Literature

Prepared by:
English Language Teachers of Jempol & Jelebu

Secondary Schools
CONTENTS
1.0 PREFACE
2.0 ACKNOWLEDGEMENT
3.0 THE WRITERS
4.0 POEMS
4.1 THE LIVING PHOTOGRAPH 6
4.2 CHARGE OF THE LIGHT BRIGADE 19
5.0 SHORT STORIES
5.1 TANJONG RHU (LEAVING NO FOOTPRINT) 28
5.2 LEAVING (CHANGING THEIR SKIES) 33
6.0 THE RIGHT THING TO DO (FIVE SHORT PLAYS) 45
7.0 PICTURES 64
8.0 CONCLUSION
PREFACE
This module is aimed at helping teachers to teach the
new literature components which was introduced in
2015.
This module was co-produced by teachers from PPD
Jempol & Jelebu district who are teaching upper
secondary students.
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.
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 component
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,
for her guidance and assistance.
To all English language panels who are involved in
completing this, your cooperation and hard work are
very much appreciated.
Editor
Noor Fadzillah Amran (SMK Palong 2)

Editor
Writers
Fifi Safia
Noor Adnan (SMA
Fadzillah Dato
Amran (SMKHj Tan Ahmad)
Palong Dua)
James Thong Wai Meng (SMK Teriang Hilir)

Writers
Juliana Borhanuddin (SMK Dato Undang Ali Al-Jufri)
Fifi Safia
Juliana Adnan
Hapaz (SMA
(SMK DatoDato Hj Tan
Undang MusaAhmad)
Al-Haj)
James
LilawathiThong Wai(SMK
Ganesan Meng
Lui(SMK
Barat)Teriang Hilir)
Juliana
MaslindaHapaz (SMK
Jamaludin Dato
(SMK Undang
Palong 7) Musa Al-Haj)
Mohanah Ganesan
Lilawathi A/P Javalan(SMK
(SMK Lui
Serting Hilir Kompleks)
Barat)
Noor Raihan
Maslinda Fatin Ruslan
Jamaludin (SMK(SMA Haji Muhamad)
Palong 7)
NorfarihahA/P
Mohanah Maidin (SMA (SMK
Javalan Dato Hj Tan Ahmad)
Serting Hilir Kompleks)
Norhaslina
Noor RaihanManap
Fatin(SMK Bahau)
Ruslan (SMA Haji Muhamad)
Nur Ardini Chong
Norhaslina ManapAbdullah
(SMK (SMK Bandar Baru Serting)
Bahau)
Nur Liyana Sahrif (SMA Hj Muhamad)
Nur Ardini Chong Abdullah (SMK Bandar Baru Serting)
Nurul Husna Mustafa (SMK Datuk Mansor)
Nurul Husna Mustafa (SMK Datuk Mansor)
Puvaneswari Mutusamy (SMK Bahau 2)
Puvaneswari Mutusamy (SMK Bahau 2)
Rimamelati Shamsudin (SMK Seri Perpatih)
Rozana Mohd Yunus (SMK Pasoh 2)
Rozana Mohd Yunus (SMK Pasoh 2)
Sivakumar A/L Athimulam (SMK Chi Wen)
Sivakumar A/L Athimulam (SMK Chi Wen)
Siti Zuraidah Basunan (SMK Dato Undang Syed Ali Al Jufri)
Siti Zuraidah Basunan (SMK Dato Undang Syed Ali Al Jufri)
Rimamelati Shamsudin (SMK Seri Perpatih)
Shubatra A/P Thangarajoo (SMK Batu Kikir [Model Khas])
Shubaila A/P Thangarajsu (SMK Batu Kikir [Model Khas])
Siti Najwa Roslan (SMK Alam Beraja)
Siti Najwa Roslan (SMK Alam Beraja)
Siti Suriah Mohd Jai (SMK Pertang)
Wan Syeida Wan Mar Alli (SMK Seri Jempol)
Syafiqa Mohd Jani (SMK Bandar Baru Serting)
Yusmawati Mohd
Wan Syeida Wan Yunus
Mar (SMA
Alli (SMK Dato
Seri Haji Mustafa)
Jempol)
Zanariah
YusmawatiMohd
MohdPilus
Yunus(SBPI
(SMA Jempol)
Dato Haji Mustafa)
Zuraida
Zanariah Zakaria (SMK
Mohd Pilus Undang
(SBPI Jempol)Jelebu)
Zuraida Zakaria (SMK Undang Jelebu)

The Living Photograph: Poison Tree [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
The Living Photograph
My small grandmother is tall there,
straight back, white broderie anglaise shirt,
pleated skirt, flat shoes, grey bun,
a kind, old smile round her eyes.
Her big hand holds mine,
white hand in black hand.
Her sharp blue eyes look her own death in the eye.
It was true after all, that look.
My tall grandmother became small.
Her back round and hunched
Her soup forgot to boil.
She went to the awful place grandmothers go
Somewhere unknown, unthinkable.
But there she is still,
In the photo with me at three,
The crinkled smile is still living, breathing.
Jackie Kay
6
TASK 1
Refer to the poem and fill in the blanks with the correct phrases or words.
physical appearance hunched and forgetful

poet's youth, purity, and innocence. too ill
dying afterlife
fresh and new
STANZA 1
My small grandmother is tall The first four lines described the

there, grandmother's...
straight-back,white broderie
anglaise shirt,
pleated skirt,flat shoes,grey bun,
a kind,old smile round her eyes.
The white hand

represents......
Her big hand holds mine, ..whereas the black hand
white hand in black hand. represents that the grandmother
is experienced, an old soul, and has been
through a lot, since she's old.
The grandmother is
..
Her sharp blue eyes look her
own death in the eye.
STANZA 2
It was true after all that look. The grandmother who was a tall stature
My tall grandmother became became
small. small,
Her back round and hunched. .
Her soup forgot to boil.
The grandmother is., she could

She went to the awful place no longer take care of herself
grandmothers go.
Somewhere
unkonwn,unthinkable.
STANZA 3
The poet's memory of her grandmother is

But there she is still, still. When she looks
in the photo with me at three, at the photograph, she feels her
the crinkled smile is still living , grandmothers presence.
breathing.
By: Ms Mazlinda & Ms.Rimamelati 7

Understanding Literary Devices

Task 2 : Complete the tree map of the literary devices used in the poem. Identify
the words from the poem. Then, answer the question below.
THE LIVING PHOTOGRAPH

By Jackie Kay
POETIC DEVICES
SYMBOL PERSONIFICATION IMAGERY

A word or object that has a An object or animal that is given The use of words and
few meaning and represents human qualities or personalities. phrases to create mental
several things at one time. images for the reader.
_______________________ _______________________ ______________________

_______________________ _______________________ ______________________
_______________________ _______________________ ______________________
______________________
METAPHOR CONTRAST
A comparison made between Is used to describe the

two things without the use of difference(s) between two or
words such as like or as. more entities.
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
Question : What does it means Her soup forgot to boil and why did she forgot?

THE LIVING PHOTOGRAPH - By Jackie Kay
Describing the Personas Grandmother

Task 3 a) : Read first stanza and answer the following questions about
the grandmother.
1. To whom do you think the title of the poem is related to?

_____________________________________________________________________
2. Dressing what did her grandmother wear?
_____________________________________________________________________
3. Physical appearance - (As described in Stanza 1)
_____________________________________________________________________
_____________________________________________________________________
4. Facial Expression How did her grandmother look?
_____________________________________________________________________
_____________________________________________________________________
5. Eyes What colour were her eyes?
_____________________________________________________________________
6. The skin colour of the persona and grandmother?
_____________________________________________________________________
Task 3 b) : Complete the bubble map and identify the words that the poet
used in Stanza 1 to describe the grandmother.

THE LIVING PHOTOGRAPH - By Jackie Kay
Stanza 1
My small grandmother is tall there,
Straight -back, white broderie
anglaise shirt,
pleated skirt, flat shoes, grey bun,
a k ind, old smile round her eyes.
Her big hand holds mine,
white hand in black hand.
Her sharp blue eyes look her own
death in the eye.
Task 4 : Based on the first stanza of the poem, answer the following questions.
1. Who are in the photograph ?

______________________________________________________________
______________________________________________________________
2. Describe the grandmothers skirt and shoes ?

______________________________________________________________
______________________________________________________________
3. In stanza 1, which words mean open embroidery on white linen ?

______________________________________________________________
_____________________________________________________________________
4. What do the sharp blue eyes tell us about the grandmothers race ?
________________________________________________________________________
________________________________________________________________________
5. Do you think the grandmother can be described as brave ?
________________________________________________________________________
________________________________________________________________________

SUGGESTED ANSWERS
THE LIVING PHOTOGRAPH BY JACKIE KAY
TASK 1
The Living Photograph Synopsis
Stanza 1 The first four lines described the

grandmother's physical
My small grandmother is tall there, appearance.
straight-back, white broderie anglaise White hand represents the
shirt, poet's youth, purity, and
pleated skirt, flat shoes, grey bun, innocence.
a kind, old smile round her eyes. Black hand represents that the
Her big hand holds mine, grandmother is experienced, an
white hand in black hand. old soul, and has been through a
Her sharp blue eyes look her own death lot, since she's old.
in the eye. The grandmother is dying.
Stanza 2 The grandmother who was a tall

stature became small, hunched
It was true after all that look. and forgetful. The grandmother
My tall grandmother became small. is too ill, she could no longer
Her back round and hunched. take care of herself and she
Her soup forgo to boil. died.
She went to the awful place The afterlife.
grandmothers go.
Somewhere unkonwn, unthinkable.
Stanza 3 The poet's memory of her

grandmother is still fresh and
But there she is still, new. When she looks at the
in the photo with me at three, photograph, she feels her
the crinkled smile is still living grandmothers presence.
,breathing.

TASK 2
1. Symbol: the photograph

2. Contrast: - straight-backed hunched
- White hand in black hand
3. Imaginary: (imagery of a prim a properly dressed person)
- Straight-back
- White broderie anglaise shirt
- Pleated skirt
- Flat shoes
- Grey bun
4. Metaphor: sharp blue eyes look her own death in th eye
5. Personification: soup forgot to boil
6. HOTS: The soup was not boiled because the personas grandmother has become
forgetful person as she becomes older. (accept any other possible answers)
TASK 3 (a)
1. The personas grandmother.

2. A white broderie anglaise shirt and pleated skirt.
3. Tall and straight-back.
4. Kind, smiling and pleasant looking.
5. Blue
6. The persona has darker skin colour compared to her grandmother.
TASK 3 (b)
Tall
Kind
Straight-back
Pleasant smile
Blue eyes
White hands
Big hands

TASK 4
1. The persona and her grandmother

2. The skirt was pleated and the shoes were flat.
3. Broderie anglaise
4. It tells us that she is a white woman. (accept any other possible answers)
5. Yes, because she was said to have looked her own death in the eye

THE LIVING PHOTOGRAPH
PRACTICE 1
Open-ended questions
1. In stanza 1,
a. What does the phrase grey bun refers to?
__________________________________________________________________(1 mark)
b. List two words that describe the grandmothers character traits.
i. _____________________
ii. _____________________ (2 marks)
c.Name one quality that the grandmother possesses. Why do you say so?
_________________________________________________________________________
_________________________________________________________________(2 marks)
2. In stanza 2,
a.How does her grandmother look as she aged?
_____________________________________________________________ (2 marks)
b. What do you think she has forgotten to do?
______________________________________________________________ (1 mark)
c. Which phrase has the same meaning as death?
_______________________________________________________________ (1 mark)
3. In stanza 3,
a. The word she in the line But there she is still refers to _______________(1 mark)
b. Which word tells us about the personas age? ______________________ (1 mark)
c. Why do you think the smile is crinkled?
______________________________________________________________ (2 marks)
By: Mr James & Mr Sivakumar 14

.PRACTICE 2
Complete the puzzle with the help of the clues. The last letter of each word has been provided.
The letters in the coloured/shaded squares form 2 words which complete the sentence below:
Children should ______________ ________________ to their elders.
1 L
2 S
3 T
4 S
5 G
6 N
7 L
8 K
Clues
1. A method to make water safe for drinking.

2. They give us sight.
3. Past tense of forget
4. Present tense of was.
5. To be alive
6. Opposite of out
7. Another word for terrible
8. Synonym for see

PRACTICE 3
State whether the following statements are TRUE or FALSE.
1. The persona reminisces about her grandmother. ( )

2. The personas grandmother had passed away. ( )
3. The personas grandmother seemed to be a strict woman. ( )
4. The persona is now a grown woman. ( )
5. The personas grandmother is a black woman. ( )
6. The personas grandmother is not afraid to face death. ( )
PRACTICE 4
Complete the bubble map below with the adjectives describing the grandmother.
GRANDMOTHER

Practice 1 Answers
1. a. It refers to how the hair was tied.

b. i. kind / kind-hearted
ii. concerned
c. kindness. Because she comforted the persona by holding on to her hand while on her
death bed.
2. a. small and hunched.
b. she has forgotten to turn on the stove while preparing the soup.
c. the awful place
3. a. the personas grandmother
b. three
c. the personas grandmother has aged
Practice 2 Answers
1 B O I L
2 E Y E S
3 F O R G O T
4 I S
5 L I V I N G
6 I N
7 A W F U L
8 L O O K
Children should be filial to their elders.

Practice 3 Answers
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. TRUE
Practice 4 Answers
1. kind
2. friendly
3. concerned
4. small
5. hunched
6. forgetful
7. brave
8. pleasant

Charge of the Light Brigade [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
The Charge of The Light Brigade

Half a League, half a league, Cannon to right of them
Half a league onward, Cannon to left of them,
All in the valley of Death Cannon in front of them
Rode the six hundred. Volleyed and thundered;
Forward, the Light Brigade! Stormed at with shot and shell,
Charge for the guns! he said. Boldly they rode and well,
Into the Valley of Death Into the jaws of Death,
Rode the six hundred. Into the mouth of Hell
Rode the six hundred.
Forward, the light Brigade!
Was there a man dismayed?
Not though the soldier knew
Some one had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
Into the Valley of Death
Rode the six hundred. Alfred, Lord Tennyson
19
Complete the crossword puzzle below using the clues given.

5
1
3 7
Across
1. A unit of measurement
2. To show love for ones country
3. The number of men in the brigade
4. Past tense of ride
Down
4. The war was between the British and the ____
5. Warzone
6. A type of weapon
7. Feeling fearful
By: , Ms Liyana Ms Najwa Ms Raihan, Ms Shubathra, & Ms Yusmawati 20

Complete the crossword puzzle below using the clues given.
5B
1L E A G U E
T
2P A T R I O T I S M
L
E 6C
F A
3S I X H U N D R E 7D
E N I
L O S
4R O D E N M
U A
S Y
S E
I D
A
N
Across
1. A unit of measurement
2. To show love for ones country
3. The number of men in the brigade
4. Past tense of ride
Down
4. The war was between the British and the ____
5. Warzone
6. A type of weapon
7. Feeling fearful

Unscramble the words below.
1. DVLEYLEO 2. AHDTE
3. EHTNUEDRD 4. AEELUG
5. NOANCN 6. LDBENEDRU
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________

Unscramble the words below.
1. DVLEYLEO 2. AHDTE
3. EHTNUEDRD 4. AEELUG
5. NOANCN 6. LDBENEDRU
1. VOLLEYED
2. DEATH
3. THUNDERED
4. LEAGUE
5. CANNON
6. BLUNDERED

Match each literary device with the correct lines/phrases from the poem.
Rhyme Repetition Personification
Imagery Alliteration
Literary devices Lines/phrases
1. Cannon to the right of them,

Cannon to the left of them,
Cannon in front of them
2. Into the valley of Death
3. Stormed at with shot and shell
4. Theirs not to make reply,

5. Into the jaws of Death,

Into the mouth of Hell

Match each literary device with the correct lines/phrases from the poem.
Rhyme Repetition Personification
Imagery Alliteration
Literary devices Lines/phrases
1. Repetition Cannon to the right of them,

Cannon to the left of them,
Cannon in front of them
2. Imagery Into the valley of Death
3. Alliteration Stormed at with shot and shell
4. Rhyme Theirs not to make reply,

5. Personification Into the jaws of Death,

Into the mouth of Hell

Match the given Literal Meaning and the Figurative Meaning with the correct stanza.
LITERAL MEANING FIGURATIVE MEANING
STANZA 1
STANZA 2
STANZA 3

Set 3
LITERAL MEANING FIGURATIVE MEANING
The order Forward, the Light Brigade was While doing the project as directed, we may be
given. Yet, no one protested or questioned the questioned by the authorities and threatened with
orders although they knew it was a blunder. As letters of complaints and expulsion. Yet we carry
soldiers, their duty was to follow orders. on proudly and confidently with faith in the
Whatever they were. The soldiers had no right to leader.
question whether the orders given were right or
wrong and even if it meant death, they still had
to follow the orders. So the 600 soldiers rode on
into the Valley of Death.
The enemies fired the guns or cannons from all In our daily life, in school or in the workplace,
sides, left, right, and front of them. Although we may be asked to carry out certain projects.
they were so badly attacked, the 600 soldiers These projects may be under a team leader.
rode on boldly and properly into the war area. When we are given instructions to do certain
things, we normally as team members will do as
instructed. The norm is to follow the leader and
so not knowing any better, we tend to follow the
given instructions to the letter.
600 soldiers of the Light Brigade rode for a When given instructions to do something, we do
distance of half a league (about two and a half not feel afraid to carry them out. We have faith
km) into the Valley of Death on the orders of in the leader and even though we know there are
their commander. He had ordered them to charge mistakes, somehow or other we do not question
forward and attack the enemy soldiers who were or query. This could be because we expect our
in the valley. leader to know better or that person might have
more experience than us. Therefore, our duty is
to follow and not to reason out the whys and
wherefores.

Tanjong Rhu: Leaving no Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
TANJONG RHU
28
Tanjong Rhu: Leaving No Footprints [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
Question 1
Sequence the events in the correct order. Use a flow map. Work in groups of four.
By:Ms Juliana, Ms Mohana &Ms Zuraidah 29

Question 2 (HOTS)
If you were Ah Ma, what will you put in the locked drawer? Give your
reasons.
________________________________________________________________
________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Question 3 (HOTS)
Where do you think the drawers key is? Why?

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

Suggested Answers: Question 2

Question 1 1. Many pictures of her and her son - Mr Li to reminisce
1. Mr Li bought a pair of binoculars for Ah Ma. memories of their stay in Tanjung Rhu.
2. He brought them home to give to her. 2. Belongings of her late husband (like clothes, pictures,
3. Ah Ma was in the garden feeding the chickens. personal stuff and etc.) - to recall the memories of her
4. She was not interested in having the binoculars or see husband.
far glasses. 3. Letter to his son -talking about her feelings and her love
5. She hoped to use the see far glasses to see Tanjong to him
Rhu. 4. Any relevant answers
6. Next morning, after completing her prayers, she followed Question 3
Mr Li to his office.
7. At the office, Ah Ma looked into the distance without 1. The altar room because she always prays and thinks
using the binoculars. about her past life in Tanjung Rhu
8. She recalled the happy times she had with Mr Li when he 2. Mr Lis office when Ah Ma visited him once
was a child. 3. Ah Mas necklace
9. Mr Li could not recall his childhood days clearly. 4. Ant relevant answers
10. When he wanted to ask and listen to Ah Ma, she was
deathly ill in hospital.
Question 4
11.
Any relevant answers.

Leaving: Changing Their Skies [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
LEAVING
33
Changing their skies: Leaving
Worksheet 1
Fill in the blanks with suitable words or phrases from the text read.
1. Aloo is accepted into a university to study

2. Mother asks for ------------- advice on Aloos education.
3. Aloos main ambition is to be-----------------------
4. Aloos father passes away when mother was --------------------- years old.
5. Aloos mother did not have to worry about the education fee because Aloo was
offered.
Worksheet 2
Mind mapping :
In the story Leaving, the characters are facing a problem and trying to solve it. In the mind map
below, state the problem and list down what you have learnt from the story.
Lesson 1:
Lesson 3:
Problem:
Lesson 2: Lesson 4:
By:Ms Ardini &Ms Puvanes 34

Worksheet 3
Provide short answers for the following questions.
1. What specific incident made Aloo think about his future?
(1 mark)
2. How did Mother feel about Aloo going to America?
(1 mark)
3. Why does Mother finally allow Aloo to go?
(1 mark)
4. What is main theme of the story? Give evidence from the text.
(2 marks)
5. If you were Aloo, would you return home one day? Give reasons for your answer.
(2 marks)

Worksheet 4
1. Imagine how Mr Velji would look like. Draw a portrait based on the description in the story.

2. Work in groups of four. Imagine that Aloo does indeed return home after completing his
studies. How would he have changed? Prepare a dialogue between Aloo, Mother, the
narrator and Mr Velji on the day of his homecoming. Act out the scene.

Answer scheme:
Worksheet 1:
1. Agriculture
2. Mr. Velji
3. further his studies in America
4. 33
5. a scholarship
Worksheet 2:
Problem: Mother does not allow Aloo to further his studies overseas.
Lesson 1: it is important to seize opportunities given to us
Lesson 2: we must respect our elders
Lesson 3: we must be grateful to our parents
Lesson 4: stay determined and do not fear of the unfamiliar
Worksheet 3:
1. When Mr. Datoo comes for a visit and talks about America
2. She is afraid that once he leaves, he will never return
3. She sees how badly Aloo wants to go and finally relents.
4. I think the main theme is separation as is illustrated in the pain Mother feels when she
knows Aloo will leave home.
5. Accept any suitable answer.
Worksheet 4:
Accept any suitable answer.

Exercise 1
Match the dialogues below with the correct character.
page 33
They are giving me a place with

a scholarship
Aloo
page 34
And how we are going to get

three thousand shillings?...
page 36
...this one wants to go

to America. Mother
Page 37
How did you do in the

school exam?
page 37
Mr. Velji
All the rich kids go every year
and they are not lost.
page 37
But if you send him, you will

lose your sonit is a far place,
America.
By: Ms Juliana & Ms Zuraida 39

Exercise 2
Write True or False for the following statements about Aloo.
1. Aloo is accepted into an American university.

_____________
2. Aloo loves to read.

_____________
3. Aloo wants to study agriculture.

_____________
4. Aloo is the eldest child of a family of five siblings.

_____________
5. He is a lazy boy.
_____________
6. He is a bright student in his first year of school.

_____________
7. Aloo did not get a scholarship to study at the California Institute

_____________
of Technology.
8. He is curious and excited to study overseas.

_____________

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

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

Exercise 1 (Answers)
1. Aloo
2. Mother
3. Mother
4. Mr Velji
5. Aloo
6. Mr Velji
Exercise 2 (Answers)
Write True or False for the following statements about Aloo.
1. Aloo is accepted into an American university. True
2. Aloo loves to read. True
3. Aloo wants to study agriculture. False
4. Aloo is the eldest child of a family of five siblings. False
5. He is a lazy boy. False
6. He is a bright student in his first year of school. False
7. Aloo did not get a scholarship to study at the California Institute
of Technology. False
8. He is curious and excited to study overseas. True

Exercise 4 (Answer)
Mother wants her children to have high education
A story of a
young Indian He receives an
boy, Aloo offer from the
California Institute
Of Technology
Aloo is
inspired by Synopsis Finally, Aloos
Mr Datoo mother allows
him to study
in America
Aloos mother
seeks advice from Aloo
Mr Velji, starts to apply
the school officer to every
university
in America
Aloo lives Aloo wants
with his to pursue
mother in his education
Tanzania in America
The family could not afford to send Aloo overseas. Mother does not allow Aloo to study overseas because she is afraid
he would never return.

The Right Thing To Do: Five
Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
THE RIGHT THING

TO DO
45
Fill in the blanks with suitable expressions from the text.
Rebecca sees a man lying on the pavement of the street. She looks at the man,
then she looks around and seeing that (1)______________________________,
she starts to walk way. However, she stops and goes back
(2)_________________________ again. Just then, Patrick walks past and he
looks at the man. He asks about the man and wants to know
(3)__________________________?. David comes by and after asking a few
questions an arguing with the other two finally says, And
(4)_____________________!. As they are hesitating and arguing, a
(5)_____________________ comes and she immediately starts helping the man.
The three bystanders want to know her relationship with the mans condition
because as Rebecca says, Then (6)__________________________. But, she
tells them to be quiet and instructs David to (7)______________________,
Rebecca to get water and Patrick to (8)___________________. They help him to
take a pill and he feels better. The woman goes away quietly unnoticed by the
others.
call the ambulance is he dead

woman in blue feel the mans pulse
there is nobody around its not my problem
hes not your problem to look at the man
By:Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 46

Number the following sentences to show the correct sequence of the story.
a. A woman in blue sees the man and she bends down to help the man.( )
b. Rebecca sees a man lying on the pavement of the street. ( )
c. She tells the three of them to do as she instructs call the ambulance, get
water and feel the mans pulse. ( )
d. David comes by and all three bystanders feel it is not their problem. ( )
e. They give the man a pill from his pill bottle and he recovers and thanks
them quietly. ( )
f. Michael Scott thanks the three bystanders before leaving with the
ambulance. ( )
g. The ambulance comes and the doctor and nurse examine the man. ( )
h. She is wondering what she should do when Patrick comes by and both look
at the man. ( )

Write T for True statements and F for false statements.
1. Rebecca is the first person who find the man lying in the street ( )
2. The man lying in the street is dead ( )
3. The woman in blue is a doctor ( )
4. Rebecca is instructed to call the ambulance ( )
5. Patrick feels the mans pulse ( )
6. The woman in blue feels proud to save the man ( )
7. The man lying in the street is a famous TV chef ( )
8. Patrick, Rebecca and David are ignorant ( )
9. There is a bottle of pills in the mans pocket ( )
10. The man is unconscious because he is drunk ( )

Check your understanding by filling in the blanks with some of

the elements of the story in the space provided.
(i-think)
Plot:
Rising Action
Exposition
Climax
Falling Action
Resolution

Check your understanding by filling in the blanks with some of the elements
of the story in the space provided.
Title: ____________________________________________
Author: _______________________________________
Setting:
1. ..........................................................
.
Characters
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________

State the similarities and differences of the characters in the Double Bubble Map below.
Civic-minded Clueless
Did not know
the man lying
on the street
The
woman in Rebecca
blue
Double Bubble Map for Comparing (similarities) and Contrasting (differences)

The Right Thing To Do: Five Short Plays [LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
Based on the drama The Right Thing to Do, complete the double bubble map. (i-Think)
Similarities vs. Differences
REBECCA PATRICK

List the themes of the play The Right Thing To Do in the Bubble Map below.
Themes are the

underlying messages or
big ideas of a story.
Taking charge e.g: love and sacrifice,
in times of friendship and identity
emergency
crisis.
THEMES

The Elements of The Right Thing To Do

Main Ideas/Themes Characters What?
(Main ideas of the Drama) (Summary of the Plots)
When? Where? Why?

(Setting of Time) (Setting of Place) (HOTS)
Values
(What have you learn from the drama?)

What are the right things to do if you see an unconscious man lying in the street?
HOTS
I-think: Bubble Map

Answer Sheets
FIVE SHORT PLAYS-THE RIGHT THING TO DO BY MARTYN FORD
Fill in the blanks with suitable expressions from the text.

Rebecca sees a man lying on the pavement of the street. She looks at the man, then she looks around and seeing that
(1)there is nobody around. She starts to walk way. However, she stops and goes back (2)to look at the man again.
Just then, Patrick walks past and he looks at the man. He asks about the man and wants to know (3)Is he dead?. David
comes by and after asking a few questions an arguing with the other two finally says, And (4)its not my problem. As
they are hesitating and arguing, a (5)woman in blue comes and she immediately starts helping the man. The three
bystanders want to know her relationship with the mans condition because as Rebecca says, Then (6)hes not your
problem. But, she tells them to be quiet and instructs David to (7)call the ambulance, Rebecca to get water and Patrick
to (8)feel the mans pulse. They help him to take a pill and he feels better. The woman goes away quietly unnoticed by
the others.
call the ambulance is he dead

woman in blue feel the mans pulse
there is nobody around its not my problem
hes not your problem to look at the man

Number the following sentences to show the correct sequence of the story.
a. A woman in blue sees the man and she bends down to help the man. ( 4 )
b. Rebecca sees a man lying on the pavement of the street. (1 )
c. She tells the three of them to do as she instructs call the ambulance, get water and feel the mans pulse. ( 5 )
d. David comes by and all three bystanders feel it is not their problem. ( 3 )
e. They give the man a pill from his pill bottle and he recovers and thanks them quietly. ( 6)
f. Michael Scott thanks the three bystanders before leaving with the ambulance. ( 8 )
g. The ambulance comes and the doctor and nurse examine the man. ( 7 )
h. She is wondering what she should do when Patrick comes by and both look at the man. (2 )

Write T for True statements and F for false statements.
1. Rebecca is the first person who find the man lying in the street (T)
2. The man lying in the street is dead (F)
3. The woman in blue is a doctor (F)
4. Rebecca is instructed to call the ambulance (F)
5. Patrick feels the mans pulse (T)
6. The woman in blue feels proud to save the man (F)
7. The man lying in the street is a famous TV chef (T)
8. Patrick, Rebecca and David are ignorant (T)
9. There is a bottle of pills in the mans pocket (T)
10. The man is unconscious because he is drunk (F)

The right thing to do
Plot:
Exposition
Patrick and Rebecca see a man lying on the pavement of a street. They are unsure whether they should help him. Each
felt it is not his or her duty to help the man.
Rising Action
David passes by and asks about the man. The other two answers they do not know. Both men feel that Rebecca should
help the man as she is the first there. She, however, insists that it is not her problem.
Climax
A woman in blue helped the man by giving instructions to the three bystanders. They were instructed on what they should
do during an emergency. The man recovered after he was given pill from his medicine bottle.
Falling action
The ambulance comes and a nurse checks that the man is well. The man is Michael Scott, the famous TV chef. Scott
thanks the three of them and then the ambulance takes him away.
Resolution
The three, Rebecca, Patrick and David are happy the man is going to be all right. They have done the right thing for him.
He is alive because of them. They criticise the woman for walking away and not wanting to help. It is an important day for
them as they have helped someone famous.
Similarities
1. Ignorance
2. Unwillingness
Title: The Right Thing To Do 6. Doctor

Author: Martyn Ford 7. Nurse
Setting: A street in town
Characters 1. Rebecca
2. Patrick
3. David
4. Woman in blue
5. Michael Scott

Based on the drama The Right Thing to Do, complete the double bubble map. (i-Think)
Similarities vs. Differences
Like Ignorant
compliments Express
happiness
REBECCA PATRICK


List the themes of the play The Right Thing To Do in the Bubble Map below.
Taking charge Do the right thing

in times of when occasion
emergency Learn by example
warrants it
Bringing out the Be alert to what

best in others THEMES others do or not do
Acknowledge and Humility and

Take credit only if
appreciate help sincerity when
one deserves it
given by others giving help
By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 62

The Elements for The Right Thing To Do
Themes Characters What?

(Main ideas of the Drama) (Summary of the Plots)
Taking charge in times of emergency Woman in blue A man fainted on the streets and the
Do the right thing when the occasion David passers by was wondering if they
warrants it Patrick should help the man, who was a
Learn by example Rebecca famous chef
Be alert to what others do or not do
Bringing out the best in others
Humility and sincerity when giving help
Acknowledge and appreciate help
given by others
Take credit only if one deserves it
When? Where? Why?

(Setting of Time) (Setting of Place) (HOTS why do you think the
Daytime The sidewalk of a street in town passers by do not want to help the
man?)
Values
(What have you learn from the drama?)
By: Ms Lilawathi, Ms Haslina, Ms Husna, & Ms Wan Syeida 63

[LITERATURE MODULE BY JJ SECONDARY SCHOOL TEACHERS]
PICTURES
DURING THE
WORKSHOP
64
65
66
67
68
69
70
71
72
73
74
75
76
CONCLUSION
This module shows that teachers from Jempol &
Jelebu can work hand in hand in order to come out
with great ideas for development of English
language. Hence, with fun activities to do during
the literature lesson, it is hoped that students are
able to understand and learn better.
This teacher collaboration will hopefully bring great
results to the teaching community. Therefore more
collaboration between teachers from Jempol and
Jelebu should be carried out from time to time in
order to produce more creative materials that may
be used in the classrooms.
Thank you for your support
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Prepared by:

English Language Teachers of Jempol & Jelebu

Noor Fadzillah Amran (SMK Palong 2)

James Thong Wai Meng (SMK Teriang Hilir)

Zuraida Zakaria (SMK Undang Jelebu)

The Living Photograph

My small grandmother is tall there,

straight back, white broderie anglaise shirt,

pleated skirt, flat shoes, grey bun,

a kind, old smile round her eyes.

Her big hand holds mine,

white hand in black hand.

It was true after all, that look.

My tall grandmother became small.

Her back round and hunched

Her soup forgot to boil.

She went to the awful place grandmothers go

Somewhere unknown, unthinkable.

But there she is still,

In the photo with me at three,

The crinkled smile is still living, breathing.

physical appearance hunched and forgetful

My small grandmother is tall The first four lines described the

The white hand

The grandmother is., she could

The poet's memory of her grandmother is

By: Ms Mazlinda & Ms.Rimamelati 7

Understanding Literary Devices

THE LIVING PHOTOGRAPH

SYMBOL PERSONIFICATION IMAGERY

_______________________ _______________________ ______________________

A comparison made between Is used to describe the

By: Ms Mazlinda & Ms.Rimamelati 8

THE LIVING PHOTOGRAPH - By Jackie Kay

Describing the Personas Grandmother

1. To whom do you think the title of the poem is related to?

By: Ms Mazlinda & Ms.Rimamelati 9

THE LIVING PHOTOGRAPH - By Jackie Kay

1. Who are in the photograph ?

2. Describe the grandmothers skirt and shoes ?

3. In stanza 1, which words mean open embroidery on white linen ?

By: Ms Mazlinda & Ms.Rimamelati 10

THE LIVING PHOTOGRAPH BY JACKIE KAY

The Living Photograph Synopsis

Stanza 1 The first four lines described the

Stanza 2 The grandmother who was a tall

Stanza 3 The poet's memory of her

By: Ms Mazlinda & Ms.Rimamelati 11

1. Symbol: the photograph

1. The personas grandmother.

By: Ms Mazlinda & Ms.Rimamelati 12

1. The persona and her grandmother

By: Ms Mazlinda & Ms.Rimamelati 13

THE LIVING PHOTOGRAPH

a. What does the phrase grey bun refers to?

b. List two words that describe the grandmothers character traits.

ii. _____________________ (2 marks)

a.How does her grandmother look as she aged?

b. What do you think she has forgotten to do?

c. Which phrase has the same meaning as death?

b. Which word tells us about the personas age? ______________________ (1 mark)

c. Why do you think the smile is crinkled?

By: Mr James & Mr Sivakumar 14

___________ _ ____________

Children should __ to their elders.