Form 3

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A Fighter’s Lines
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Curriculum Development Division. Ministry of Education Malaysia 2011

Table of Contents
Contents Page

Preface Acknowledgement A Fighter’s Lines Poetry Introduction Activities Assessment Answer Key Glossary

1 4 5 6 9 12 36 40 44

Preface The Teacher’s Literature Component Teaching Module
This Literature Component Teaching Module is for teachers who are teaching the Literature Component of Language Curriculum for Malaysian Secondary Schools. This second cycle in the implementation of the Literature Component began in January 2010 for Forms 1 and 4. The Literature Component for Form 3 is made up of a selection of creative and literary works in two main genres, Poems and Novels. The module provides an overview of the texts to be taught and suggested activities for the different genres found in the literature component of the English Language Curriculum for secondary schools. This module provides teachers with practical ideas and suggestions for making the teaching of the literature component an interesting and exciting experience both for teachers as well as students. Through fun-filled learning activities, students should be able to

appreciate, demonstrate understanding and express personal responses to literary and creative works. Teachers are encouraged to adapt and modify the activities and materials in this module to suit their students‟ learning styles and level of proficiency. This is to ensure that the element of fun and experimentation with the language is not hampered.

Structure of the Module The Literature Component Teaching Module for Form 3 is divided into eight sections: Section 1 –Introduction: Provides a general overview of the poetry and its elements: Synopsis Setting Tone Mood Themes

Poets background are mentioned for teachers and students information. Section 2 – Activities : This section provides some suggested learning activities and each activity may be accompanied by activity sheets, handouts

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explanation and instruction. Furthermore. there should be some kind of formative assessments carried out during the teaching and learning process to help students progress to their next level of competence. Thus. Section 7 –Glossary: A glossary is provided at the end of each genre section. Thus.and suggested adaptations. Section 6-Suggested answers: The answer keys are provided for the activities in Section 4 and Section 5. for purposes of reinforcement and extension. parts: Time Aim(s) of activity Each activity consists of five Material(s) for the activity Steps on how to conduct the activity Additional notes are included for further clarification. However. there is a need to provide opportunities for the students to participate actively and express themselves without much reservation. Section 5 –Assessment: Test students‟ performance using summative and formative types of questions. teachers are encouraged to adapt. formative assessment could improve instruction and effectiveness in teaching of the Literature Component in the English Language curriculum. 2 . The Literature Component Teaching Module in the English Language Curriculum for Malaysian Secondary Schools primarily focuses on the „fun‟ aspect of learning. it is pertinent to explore students‟ creativity and potential. The suggested answers are guide only and other appropriate responses are acceptable. Teachers should bear in mind that in the teaching and learning of the literature component. Rather. Note to Teachers This Literature Component Teaching Module for Form 3 provides suggested activities for the teaching of the texts in the Form Three Literature Component. modify and adjust the activities to suit the students‟ proficiency level. much effort should be put into sustaining interest in reading literature for fun and not learning for examination purposes. This list contains some of the words/phrases and their meanings as used in the texts.

It is hoped that teachers will find the module handy. resourceful. So this will successfully produce and create effective English Language Lessons that will stimulate students into becoming more proficient and adept English Language users. 3 . helpful and beneficial to effectively and efficiently implement the new Malaysian English Language Curriculum for Secondary School.

Selangor SMK Agama Kuala Lumpur. Pasir. Johor SMK Seri Sentosa. 23. 10. To them. Ahmad Ezanee Pn Ingrid Sarina Rueh Pn Vasanthi Sandragasam Pn Hyacinth Foo Mook Keow Pn Norfidzah bt Mohd Nordin Pn Khoo Guat Tin En.Acknowledgement These teaching modules were developed and compiled with the help of a group of dedicated teachers from various schools all over the country. 22. 2. 30. Intan Hamimah bt Mamat Pn Michelle Lim Pek Sim Pn Elyani bt Khalid Cik Darshini Nadarajan En. Selangor SMK Bandar Puchong Jaya (B). 18. Kedah SMK Rantau. Selangor SMK Bukit Indah. Negeri Sembilan SMK Bintulu. 9. 28. 29. Selangor SM La Salle. Petani. 20. 3. 21. 8. Kuantan. Xavier Manickam En Au Yeong Weng Hang Pn Nooraini binti Baba Pn Ezareen bt C. 19. 4. Gombak. Selangor SBPI Rawang. 5. 6. Kuala Lumpur SMK Taman Melawati. Taiping. KPM Bahagian Pembangunan Kurikulum. 13. Selangor SMK Tun Habab. Sabah SMK Assunta. the Ministry of Education would like to express its sincere gratitude and thanks. KPM 4 . Negeri Sembilan SMK Seksyen 18. Shah Alam. Selangor SMK Subang Jaya SS14/6. working in collaboration with the Curriculum Development Division are: 1. Shah Alam. Kuala Lumpur SK Brickfields 1. Shah Alam. Mohd Zamri bin Abu Zarin En. Ampang. Pn Vasantha Mallar Narendran Pn Yong Wai Yee Pn Suhaila Ahmad Akhirudin En Khairul Anuar bin Yang Ahmad Pn Sathiavany a/p Madhavan En Jimmy Then Choon Jing En Norrol Sham bin Mohd Yunus En. Kuala Lumpur SMK Wakaf Tapai. Negeri Sembilan Bahagian Pembangunan Kurikulum. 14. 17. Sg. 12. Labu. 24. KPM Bahagian Pembangunan Kurikulum. 27. Kota Tinggi. Sarawak SMK Sg. Kota Kinabalu. 25. Negeri Sembilan SMK Seri Permaisuri. Perak SMK St Paul. Seremban. Mohd Redza Asyraf bin Ramlee Pn Juliana Ali Pn Diana Fatimah Ahmad Sahani Cik Masreen Wirda Mohammad Ali YM Tengku Ireneza Marina Tengku Mazlan En Ng Yew Kee SMK Victoria. Selangor SMAP Labu. 7. Pahang SMK Jitra. Adrian Robert Pn Sabina Kok Pn Marina bt Mahmood Pn. Kuala Lumpur SMK Alor Akar. KPM Bahagian Pembangunan Kurikulum. Members of the team. 15. Kuala Lumpur SMK Taman Sri Muda. 11. 26. Selangor SMK King Edward VII. Terengganu SMK Bukit Jelutong. Kedah SBPI Jempol. 16.

body and energy crushed see and cannot do much these times are too big a challenge for the remnants of my crippled years the net of deceit spread everywhere disturbs me In the name of justice Wake up and form ranks sons of our ancestor Be brave And erect a wall of people Stand up heirs of our freedom I have no more voice It is you now who should speak! Marzuki Ali 5 .A FIGHTER’S LINES POETRY A Fighter’s Lines I am old and worn and have lost all my strength sufferings and the history of the fight for independence have forced sacrifices that know no name or life from the wheelchair of the rest of my days I.

There are various types of poetry such as sonnet. The elements in prose and poetry are almost similar. anger.A FIGHTER’S LINES POETRY Poetry What is poetry? Poetry has various meanings to different people. limerick. Poets often select words for conciseness. PROSE/DRAMA Plot Theme Characterisation Point of view Tone Mood POETRY Subject matter Theme Sometimes Voice/persona Tone Mood 6 . sorrow." Poetry is different from prose or drama. haiku. rhyming couplets. Wordsworth who defines poetry as "the spontaneous overflow of powerful feelings". Take for example. The table below will best illustrate the terminology used where the elements are concerned. nursery rhymes and shape poems. and even the spatial relationship to the page. particularly in the economic use of its language . musical value. Thus. acrostic poems. In order to ensure this evocation is fully achieved. Emily Dickinson said. what makes me want to do this or that or nothing. what makes my toenails twinkle. poetry is evocative as it typically evokes in the reader an intense emotion: joy. Poetry does not necessarily have to be in any particular form. catharsis. emotive qualities. "If I read a book and it makes my body so cold no fire ever can warm me. many believe that the cardinal rule of poetry is IT SHOULD BE READ ALOUD. love and the like. spacing. I know that is poetry" and Dylan Thomas defines poetry this way: "Poetry is what makes me laugh or cry or yawn. The „paragraph‟ in a poem is called a stanza or a verse. clarity.

breathe and blow. in I Wonder by Jeannie Kirby: I wonder why the grass is green. And told the trees to take a rest? 7 . Poems use the sounds of language in deliberate.Characteristics of Poetry Uses words to build sensory impressions and create images Plays with the sounds of words and the rhythms of phrases Lyric poetry is meant to reveal the poet’s feelings and unique reactions A poem may stir up deep feelings in the readers Is usually intended to be read aloud. mood. in Sweet and Low by Alfred Lord Tennyson: Sweet and low. in I Wonder by Jeannie Kirby: Who taught the birds to build a nest. Alliteration This is the repetition of consonant sounds. colour and lyricism in their poetry. And why the wind is never seen? Assonance This is the repetition of identical or related vowel sounds. These are some of the common devices used: Rhyme This is the repetition of the same sounds. Wind of the western sea. Compresses ideas: Poetry uses less space than prose to present an idea Narrative poetry is meant to tell a story Many poems talk about ordinary events. special ways Poets use poetic devices to evoke tone. for example. Low. sweet and low. for example. The most used rhyme is called the end rhyme. low. for example.

(Leisure by William Henry Davies) Aural/auditory imagery . (Nature by H. bitter as the cud (Dulce Et Decorum EST by Wildred Owen) Olfactory imagery .htm : 25 May 2011 8 . That squeaking door will always squeak.g. for example.htm : 25 May 2011 : http://hrsbstaff.sense of smell e. in A Fighter‟s Lines by Marzuki Ali. (Mr.g.ca/davidc/6c_files/Poem%20pics/ cinquaindescrip. hearing.g. the scent of honey.Simile This is a form of comparison which uses „like‟ or „as‟.ednet. URL Date accessed URL Date accessed : http://contemporarylit. for the remnants of my crippled years Imagery Imagery is the mental picture that appeals to the senses of sight. like stars at night. D.about. For example. in Leisure by William Henry Davies. Obscene as cancer. Metaphor A metaphor is a form of comparison without words such as „like‟ or „as‟.g. And why the wind is never seen? (I Wonder by Jeannie Kirby) Gustatory imagery – sense of taste e. the word „years‟ possesses the quality of being crippled. taste and smell. from the wheelchair of the rest of my days Personification Inanimate things are given human qualities. These are some types of imagery:      Visual imagery – sense of sight e.sense of hearing e.g. Streams full of stars. Streams full of stars. for example. Nobody by Anonymous) Kinesthetic/tactile imagery – sense of touch e.ns. Carberry) SOURCE ……………………………………………………………………………………………………. the word „wheelchair‟ in A Fighter‟s Lines by Marzuki Ali indicates that the persona is weak and unable to fight the deceit around him.com/od/poetry/a/poetry.. touch.. like stars at night.

Bangau Payang Kolek Sekoci (1993). Lia (1988). He and his people suffered in the past in their fight for freedom of their country and they made many sacrifices. He is also active in theatre direction in Malaysia and Indonesia. Mantera (1991). The persona. Jeritan Satwa Luka (2000) Rimba Hujan Tropika (2008). Among the plays he has directed are Naskah Sophocles (1991) and Bangsawan Makbeh (1998). it is too challenging for him to fight the injustice he sees around him. His poems mostly deal with issues regarding his hometown. Malaysia. He is troubled by the many lies being told everywhere. Synopsis The persona in the poem is an old soldier. He has also published a few anthologies which include Desir Angin Pantai Timur (1984). He has set up a theatre group in Terengganu called „GrupTeater Asyik‟ . He was either seriously injured when he was a soldier or is very ill. He finds that times have changed and being a crippled man. He was brought up in Kemaman and later Sabah. Dewan Sastera dan Dewan Budaya. Bungkau and Sape Lamanta (2009). who believes that he will be in a wheelchair for the rest of his life says he can only watch the happenings around him. He is tired as he is old and weak.A FIGHTER’S LINES POETRY Introduction About the poet Marzuki Ali was born in 1945 in Terengganu. A lot of his poems have been published in the Utusan Malaysia. he is helpless and he has no energy left. He has been writing poems since the 1960‟s. Puisi Duyung Puisi Rakyat (1999). environment and patriotism. 9 . Physically. People lost their lives and some remain nameless or unknown. Berita Minggu.

The “lines” in the poem. anger and contempt because his country is facing threats. The persona ends by insisting that the younger generation continues to fight against injustice because he can longer do so. Patriotism Patriotism is one of the themes of this poem. The persona feels that the independence he has struggled for is now threatened by subversive elements. In the past. “United we stand. He urges the younger generation to fight or speak up for what is right because it is now their turn to do so.Being highly-spirited. A Fighter‟s Lines refer to the persona‟s lines and the lines or ranks formed for unity. They have to realise that they have to form lines or ranks irrespective of racial. 3. 10 . The persona urges the present generation to form a united front to uphold the freedom that he and many others has fought for. religious and social differences to fight courageously for justice. Being courageous Another theme is being courageous. Now. They should stand united by building a wall of people or forming ranks irrespective of racial. The persona feels helpless that he is not heard. he calls on the younger generation to wake up and fight on. the persona urges the younger generation to be brave and fight against other threats in the country. Now. Themes 1. In the second stanza. The persona is also melancholic. This affects the country‟s safety. the persona emphasises that the younger generation who has inherited a free country should unite to preserve their freedom. The Setting The poem is set after independence. We have to be united and strong as in the saying. divided we fall”. The tone used in the third stanza is serious and demanding. the tone indicates that the persona is sad and weary because he is old and weak. They have achieved independence but now there are other threats such as deceit. people made many sacrifices and fought bravely with the country‟s enemies for their freedom. religious and other social differences. people were united when they fought for independence. The persona calls on the younger generation to fight for justice and to speak up against deceit. the persona voices his helplessness. Unity In the past. The people in this country have made a lot of sacrifices to fight for their freedom. 2. He wants the young people who inherited the country‟s freedom to be united to fight injustice and denounce lies which may threaten. Tone and mood In the first stanza. He tells them to stand up and speak with courage. reflecting on his past sacrifices he made for the country‟s independence.

We must be willing to make sacrifices to preserve our independence. The persona urges the younger generation to stand up against the widespread lies which are rampant in society today. he is wheelchair-bound because he was either crippled in the war or is now old and sick. he wants the younger generation to make sacrifices too to preserve their freedom. the persona and other soldiers sacrificed and risked their lives when they fought for independence. We must be brave to uphold justice. The persona wants the younger generation to stand united regardless of their differences to ensure their freedom. he urges them to stand united and uphold justice to preserve the freedom and safety of the country. Now. We must be united to preserve our freedom. Therefore. Now. 3. In the fight for independence. This „net of deceit‟ worries him as it can destroy the solidarity of the people. 11 . 2.Values 1.

A FIGHTER’S LINES POETRY Activities Activities Pre – Activity 1 Pre – Activity 2 Pre – Activity 3 While-Activity 4 While-Activity 5 While-Activity 6 While-Activity 7 While-Activity 8 Post-Activity 9 Post-Activity 10 Post-Activity 11 Extension 12 Extension 13 Extension 14 Titles My Hero I‟m Problem-solver Be Brave! I Am A Fighter Poetic Expressions! Sacrifices! Emotional Tones A Puzzle Deceitful Acts A Fighter‟s Sacrifice Speak Out! Postermania Dear Grandpa My Scrapbook Page 13 14 16 18 21 22 24 26 28 30 31 32 33 35 12 .

5. Instruct the students to paste their sticky notes on the display sheet.A FIGHTER’S LINES PRE-ACTIVITY 1 My Hero Time : 20 minutes AIMS ……………………………………………………………………………………………… 1. Distribute a sticky note to each student. 4. Pens STEPS ……………………………………………………………………………………………… 1. Ask the students to write the name of an independence fighter they respect the most and write down the reason or reasons for their choice on sticky notes. Write “The Independence Fighter I respect the most” in the middle of the display sheet. Refer to history books or surf the Internet for information on independence fighters. 3. Get the students to further elaborate on the reasons why they respect the independence fighters chosen to the class. 6. Paste the display sheet on the board. 13 . 2. 2. Display sheet (mah-jong paper) Colourful sticky notes 3. To identify independence fighters most respected by students To describe the sacrifices of independence fighters MATERIALS ……………………………………………………………………………………………… 1. 2.

Tell the students to display the worksheets on the wall. 5. 6. To state cause and effect relationships To suggest solutions to problems MATERIAL ……………………………………………………………………………………………… 1. Distribute Worksheet 2. Worksheet 2 STEPS ……………………………………………………………………………………………… 1. Get the students to work in pairs. Ask the students to give a cause. 3. Discuss the responses with the students. 2.ACTIVITY 2 I’m a Problem -solver Time : 20 minutes AIMS ……………………………………………………………………………………………… 1. an effect and a solution for each given problem. 14 . Instruct the students to read the information displayed.A FIGHTER’S LINES PRE. 4. 2.

Complete the table below by suggesting one cause.A FIGHTER’S LINES WORKSHEET 2 I’m a Problem -solver Below are some social problems among teenagers. effect and solution for each problem. Problems Cause Effect Solution Bullying Drug abuse Vandalism Internet Addiction 15 .

16 .ACTIVITY 3 Be Brave! Time : 20 minutes AIMS ……………………………………………………………………………………………… 1. Each student in the group gets a different card. 2. Role-play cards on Handout 3 STEPS ……………………………………………………………………………………………… 1. Distribute the role-play cards. Ask the students to role-play their parts by writing out their own dialogue. To role-play a situation. To take part in a conversation MATERIALS ……………………………………………………………………………………………… 1. Ask the students to work in groups of four.A FIGHTER’S LINES PRE. 2. 3.

a disciplinary teacher called you and told you to confess what you did. Role Card A Role Card B Role Card C Role Card D You are a disciplinary teacher. The older student also threatened you not to tell anyone about the matter. During recess. You told him or her what had happened and also mentioned the name of a classmate who witnessed the incident. Investigate this matter. After the incident. He said a student also witnessed the incident. a disciplinary teacher called you after he heard about the incident. During recess. 17 . The student took all his pocket money. However. you bullied a younger student and took his pocket money. you reported it to the disciplinary teacher. He forced your classmate to give his pocket money. After recess.A FIGHTER’S LINES HANDOUT 3 Be Brave! Distribute the role-play cards to each group. an older student bullied and took your pocket money. after recess. A student reported to you that he was bullied by an older student during recess. an older student bullied your classmate. During recess.

5. Dictionaries Online dictionaries STEPS ……………………………………………………………………………………………… 1. To match meanings to phrases and lines from the poem To understand the title of the poem MATERIALS ……………………………………………………………………………………………… 1. Get the students to work in pairs and match meanings to the words and phrases found in the poem (No. Discuss students‟ answers for No. In pairs. .3. Distribute Worksheet 4. Encourage them to use the dictionaries Get a pair of students to present their answers to the class.ACTIVITY 4 I Am a Fighter! Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. 2. The poem Worksheet 4 3. Discuss the meanings. 2. 18 . 4. 1 Worksheet 4). 4.A FIGHTER’S LINES WHILE . the students discuss why the poet has given the title The Fighter‟s Lines (No. 2. 2 Worksheet 4) to the poem. 3.

write the appropriate letters in the boxes provided in Column B. d. f. m. g. concealing or distorting the truth acts of giving up righteousness and fairness put up a united front too difficult to fight or overcome physical. k. e. Meanings destroyed the remaining years as one with a physical disability not heard by others stand united lying. b. mental or emotional pain no longer strong people who inherit someone’s money. c. Match the words and phrases in Column A to their meanings. n. COLUMN A Words and phrases 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 worn lost all my strength suffering sacrifices wheelchair crushed too big a challenge remnants of my crippled years deceit justice form ranks ancestor erect a wall of people heirs have no more voice B a. o. property or title a chair with wheels for people who are unable to walk forefathers tired due to overwork or suffering 19 . j. i. l..A FIGHTER’S LINES WORKSHEET 4 I Am a Fighter! A. Then. h.

............................................... ............................................................................. .........................................................................................................................................2.................................. ................................ Words can have several meanings........................................................................................................................ 3............. In what ways can you fight injustice without breaking the law? .................. 20 ............................ Why do you think the title of this poem is ‘A Fighter’s Lines’? Give at least two reasons.......................................

in any interesting way. poem. 4. 2. Students can be told to be creative. Tell each group to select a leader and give a name for their group. Put the students into groups of 10. . 21 . 5. 3. They may also sing the poem or present it in any interesting way. To enunciate and pronounce the words in the poem correctly To recite the poem with feelings and expressions MATERIAL ……………………………………………………………………………………………… 1. Ask the students to work in pairs and recite the poem to each other.A FIGHTER’S LINES WHILE–ACTIVITY 5 Poetic Expressions ! Time : 80 minutes AIMS ……………………………………………………………………………………………… 1. Give the students 20-30 minutes to practise outside their classroom. The poem . STEPS ……………………………………………………………………………………………… 1. Tell them to practise and present the poem for a choral speaking competition. They are encouraged to refer to the teacher for correct pronunciation. 2. Conduct the competition and announce the winners.

To understand and arrange words in a stanza To list the sacrifices soldiers make MATERIALS ……………………………………………………………………………………………… 1. Tell the students to display their work and post comments on their friends‟ lists of sacrifices. Instruct students to use the words to form lines of Stanza 1 without looking at the poem. 2. STEPS ……………………………………………………………………………………………… 1. Glue Display sheets Marker pens . Students compare their lines with those in Stanza 1. 6. 3. Paste them on the top half of the display sheets in the correct order. display sheets and glue to each group. 5. 4. 4. 2.A FIGHTER’S LINES WHILE–ACTIVITY 6 Sacrifices ! Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. 2. 3. Get students to work in groups of four. Tell the students to discuss and write them on the second half of the display sheets the sacrifices soldiers make. High proficiency students can work in groups of 3 with each group being given words from a different stanza or part of the poem. Strips of paper with words from Stanza 1 in an envelope (29 words) – Handout 6 . Distribute envelopes with word strips as in Handout 6. The second activity can be varied with questions such as “What kinds of deceit are being spread and how can they affect the country?” or “How can you be brave and fight injustice without breaking the law?” 22 .

have name the am have Independence I no for sufferings history all or old and and and lost life sacrifices fight forced worn that the strength of know my (29 words) 23 .A FIGHTER’S LINES HANDOUT 6 Sacrifices ! Cut the words below and put them into an envelope. Tell the students to paste the arranged words on the top half of the display sheet. Let students sort and arrange them to form stanza one of ‘A Fighter’s Lines’.

To recognise the change of tone in stanzas To create awareness that words and expressions convey feelings MATERIALS ……………………………………………………………………………………………… 1. . H. The poem Worksheet 7 .A FIGHTER’S LINES WHILE–ACTIVITY 7 Emotional Tones Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. 2.clas. 5. 2. Student A recites stanza 1 and 2 followed by Student B who recites Stanzas 3 and 4. Get students to work in pairs. Source: http://www. They have to use appropriate tones. Ask some students to recite the poem aloud with action in class.htm http://hchiles. 4. Distribute Worksheet 7 and tell them to complete it. 2. Davies after both poems have been taught. Discuss what tones the Students used while reciting the poem. Discuss the answers. 3. STEPS ……………………………………………………………………………………………… 1.ufl.com/poetry_tone.html 24 .edu/users/pcraddoc/mwtone. Students can be asked to compare and contrast „A Fighter‟s Lines‟ by Marzuki Ali and „Leisure‟ by W.

Words/Phrases/lines from poem 1 2 3 4 5 6 7 8 9 10 11 12 13 14 I am old and worn lost all my strength have forced sacrifices that know no name or life from the wheelchair of the rest of my days crushed see and cannot do much remnants of my crippled years net of deceit ……disturbs me Wake up and form ranks sons of our ancestor Be brave erect a wall of people Stand up heirs of our freedom I have no more voice It is you now who should speak! Tone or emotion expressed 25 . Write them down in the table below. Some of the words in the box below convey the persona’s feelings in the poem.A FIGHTER’S LINES WORKSHEET 7 Emotional Tones I. Select the appropriate word or words which convey the persona’s feeling from the box above. joy depressed pride inspired sorrow disgust serious weary helplessness desperate love eager frustration annoyed anxious humorous anger troubled excited sympathy encouraging disappointed relaxed courageous II.

A FIGHTER’S LINES WHILE -ACTIVITY 8 A Puzzle Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. Distribute Worksheet 8. . 2. 2. To scan for relevant words To reinforce the students‟ understanding of the poem MATERIALS ……………………………………………………………………………………………… 1. 3. Worksheet 8 STEPS ……………………………………………………………………………………………… 1. Give students 10 minutes to solve the crossword Puzzle based on the poem. Ask students to present and discuss answers. 26 . Get students to work in pairs.

the persona was a ______ Freedom Young people should wake up and fight for____ DOWN 1 The persona moves about in a ____ 2 To put up 3 The persona is sad and ____ 5 Tired 7 The opposite of descendant 8 The persona is ____ 10 Remaining parts of something 12 Have found sacrifices that know no name or ____ 27 .A FIGHTER’S LINES WORKSHEET 8 A Puzzle ACROSS 4 6 9 11 13 14 Study of the past A physically-challenged person Acts of giving up something valuable In the past.

6. To explain the message the persona is trying to convey To understand the meaning of word(s) in context MATERIALS ……………………………………………………………………………………………… 1.A FIGHTER’S LINES POST-ACTIVITY 9 Deceitful Acts Time : 80 minutes AIMS ……………………………………………………………………………………………… 1. Instruct students to do Mind Map 2 on another possible threat. 4. Ask the students to find the meaning of the word „deceit‟ from a dictionary. 8. 2. Tell the students to present their Mind Maps. Distribute worksheet 9. 2. Get the students in groups of 4 to discuss what the author means by the phrase „the net of deceit‟. Dictionary or thesaurus 2. 7. Instruct students to complete Mind Map 1 and present the ideas to the class. 3. 28 . 5. Worksheet 9 STEPS ……………………………………………………………………………………………… 1. Ask the students to list possible acts of „deceit‟ that the country might be facing. Instruct the students to read Stanza 2 silently.

MIND MAP 1 Who is involved? What is it? Why is it a threat? Corruption Where does it occur? Do you know another possible threat that the country is facing? Complete mind map 2 below and then present it to the class. MIND MAP 2 Who is involved? What is it? Why is it a threat? Where does it occur? 29 .A FIGHTER’S LINES WORKSHEET 9 Deceitful Acts A possible act of deceit that the persona may refer to is corruption. Complete mind map 1 below by answering the question cues in each box. Present your ideas to the class.

To explain the message the persona is trying to convey To rewrite and present the poem in the form of a story MATERIALS ……………………………………………………………………………………………… 1. Dictionary or thesaurus STEPS ……………………………………………………………………………………………… 1. Get the groups to discuss and write a one-page story based on the selected sacrifice. 2. 2. 3. Instruct each group to select an act of sacrifice. 30 . Brainstorm the sacrifices the persona may have made in his fight for the country‟s independence. Ask each group to read out aloud their stories of courage to the class.A FIGHTER’S LINES POST-ACTIVITY 10 A Fighter’s Sacrifice Time : 80 minutes AIMS ……………………………………………………………………………………………… 1. 4. List them on the board.

Ask the students to write down a 3-minute speech and to present it to the class. Dictionary or thesaurus STEPS ……………………………………………………………………………………………… 1. 2. 2. 4. Inform students that they will have to write and present a speech on the issues discussed. Instruct the students to list 3 main points for the speech. Discuss with the students what the persona wants the younger generation to voice out.A FIGHTER’S LINES POST-ACTIVITY 11 Speak Out! Time : 80 minutes AIMS ……………………………………………………………………………………………… 1. 31 . To understand the message the poet is trying to convey To write a speech MATERIALS ……………………………………………………………………………………………… 1. 3.

4. The theme is „National Day in Malaysia‟. 4.com/watch?v=oFwLRJBPuBw&feature=related 32 . Recyclable items should be used in the posters. Show a 3-minute video clip on National Day celebration in Malaysia. Drawing paper Newspapers Video clip 3.A FIGHTER’S LINES EXTENSION ACTIVITY 12 Postermania Time : 80 minutes AIMS ……………………………………………………………………………………………… 1. 6. 6. Instruct the students to use recycled items for their posters. To appreciate patriotism To practise oral presentation MATERIALS ……………………………………………………………………………………………… 1. the choice of materials and overall impact. 2. Get students to work in groups to design a poster for National Day celebration. Source: http://www. Glue Old posters STEPS ……………………………………………………………………………………………… 1. 4. 2. Magazines Water colour 5.com/watch?v=f-QFws48HmI&feature=related http://www. Get the students to explain the posters in the classroom.youtube. 7. 2. 3. A poster competition can be held at the school level.youtube. Ask students what they usually do to celebrate the day. English Language teachers can be judge the posters. 5. 2. Get the students to display their posters in a prominent location in the school. 3. 1. Posters should be judged on creativity.

To enable students to express their feelings about patriotism to their family members To write an informal letter MATERIALS ……………………………………………………………………………………………… 1. 2. Source: http://www.youtube. Show students a 3-minute video clip from the Internet on the suffering of Malaysians during the Japanese occupation. 3.A FIGHTER’S LINES EXTENSION-ACTIVITY 13 Dear Grandpa… Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. Computer A video clip 3. Ask students to write a personal letter to their grandparents or any older person about what they saw and how they feel after watching the video clip. 2. LCD projector STEPS ……………………………………………………………………………………………… 1. Students can be encouraged to write letters to any independence fighters they admire. 2. Ask students about their feelings while viewing the video clip.com/watch?v=09dGuZ6zQt0 A FIGHTER’S LINES WORKSHEET- 33 .

A FIGHTER’S LINES WORKSHEET 13 Dear Grandpa… Write a letter to your grandparent or any older person about what you saw in the video clip and how you feel about it. _____________________________ _____________________________ _____________________________ _____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________ _____________________________ _____________________________ _____________________________ 34 .

To create museum exhibits on patriotism To instill patriotism among students MATERIALS ……………………………………………………………………………………………… 1. 3. Assess the scrapbooks using Evaluation Form 14. 4. Scrapbooking is a method for preserving personal and family history in the form of a scrapbook. Instruct the students to use the selected pictures on patriotism and include personal comments to create an interesting scrapbook. Scrapbook albums are often decorated and frequently contain extensive journaling. printed media. http://www. Ask students to select pictures portraying patriotism from newspapers or magazines. 2. STEPS ……………………………………………………………………………………………… Inform students about the scrapbook competition and get them to work in groups of four. 6. 5. Stickers Newspapers & magazines Evaluation Form 14 1. Typical memorabilia include photographs. Paper trimmer Adhesive Scrapbook paper Embellishments 5.com/how-to-scrapbook. Scrapbooking is a widely and increasingly practised pastime in most developed countries. and artwork. 6. 4.A FIGHTER’S LINES EXTENSION ACTIVITY 14 My Scrapbook Time : One week AIMS ……………………………………………………………………………………………… 1. Set a time frame for students to complete the project. 3. 2. Show samples or pictures of scrapbooks to students. 7. 2.html 35 .everything-about-scrapbooking.

A FIGHTER’S LINES EVALUATION FORM 14 My Scrapbook EVALUATION CRITERIA FOR SCRAPBOOK SCALE: 5 = Excellent CRITERIA 4= Good 3= Average 2= Fair 1= Weak 1 2 3 4 5 Remarks Relevance of information to theme Organisation of content Content Creativity Attractiveness Grammar & Sentence Structure Language Vocabulary / Choice of words Coherence & Cohesion Fluency Teamwork Co-operation and collaboration Diligence and commitment TOTAL GRAND TOTAL 36 .

(a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark) 3. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark) Stanza 2 5. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark) 37 . Suggest two ways to avoid being deceived by others. What disturbs the persona? ____________________________________________________________ (1 mark) 6.A FIGHTER’S LINES SUMMATIVE ASSESSMENT 15 Short Quiz Read the poem and then answer the questions below. Identify two phrases which indicate that the persona is weak. Who do you think the persona is? ____________________________________________________________ (1 mark) 2. What did he fight for? ____________________________________________________________ (1 mark) 4. Stanza 1 1. Suggest two ways how we can show our gratitude to the independence fighters.

To whom does the word „you‟ in the last line refer? ____________________________________________________________ (1 mark) 9. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark) Stanza 4 What does the persona mean by “I have no more voice”? ____________________________________________________________ (1 mark) 10. State teo pieces of advice given by the persona to the present generation. 38 . Suggest two ways to preserve our country‟s independence. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark) 8.Stanza 3 7.

The persona in the poem is (A) 2. B. (A) (B) (C) (D) youths of today people of his time children of his time people of tomorrow 39 . C or D. 4. (B) hopeful. (C) confused. (D) weak and physically helpless. 6. The word „remnants‟ in stanza 2 refers to the persona‟s (A) (B) (C) (D) injuries. The persona sees ______________ everywhere. remaining life. 5. The persona has lost all his strength because (A) (B) (C) (D) of his sacrifices. accidents. (C) (D) injuries. he was a soldier. The persona calls upon _____________ to fight for justice. The persona is (A) anxious and impatient. (B) a grieving and senile man. tired. challenging years. of his sufferings. disability. 1. (C) a frustrated and dying man. (A) (B) death suffering (C) (D) deceit chaos 7. 3. (D) crazy. The fight for independence has caused (A) (B) scars.A FIGHTER’S LINES SUMMATIVE ASSESSMENT 16 Short Quiz Choose the best answer and circle A. sacrifices. he is old and worn.

the independence fighters. “Heirs of our freedom” refers to _____________ (A) (B) (C) (D) the people‟s ancestors. 10. urging the younger generation to speak up for what is right. In the line “It is you now who should speak!” The persona is (A) (B) (C) (D) encouraging old people to face challenges. urging the older generation to fight against deceit.8. 40 . “Erect a wall of people” refers to (A) (B) (C) (D) a line of fighters young people uniting people marching together soldiers marching in a line 9. the people‟s descendents. the country‟s forefathers. encouraging young people to fight against enemies.

effect and solution for each problem.A FIGHTER’S LINES Suggested Answers PRE ACTIVITY 2: I AM A PROBLEM SOLVER Below are some social problems among teenagers. Problems Cause Effect Solution Teenagers who have been abused at home Threaten and abuse other weaker children Send abusers for counselling Bullying Influence of friends who take drugs Become physically and mentally unhealthy Send them for drug rehabilitation Drug abuse Irresponsible and inconsiderate teenagers Destruction of public utilities causing problems to others Educate vandals by making them do community service Vandalism Lack of self-discipline Affects studies and family relationships Parents should monitor teenagers and have rules on the use of the Internet Internet Addiction 41 . Complete the table below by suggesting one cause.

Answers for Worksheet 4 Words and phrases from ‘A Fighter’s Lines’ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 worn lost all my strength suffering sacrifices wheelchair crushed too big a challenge remnants of my crippled years deceit justice form ranks ancestor erect a wall of people heirs no more voice Answers o k j f m a i b e g d n h l c 2. WHILE ACTIVITY 6 : SACRIFICES! 1st stanza Write down then sacrifices soldiers make 1. If our country is attacked by outsiders. 3. It refers to the lines of the poem and also to young people putting up a united front to fight injustice and lies which may affect freedom. 2. Yes. This is similar to the rows of soldiers advancing in a line against enemies during war. I think I am a fighter. 5. 4. leave family members or loved ones risk their lives live an uncertain life live with bare necessities family members go through anguish and mental turmoil 42 .WHILE ACTIVITY 4 : I AM A FIGHTER! 1. 3. I will fight to defend the country. I will also fight against social problems such as corruption and crime in the country.

troubled mind spirited patriotic call inspiring courage encouraging people to unite Encouraging the young to be brave anxiously explaining that no one pays attention to an old man like him Encouraging / urging readers to speak up bravely WHILE ACTIVITY 8 : A PUZZLE 43 ..WHILE ACTIVITY 7: EMOTIONAL TONES Words/Phrases/lines from poem 1 2 3 4 5 6 7 8 9 10 11 12 13 14 I am old and worn lost all my strength have forced sacrifices that know no name or life from the wheelchair of the rest of my days body and energy crushed see and cannot do much remnants of my crippled years net of deceit ……disturbs me Wake up and form ranks sons of our ancestor Be brave erect a wall of people Stand up heirs of our freedom I have no more voice It is you now who should speak! Tone or emotion expressed (Suggested Answers) feeling old..... weak and tired feeling sad and weak feeling sad thinking of the past feeling helpless as he could not walk frustrated as he feels that his body is useless watch sadly as he is unable to help sad and helpless as a cripple angry......

6. Abide by the rules / Be united or any other suitable answer 9. Lost his influence / Too weak to fight / Became disabled 10. 8.WHILE ACTIVITY 9 : DECEITFUL ACTS Accept any suitable answers SUMMATIVE ASSESSMENT 15 : SHORT QUIZ 1. Be wise / Be rational or any other suitable responses 7. A retired soldier / a freedom fighter in the past “…old and worn” / “…lost all my strength” / “…energy crushed” Independence / Freedom Celebrate The Patriotic Month / Preserve the country‟s independence or any other suitable responses 5. 3. 4. The net of deceit spreading everywhere 6. 2. 8. 5. 9. a d b c d c a b c d 44 . 2. 10. 3. Be brave / Stand up for the country / Be united / Speak up for the country or any other suitable answer. The younger generation / The reader / Me ASSESSMENT 16 1. 7. 4.

8. 11. 2. 9. 5. construct. influence. 10. 45 . 7.A FIGHTER’S LINES GLOSSARY Glossary 1. parts of something crippled (line 12) – (noun) a lame or disabled person or animal deceit (line 13) – (noun) hiding the truth for the purpose of misleading justice (line 15) – (noun) rightfulness or lawfulness erect (line 18) – (verb) to build. raise heir (line 19) – (noun) a person who inherits or has a right of inheritance 4. 3. or support of others – also refers to the independence gained by Malaysia from the British government sacrifices (line 5) – (noun) the acts of giving up something important or valuable crushed (line 8) – (verb) destroyed remnants (line 12) – (noun) remaining. worn (line 1) – (adjective) wearied. exhausted. sufferings (line 3) – (noun) pain or problems independence (line 4) – (noun) freedom from the control. 6.