPPING FANTASTIC ACTIVITY SS3 Search and Match Aim To explore new vocabulary. Notes Reward groups that come up with the most correct answers. 80 minutes Materials Materials Worksheet SS3 Handout SS3 Steps Teacher list down words taken from the text (as many as possible). Distribute Worksheet 3 to each group. . Students move around the classroom to memorise the words and return to their respec tive groups to fill in the column provided. Tell students to search for words that match the meaning of the sentences in the worksheet. 14 . Set a time limit (10 minutes) to encourage competition.

Word 15 . I¶ve been really worried about how he¶ll find his way around without Tristan to help him Today. They were wonderful.FLIPPING FANTASTIC WORKSHEET SS3 Search and Match Fill in the column on the right with the appropriate words. I feel like a tyre that has burst. little line. No. consisting of just seven words and I got it wrong We are pretty much stuck together. I go and wherever I go. totally deflated She¶s moving out to a different school and I don¶t have to worry about seeing her any more I know that I rely on Tristan but he r elies on me too I don¶t know what to think Me and my big mouth! Why did I ever go and talk to Tristan about his new school? I can¶t wait to see Tristan at the weekend to tell him all about I don¶t know who invented the µdis¶ word. she s ays. He always gets µA¶s in his homework He understands how computer works My two sons were the stars of the school play. I¶m only interested in what you can do. he goes. H ow will I cope at my new school without him? He¶s far smarter than me. I hate drama One tiny. I¶m not interested in what you can¶t do. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Sentences The play put me on a real high Tristan has always been such a live wire Tonight was the worst night of my life. Wherever he goes.

FLIPPING FANTASTIC HANDOUT SS3 Search and Match Sample word cards ECSTATIC ACTIVE AWFUL EMBARRASSING DEPENDENT INFERIOR PRIDE DEPRESSED RELIEVED CONCERNED CONFUSED REGRET DETERMINED EAGER INTER-DEPENDENT 16 .

17 . Get students to fill up the µFun With Pictures ¶ graphic organizer.FLIPPING FANTASTIC ACTIVITY SS4 Fun with Pictures Aim To analyse the story by studyin g the pictures in the short story. activities. and actions in the pictures. Students write a list of nouns and verbs that they see in the pictures. places . 80 minutes Materials Materials Worksheet SS4 Steps Students study the illustrations in the short story. Students identify and describe the people. Notes Ask students to colour the pictures in the short story book.

Fill in each magnifying glass with suitable words or phrases.FLIPPING FANTASTIC HANDOUT SS4 Fun with Pictures Study the pictures in the short story. 18 .

Students write a synonym and an antonym of the word in the spaces provided. 19 . 80 minutes Materials Materials Worksheet SS5 Dictionary or Thesaurus Steps Provide a copy of the worksheet to each student.FLIPPING FANTASTIC ACTIVITY SS Alien Attack Aim To explore the meanings of new vocabular y. Notes Students can create more than one sentence. Students write a new word from the story. Students write a sentence from the text. Students look up the meaning of the word from the dictionary and write it in their own words in the space provided.

WORD DEFINITION SYNONYM ANTONYM SENTENCE 20 .FLIPPING FANTASTIC WORKSHEET SS5 Alien Attack Feed the alien¶s tummy with relevant information .

Students study the pictures carefully. 21 . 80 minutes Materials Worksheet SS6 Steps Notes Distribute copies of the worksheet. Students fill in the boxes provided with appropriate words or phrases with close reference to the text.FLIPPING FANTASTIC ACTIVITY SS6 The Place To Be Aim To analyse the setting of the story. Teacher can provide scrambled letters of the words.

FLIPPING FANTASTIC WORKSHEET SS6 The Place To Be Fill in the boxes with suitable words or phrases FACILITIES IN CHESTERLEA GRANGE 22 .

Fill in the boxes with suitable words or phrases SPORT ACTIVITIES IN CHESTERLEA GRANGE 23 .

FLIPPING FANTASTIC ACTIVITY SS 7 Tell Me Aim To sequence the events of the story 80 minutes Materials Worksheet SS7 Steps Distribute a copy of the worksheet to each student. Students study the sentences carefully. Write a summary of the story by sequencing the events given below. Notes Students arrange the sentences according to the structure of the story . 24 . Students complete the zig -zag timeline on the right by sequencing the events on the left.

The first one has been done for you. The twins who rely on each other are upset over the thought of being separated.FLIPPING FANTASTIC WORKSHEET SS7 Tell Me Write the correct sequence of the story in the µzig -zag¶ timeline. 10. 6. Tristan is excited over the facilities in Chesterlea Grange. Tristan changes his mind about going to Chesterlea Grange in order to be with James. Mum is quite confident about Tri stan but worried about James on how he is going to manage in his new environment. James and Tristan are about to complete their primary education at Peter Hill Primary. 5. The boys realise that they have make the right decision and are very happy in their new school environment. James feels nervous about being alone in Highfields without Tristan to help his way around. 4. ZIG ZAG TIMELINE 1. James manages to persuade Tristan to go to Chesterlea Grange by reminding him of the facilities and the friendly staff there. 8. 2. 6 25 . 7. 9. 3. Their mother feels that Tristan ha s to be enrolled in a special school so that he can be independent. Tristan calls Kiara Jones and seeks her help to assist James at Highfields.

FLIPPING FANTASTIC ACTIVITY SS8 Story Block Aim To analyse how the story leads towards a climax and resolution 80 minutes Materials Worksheet SS8 Steps Teacher discusses the story with the class by giving the idea of rising and falling action. Students complete the story wheel with relevant details from the short story. Notes Teacher uses a familiar story e. to show how a story builds over time. leading to a climax and then to a conclusion. Teacher distributes a copy of the worksheet to each student. 26 . Harry Porter.g. This lesson can also be carried out as a group activity.

FLIPPING FANTASTIC WORKSHEET SS8 Story Block Complete the story blocks with relevant details from the story _________________________ _________________________ _________________________ _________________________ _________________________ CLIMAX _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ RISING ACTION FALLING ACTION ______________________ ______________________ ______________________ ______________________ ______________________ _____________________ _____________________ _____________________ _____________________ _____________________ BEGINNING ENDING 27 .

FLIPPING FANTASTIC ACTIVITY SS9 Show Me The Evidence Aim To identify and analyse the themes in the short story. Notes Students can write a prose on the theme of Brotherly Love. Students read and analyse the textual evidence from the story. Match the themes provided with the textual evidence. 80 minutes Materials Worksheet SS9 Steps Distribute a copy of the worksheet to each student. 28 .

C My two beautiful sons were the stars of the school play. Could I remember it? No. Mr. All I had to do was say one merely line. Tristan was wonderful as Tom Sawyer. Fear for the unknown A mother¶s pride Inferiority Complex Inferiority Complex Caring for the disabled A Next term will be different but I don¶t want to think about that right now. little line consisting of just seven words and I got it wrong. One tiny. Sewell said he was a real µpro¶. D 29 . Sewell has to carry me while James lifts my wheelchair B I don¶t know how he manages to learn all those lines. The woman in the seat behind me said she could hear every word and Mr.FLIPPING FANTASTIC ACTIVITY SS9 Show Me The Evidence Match the themes with the textual evidence provided. of course not. It¶s too horrible for words.

Notes Unscramble the words beside the clues provided. Study the clues given carefully. Locate and highlight the words in the word maze Use of different colours can be encouraged to identify the values in the word maze 30 .FLIPPING FANTASTIC ACTIVITY SS10 Amazing Maze Aim Identifying values in the story 80 minutes Materials Worksheet SS10a and SS10b Steps Distribute the worksheet to each student.

appcitveirea 4. ____________________ 31 . At the end of the play I·ve got to thank Mr. I feel as if I·m losing something very special.FLIPPING FANTASTIC WORKSHEET SS10a Amazing Maze Unscramble the words using the clues. ____________________ I can help him with his wheelchair up all the ramps in the corridors phleulf 2. ____________________ How will he cope at his new school without me? oncerdenc 3. ____________________ Nothing will be the same at the new school. locate the values in the word maze provided. ____________________ He actually stood up in front of the whole audience and said his line termidend 5. Sewell. our English teacher tegaflur 1. Then.

E V I T A I C E R P P A R Z N D Q S E C A L Z X D H D N D D T O U U C X A R H F K F E E U F L T R V C M H H Y E T E P I B A I O A G F B N T E E P V S E N H G X O A K T R R I H R C S U O R X B E M M M I B E U Y G C F O A V U I D O R E M M X U B K I N X N N N Z S C Z H E L P F U L E E H C X W K A J F I L U O D D 32 .FLIPPING FANTASTIC WORKSHEET SS10b Amazing Maze Look for the values identified in the previous worksheet.

Write an interesting telephone conversation between Tristan and Kiara. Suggest what Tristan would have told Kiara when he asked her favour to be a special friend to James in Highfields. Which do you prefer and why? 3. 33 . Think about the similarities and differences between your primary school and the present school.FLIPPING FANTASTIC BEYOND THE TEXT SS1 Try This 1. Find out more about the author of µFlipping Fantastic¶. Jane Langford and what inspired her to write this story. 2.

FLIPPING FANTASTIC BEYOND THE TEXT SS2 It·s Fantastic Here 1. Students get together in groups to compare and contrast their former and present school environment. magazines. 3. Ask students to form small groups. Students who come from the same primary school can form a group. video clips of their primary school and their secondary school. 2. 34 . 4. Power point presentation is encouraged. Select a leader to facilitate the activity Students gather pictures.

Students present their work on display papers Students paste their work on the walls of the classroom Students move around to browse other groups¶ work. 5. Students who come from the same primary school can form a group. Students get together in groups to compare and contrast their former and present school environment. 3. Students compare. 4. 7. 35 . Select a leader to facilitate the activity Students gather pictures.FLIPPING FANTASTIC BEYOND THE TEXT SS2 It·s Fantastic Here 1. magazines. 2. Ask students to form small groups. 6. contrast and respond during the presentations. video clips of their primary school and their secondary school.

FLIPPING FANTASTIC BEYOND THE TEXT SS3 Making It Works 1. Surf the net to find out the various job opportunities for people with special needs in our country. 36 . List down the companies or government agencies that provide the jobs. 2. Collect information on training programmes to help these people with special needs. 3.

2. 3. Students present their findings. 4. Students work in pairs to discuss the facilities and activities available in these schools. 37 . Students download the charitable organisations that run these special schools. Students browse the net to obtain information about special schools for children of special abilities (gifted).FLIPPING FANTASTIC BEYOND THE TEXT SS4 Caring Society 1.

Tristan agrees to go to Chesterlea Grange to please his mother. 6. James dislikes drama. 2. Write (T) for true statements and (F) for false statements in the box provided. 4. 38 . James persuades Tristan to go to Chesterlea Grange. 10. Mum thinks that it is a mistake choosing different secondary schools for her sons. 8. James is nervous about the thought of being alone in Highfields without Kiara Jones around. 5. Mr. Sewell is Tristan¶s favourite Maths teacher. 9. 3. Chesterlea Grange has all the facilities that James like. Jessica Parker is the twin¶s classmate. 7. Tristan plays the role of Tom Sawyer in the school play. 1. James is quite happy about leaving Peter Hill Primary because he doesn¶t have to take part in school plays anymore.FLIPPING FANTASTIC ASSESSMENT 1 True or False? Read the statements below.

D. He is outstanding in his school 4.. Which word describes James¶s feeling of being alone in Highfields? A. but now she¶s moving to a different school and I don¶t have to worry about seeing her anymore. relative 3.FLIPPING FANTASTIC ASSESSMENT 2 Choose One! 1. C. What is mum¶s perception about James? A. A.¶ 2. He is shy and nervous. Based on the extract above. Which statement below is not true about Tristan A. nightmare µFor the past six years I¶ve lived in fear of Jessica Parker and her stupid laugh. D. student C. He loves Jessica Parker. He is an active boy. He is confident. He is physically challenge B. confused C. He dislikes Jessica Parker. B. teacher B. C. His mother is proud of him. Jessica Parker is most probably a«««. hilarious B. 39 .

then lost the ticket down a drain¶ means. I must ask them if this is what they really want. What does the word µthis¶ in the above extract refer to? __________________________________________________________________ __________________________________________________________________ 2. The expression µas if they¶ve won the lottery.FLIPPING FANTASTIC ASSESSMENT 3 Have I Understood? Practice 1 Read the extract and answer the questions below. Perhaps it was a mistake to choose different secondary schools for them. They¶re very different children but they¶re still twins. How does the mother feel about choosing different schools for her boys? Give a reason. I can¶t let them spend the rest of the summer holidays looking as if they¶ve won the lottery. __________________________________________________________________ __________________________________________________________________ 40 . 1. __________________________________________________________________ __________________________________________________________________ 4. does the mother possess the qualities of a good mother? Explain. It¶s hard for the rest of us to understand quite how they feel. ____________________________________________________________ 3. then lost the ticket down a drain. In your opinion.

Do you think Tristan can remain in Peter Hill even if he wants to? Why? _________________________________________________________________ _________________________________________________________________ 41 . and friendly and everybody knows me. swimming and wheelchair games best. _________________________________ _________________________________ _________________________________ 2. Mum just asked me if I really want to go to Chesterlea Grange! Is she joking? Of course I don¶t want to! I want to go back to Peter Hill. It¶s safe there. Name three events in the Paralympics. c. Every summer they hold an event like the Paralympics.Practice 2 Read the extract and answer the questions below. What attracts Tristan about Chesterlea Grange? _________________________________________________________________ _________________________________________________________________ 4. They have archery contests. I liked the horse-riding. a. b. Why does Tristan feel comfortable in Peter Hill? _________________________________________________________________ _________________________________________________________________ 3. it seemed so much fun. wheelie marathons and basketball tournaments. The thing is. when I went to see Chesterlea Grange on the Open day. I¶ve never had the chance to take part in sports like that. 1.

____________________________________________________________________ ____________________________________________________________________ 42 .Practice 3 Read the extract and answer the questions below. With a bit of luck she¶ll go to the same football practices at Highfields as me. She plays football for the County Girls¶ Under 11s team. Based on your knowledge of the story. do you think Tristan will be jealous of James¶s acquaintance with Kiara Jones? Give a reason. Tristan will be really jealous because he likes Kiara too. What kind of a person is Kiara Jones? ________________________________________________________ ___________ ____________________________________________________________________ 3. She pushed his wheelchair to the refreshment bar at an Under 11s tournament last summer. Kiara Jones is going to Highfields. What common interest do James and Kiara Jones share? ____________________________________________________________________ ____________________________________________________________________ 2. I couldn¶t do it because I was playing. 1. What does James mean when he says that µTristan will be really jealous because he likes Kiara too¶? ____________________________________________________________________ ____________________________________________________________________ 4.

Christopher Reeve (Superman). Students¶ choice 1. 2.g. his experience coping with his disability and achievements Teacher assesses the folio based on its contents and creativity of the students.FLIPPING FANTASTIC ASSESSMENT 4 Authentic Assessment Role Play Aim Materials Steps : : : To encourage creativity None 1. Creating A Folio Aim Materials Steps : : : To obtain information from various sources. Students find out information about a famous personality who has special needs. Study the characters in the story with close reference to their thoughts and opinions about the school play. Students create a group folio by compiling the following details:y a brief background of the person. Role Play the dialogue. 43 . attached with his/her photograph y 3. e. 2. Write an interesting dialogue. 3.

44 . Teacher assesses students based on their accuracy and fluency. Students work in pairs / groups to create a scrapbook entitled \ µParalympics¶. 2. Divide the class into groups of four. Students select a chairperson. 2. Members of the groups discuss on one of the following issues.   4. 3. 3. Students submit scrapbook for assessment. µTwins should be sent to different schools¶. None 1.  Redesigning schools to cater for students with special needs. Paralympics should be introduced in schools for special needs.Scrapbook Aim Materials Steps : : : To explore sports activities for people with special needs. Forum Aim Materials Steps : : : To express one¶s opinion freely in a formal situation.. Students find out types sports activities for people with special needs. None 1.

Considerate. I go and wherever I go. totally deflated. Introvert. Dependent. 3.FLIPPING FANTASTIC ASSESSMENT 4 Answer Key Worksheet SS1 Similarities: Concerned. I can see that old scared look back in the eyes. Outstanding. Computer Literate. Wherever he goes. Today I feel like a tyre that has burst. Inferior. Loving. 3. Dependent. The play put me on a real high. 45 . We are pretty much stuck together. 2. Brilliant. Quiet. She¶s moving out to a different school and I don¶t have to worry about seeing her any more. Lacks confidence (Accept any other suitable answers) Worksheet SS2 Tristan 1. Active James: . Me and my big mouth!. he goes. Responsible Differences: Tristan : Confident. Why did I ever go and talk to him about his new school? 2. Shy. What can I do to make him feel better? James 1. Caring.

PLACES : Chesterlea Grange. Awful 4. Students.Riding. School. Regret 14. Tristan. Eager 15. I¶ve been really worried about how he¶ll find his way around without Tristan to help him. Tristan has always been such a live wire.Mum 1. 2. Pride 8. Relieved 11. Active 3. Football. Parents. Dependent 6. Embarrassing 5. Horse. Computer Room. Inferior 7. Stage. Mum. What on earth am I going to do? Worksheet SS3 1 . Physically Handicapped. ACTIVITIES : Swimming. Words fail me! Tristan doesn¶t want to go to Chesterlea grange after all. Concerned 9. Confused 13.Ecstatic 2. Football Field. 3. Depressed 10. Archery Contest 46 . Determined Worksheet SS4 PEOPLE : James. Audience. Basket-Ball. Interdependent 12. Actors.

Playing. Running. Browsing. Talking.ACTIONS : Acting. Kicking. Laughing. Riding. Walking. if I didn¶t have a disability Worksheet SS6 FACILITIES : SWIMMING POOL GAMES ROOM ARCHERY CONTESTS PADDOCK WHEELCHAIR GAMES DRAMA STUDIO ACTIVITIES : BASKETBALL TOURNAMENT SWIMMING 47 . Playing. Folding Worksheet SS5 (Accept any suitable answers) Example Word Definition Synonym Antonym Sentence : : : : : Disability Unable to do something Handicapped Ability I would be able to do those things too. Watching. Pushing. Standing. Cheering. Clapping. Drinking. Reading.

Falling Action: Mum wonders if she had made the right decision by suggesting that the boys be sent to different schools James persuades Tristan to go to Chesterlea Grange. 3. B. 2. Climax: Tristan changes his mind about going to Chesterlea Grange in order to be with James. 10. 9. Their mother decides to send the twins to two different secondary schools when the new school term opens. 5. C. 7. Worksheet SS9 A. Fear for the unknown Caring for the disabled Inferiority complex A mother¶s pride 48 . 8 Worksheet SS8 Beginning: James and Tristan are about to finish their primary education at Peter Hill Primary. by reminding him about the facilities there. 1. D. Rising Action: The twins who rely on each other are upset over the thought of being separated Their mother is confident that Tristan would be able to cope well but worries about James on how he is going to manage in his new school environment without Tristan to help his way around James dreads over the thought of being alone at Highfields without Tristan. Tristan seeks the help of Kiara Jones to assist James in his new school environment.Worksheet SS7 Answers: 6. Ending: Tristan decides to go to Chesterlea Grange and James to Highfields The boys realise that they have make the right decision and are very happy in their new school environment. 4.

GRATEFUL HELPFUL CONCERNED APPRECIATIVE DETERMINED Worksheet SS10b E V I T A I C E R P P A R Z N D Q S E C A L Z X D H D N D D T O U U C X A R H F K F E E U F L T R V C M H H Y E T E P I B A I O A G F B N T E E P V S E N H G X O A K T R R I H R C S U O R X B E M M M I B E U Y G C F O A V U I D O R E M M X U B K I N X N N N T S C Z H E L P F U L E E H C X W K A J F I L U O D D 49 .Worksheet SS10a 1. 4. 5. 3. 2.

FALSE d. because she is not sure if her boys want to go to different schools 4. Confused. C Assessment SS3 Practice 1 1. FALSE e. Yes. FALSE g. TRUE c. FALSE b. TRUE Assessment SS2 1. TRUE i. TRUE f.Assessment SS1 a. Extreme disappointment 3. B 3. 50 . she wants the best for her sons. TRUE j. TRUE h. Going to different schools 2. C 2. B 4. She is even willing to send both Tristan and James to the same school if that is what they really want.

Archery contests. Because Kiara will be going to the same school as James 4. Accept any suitable answers. wheelie marathon and basketball tournaments 2.Practice 2 1. 51 . No. Because it is safe and has a friendly environment 3. Practice 3 1. Peter Hill is for the Primary Level students. Playing football 2. The facilities and outdoor sports 4. Helpful and active 3.

Word Page Meaning showing or feeling great enthusiasm.FLIPPING FANTASTIC Glossary No. happiness or excitement something that is very confusing and difficult to understand something that is extremely funny and makes you laugh a lot influence or convince someone or oneself 1 Ecstatic 25 2 Bewildering 29 3 Hilarious 33 4 Persuade 36 5 Tournament 31 a sports competition in which players who win a match continue to play further matches in the competition until just one person or team is left. e. find it difficult to say the first sound of a word. 6 Pride 23 a good feeling of happiness and eagerness for praise which you have when you or people that you like have done something good or when you own something that you think is good.g one that has been built so that it can be used by cars and wheelchairs 7 Stutter 23 8 Ramps 32 9 Grump 33 someone who is bad-tempered often because they are slightly angry. disappointed or pessimistic 52 . and often hesitate or repeat it two or three times a sloping surface that connects two places that are at different levels.

Adrian Robert 4. Ira Bhattacharyya (Panel Head) 2. Rahmah Hj Sayuti 3. Y. Pushparani Subramaniam (BTP) 8. Abdul Jalil 6. So Suez Pink 7. Rashid Hj.Tunku Ireneza Marina Tunku Mazlan (Coordinator) 53 .M. Xavier Manickam 5.SHORT STORY Panel of Writers 1.