1

Curriculum Development Division. Ministry of Education Malaysia. 2009







Flipping Fantastic
By Jane Langford

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










LITERATURE COMPONENT FOR FORM 1
DRAFT
2


SHORT STORY









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!













Introduction
3


SHORT STORY







What is a Short Story?

 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

 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

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

About Short Story
4

Plot
 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 “why” 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 „I‟ and „We‟ to give the personal touch
(b) in the second person, using „they‟ / „he‟ / „she‟ / „it‟
(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 “serious”, “light-hearted”, “pompous”, “nostalgic”, 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.



5

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 “like” or “as” 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.
























6


SHORT STORY








„Flipping Fantastic‟ by Jane Langford is a story about twin brothers and their mother. Tristan
is an outstanding, brilliant and a capable boy but James is shy, nervous and lacks confidence.
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.

Their mother decides to enrol James in Highfields and Tristan who is physically challenged
and wheelchair bound, in a special school (Chesterlea Grange). Both brothers are confused
over the thought of being separated as they have never been apart from each other. Since they
rely on each other, the twins are concerned about how they are going to cope in their new
school environment.

The mother wants the twins to be independent. She is confident that Tristan would be
able to cope well at Chesterlea Grange. However, she worries about James and wonders how
he is going to manage all alone at Highfields. Tristan changes his mind about Chesterlea
Grange, in order to be with James. Besides that, the school is far away from home and he
would only be able to see James once a week. On the other hand, James manages to persuade
him by reminding him of all the facilities and activities in his new school that Tristan dreamt of.

Knowing James cannot cope himself alone, Tristan calls on their friend Kiara Jones to help
James in Highfields. The twins at last realise that they have made the right decision and their
new school environment is flipping fantastic.







Synopsis
7


SHORT STORY







SETTING
Peter Hill Primary: Tristan and James are finishing their final year in this primary school. They
perform in a play entitled “The Adventures of Tom Sawyer” which is the last activity in the school.
Chesterlea Grange: This is a residential school for students of special needs situated far away
from Tristan‟s home. 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, games room, swimming pool and a
paddock. The school also has sports activities such as basketball tournament, archery contest,
wheelchair games and so on.
Highfields: This is the school that James is going to be enrolled in when the new school term
begins. At the end of the story, James feels excited about his new school as most of his
schoolmates are there including Kiara Jones.

CHARACTER
Tristan and James : They are the main characters in the story. They are twin brothers who are
dependent on each other. Tristan is more confident and outstanding than James. James is shy,
nervous and has a low self-esteem.
Mum: She is the mother of Tristan and James. 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.
Although Tristan feels excited about his new school, at times he feels confused at being alone
and far away from home and his brother in the new school.
Motherly pride: Mum takes pride in her boys‟ ability. She admires James‟s courage to perform
on stage despite being an introvert and appreciates Tristan‟s great performance. as „Tom
Sawyer‟ in the school play.
Other themes/ sub-themes: a caring society, being independent, brotherly love.

VALUES
Independence, concern, gratefulness, appreciation, consideration, helpfulness

Elements
8

LITERARY DEVICES
Point of View
This story is written from the first person point of view. The pronoun “I” is used. We see the
events from three perspectives; namely that of Tristan, James and Mum. We can experience
their thoughts and feelings.
Tone
The tone is generally sincere, serious and reflective. At times it is emotional.
Diction (the choice of words used in the story)
 serious - …James, on the other hand, has always been so nervous. 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. I accept that.
 emotional - Talk about pride! Tonight I thought I was going to burst with it!
 simple vocabulary; short sentences; lots of exclamation marks (!) to express emotions
 use of contractions (e.g. he’s; it’s, etc) to show a conversational style
Simile
The story has several similes e.g. I feel like a tyre that has burst; as freely as a freshly oiled cog,
etc.
Journal entries/reflections
 3 different styles to express the thoughts and feelings of the 3 characters.
Contrast
 Contrast of writing styles. E.g. Tristan‟s thoughts are in a box; James‟s thoughts appear
to be on lined paper while mum‟s thoughts are in italics.
 Contrast of opinions and characters Tristan loves drama while James loathes it.
Slang /colloquial expressions
e.g. .. the new school is really cool; collywobbles; mate; flipping; I’ve really blown it! (to give it a
fresh modern feel)
Rhetorical questions
Questions that require no answer. e.g. How can I tell Mum?
9




To identify the similarities and differences between two
main characters in the story.
.


Worksheet SS1




FLIPPING FANTASTIC ACTIVITY SS1




























O
Distribute a copy of the Character Trait Venn
Diagram to each student.
.
O
Students use the Venn Diagram to write down
the similarities and differences of the two main
characters in the story.
.
O
In the circle next to each character, students
write words and phrases that describe the traits
of the character.

O
Students write common traits of the two main
characters in the intersection of the circles.










Materials
Notes

Teacher can
provide word cards
for weak students to
complete the Venn
Diagram.

Students can work
in pairs
Steps

Aim


40 minutes


Character Traits
10


FLIPPING FANTASTIC WORKSHEET SS1








Complete the diagram below with the similarities and differences between the two
characters in the story.









































Character Traits
James

Tristan

11




To be able to recognise and analyse the characters in the
story.




Worksheet SS2






FLIPPING FANTASTIC ACTIVITY SS2





























O
Distribute a copy of worksheet to each student.

O
Students read the statements in the box.

O
Students choose the statements from the box
above and match them with the character in the
picture.
O
Write the sentences in the speech bubbles
provided.



Materials
Notes

Get students to
read with correct
intonation and
expressions.
Steps

Aim



40 minutes



Who Said What?

__Who Said
What?
12


FLIPPING FANTASTIC WORKSHEET SS2






Who Said What?

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


1. ___________________________

___________________________

2. ___________________________

___________________________

3. ___________________________

________________________






13























































1. _____________________________________________

_____________________________________________

2. _____________________________________________

_____________________________________________

3. _____________________________________________

_____________________________________________



1. ______________________________________

______________________________________

2. ______________________________________

______________________________________

3. ______________________________________

______________________________________

14





To explore new vocabulary.



FLIPPING FANTASTIC ACTIVITY SS3



















































O

Teacher list down words taken from the text (as
many as possible).

O
Make word cards and stick them on the wall
around the classroom.

O
Divide the class into small groups of three or four.
O
Distribute Worksheet 3 to each group.

O
O

O
O
Tell students to search for words that match the
meaning of the sentences in the worksheet.

Students move around the classroom to
memorise the words and return to their respective
groups to fill in the column provided.

Students can use a dictionary to find the
meanings of the words.


Set a time limit (10 minutes) to encourage
competition.
Materials
Steps

Notes

Reward groups
that come up
with the most
correct answers.
.

Worksheet SS3 Handout SS3





Materials

Search and Match
__Who Said
What?
Aim



80 minutes

15


FLIPPING FANTASTIC WORKSHEET SS3







Fill in the column on the right with the appropriate words.

No. Sentences Word
1 The play put me on a real high
2 Tristan has always been such a live wire
3 Tonight was the worst night of my life. I hate drama
4 One tiny, little line, consisting of just seven words and I got it wrong
5
We are pretty much stuck together. Wherever he goes, I go and
wherever I go, he goes. How will I cope at my new school without
him?

6
He‟s far smarter than me. He always gets „A‟s in his homework He
understands how computer works

7
My two sons were the stars of the school play. They were
wonderful.

8
I‟ve been really worried about how he‟ll find his way around without
Tristan to help him

9 Today, I feel like a tyre that has burst, totally deflated
10
She‟s moving out to a different school and I don‟t have to worry
about seeing her any more

11 I know that I rely on Tristan but he relies on me too
12 I don‟t know what to think
13
Me and my big mouth! Why did I ever go and talk to Tristan about
his new school?

14 I can‟t wait to see Tristan at the weekend to tell him all about
15
I don‟t know who invented the „dis‟ word, she says. I‟m not
interested in what you can‟t do. I‟m only interested in what you can
do.



Search and Match
__Who Said
What?
16

CONCERNED

FLIPPING FANTASTIC HANDOUT SS3







Sample word cards


ECSTATIC
ACTIVE
REGRET
DETERMINED
AWFUL
DEPRESSED
RELIEVED
INTER-DEPENDENT
CONFUSED
EMBARRASSING
DEPENDENT
EAGER
INFERIOR
PRIDE

Search and Match
__Who Said
What?
17





To analyse the story by studying the pictures in the short
story.




FLIPPING FANTASTIC ACTIVITY SS4



























Students study the illustrations in the short story.

Students identify and describe the people, places,
activities, and actions in the pictures.

Get students to fill up the „Fun With Pictures‟
graphic organizer. Students write a list of nouns
and verbs that they see in the pictures.










O
O
O
Steps

Notes

Ask students to
colour the
pictures in the
short story book.

Fun with Pictures
__Who Said
What?
Materials

Worksheet SS4





Materials
Aim



80 minutes

18


FLIPPING FANTASTIC HANDOUT SS4








Study the pictures in the short story. Fill in each magnifying glass with
suitable words or phrases.




Fun with Pictures
__Who Said
What?
19





To explore the meanings of new vocabulary.



FLIPPING FANTASTIC ACTIVITY SS



























Provide a copy of the worksheet to each
student.

Students write a new word from the story.

Students look up the meaning of the word from
the dictionary and write it in their own words in
the space provided.

Students write a synonym and an antonym of the
word in the spaces provided.

Students write a sentence from the text.












O
O
O
O
O
Steps

Notes

Students can
create more
than one
sentence.

Alien Attack
__Who Said
What?
Materials

Worksheet SS5 Dictionary or Thesaurus





Materials
Aim



80 minutes

20


FLIPPING FANTASTIC WORKSHEET SS5







Feed the alien’s tummy with relevant information.





















ANTONYM
SYNONYM

DEFINITION

WORD
SENTENCE

Alien Attack
__Who Said
What?
21





To analyse the setting of the story.



FLIPPING FANTASTIC ACTIVITY SS6




























Distribute copies of the worksheet.

Students study the pictures carefully.

Students fill in the boxes provided with
appropriate words or phrases with close
reference to the text.

















O
O
O
Steps
Notes

Teacher can
provide
scrambled
letters of the
words.



The Place To Be
__Who Said
What?

Worksheet SS6





Materials
Aim



80 minutes

22


FLIPPING FANTASTIC WORKSHEET SS6







Fill in the boxes with suitable words or phrases









































FACILITIES IN
CHESTERLEA GRANGE

The Place To Be
__Who Said
What?
23

Fill in the boxes with suitable words or phrases

















































SPORT ACTIVITIES IN CHESTERLEA
GRANGE

24




To sequence the events of the story




FLIPPING FANTASTIC ACTIVITY SS7





























Distribute a copy of the worksheet to each
student.

Students study the sentences carefully.

Students arrange the sentences according to
the structure of the story.

Students complete the zig-zag timeline on the
right by sequencing the events on the left.













O
O
O
O



Tell Me
__Who Said
What?

Worksheet SS7





Materials
Aim



80 minutes

Notes

Write a
summary of the
story by
sequencing the
events given
below.

Steps
25


1. James feels nervous about being alone
in Highfields without Tristan to help his
way around.
2. Tristan changes his mind about going
to Chesterlea Grange in order to be
with James.
3. Their mother feels that Tristan has to
be enrolled in a special school so that
he can be independent.
4. The twins who rely on each other are
upset over the thought of being
separated.
5. Tristan is excited over the facilities in
Chesterlea Grange.
6. James and Tristan are about to
complete their primary education at
Peter Hill Primary.
7. Tristan calls Kiara Jones and seeks her
help to assist James at Highfields.
8. The boys realise that they have make
the right decision and are very happy in
their new school environment.
9. Mum is quite confident about Tristan
but worried about James on how he is
going to manage in his new
environment.
10. James manages to persuade Tristan to
go to Chesterlea Grange by reminding
him of the facilities and the friendly
staff there.



FLIPPING FANTASTIC WORKSHEET SS7








Write the correct sequence of the story in the ‘zig-zag’ timeline. The first one
has been done for you.







































ZIG ZAG
TIMELINE

6

Tell Me
__Who Said
What?
26





To analyse how the story leads towards a climax and resolution




FLIPPING FANTASTIC ACTIVITY SS8




























Teacher discusses the story with the class
by giving the idea of rising and falling
action.

Teacher uses a familiar story e.g. Harry
Porter, 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.

Students complete the story wheel with relevant
details from the short story.





O


O

O

O

Story Block
__Who Said
What?



Worksheet SS8





Materials
Aim



80 minutes

Steps
Notes

This lesson
can also be
carried out as
a group
activity.
27


FLIPPING FANTASTIC WORKSHEET SS8







Complete the story blocks with relevant details from the story












CLIMAX
RISING ACTION
BEGINNING
ENDING
FALLING ACTION
_________________________
_________________________
_________________________
_________________________
_________________________
________________________
________________________
________________________
________________________
________________________
________________________
______________________
______________________
______________________
______________________
______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_____________________
_____________________
_____________________
_____________________
_____________________

Story Block
__Who Said
What?
28





To identify and analyse the themes in the short story.



FLIPPING FANTASTIC ACTIVITY SS9








































O

Distribute a copy of the worksheet to each student.
O
Students read and analyse the textual evidence
from the story.
O
Match the themes provided with the textual
evidence.

Notes

Students can
write a prose on
the theme of
Brotherly Love.


Show Me The Evidence




Worksheet SS9





Materials
Aim



80 minutes

Steps
29


Next term will be
different but I
don’t want to think
about that right
now. It’s too
horrible for words.

Mr. Sewell has to
carry me while
James lifts my
wheelchair
I don’t know how he
manages to learn all those
lines. All I had to do was
say one merely line. Could
I remember it? No, of
course not. One tiny, little
line consisting of just
seven words and I got it
wrong.


My two beautiful sons were
the stars of the school
play. Tristan was wonderful
as Tom Sawyer. The
woman in the seat behind
me said she could hear
every word and Mr. Sewell
said he was a real ‘pro’.
FLIPPING FANTASTIC ACTIVITY SS9







Match the themes with the textual evidence provided.







































Show Me The Evidence

Fear for the unknown Inferiority Complex
A mother’s pride Inferiority Complex Caring for the disabled
D
C
B
A
30




Identifying values in the story




FLIPPING FANTASTIC ACTIVITY SS10








































O
Distribute the worksheet to each student.
Study the clues given carefully.

O

Unscramble the words beside the clues provided.

O

Locate and highlight the words in the word maze
Notes

Use of different
colours can be
encouraged to
identify the
values in the
word maze


Amazing Maze



Worksheet SS10a and SS10b





Materials
Aim



80 minutes

Steps
31

At the end of the play I’ve
got to thank Mr. Sewell, our
English teacher
How will he cope at his new
school without me?
Nothing will be the same at
the new school. I feel as if
I’m losing something very
special.
He actually stood up in front
of the whole audience and said
his line

FLIPPING FANTASTIC WORKSHEET SS10a







Unscramble the words using the clues. Then, locate the values in the word maze
provided.





































tegaflur
I can help him with his
wheelchair up all the ramps in
the corridors

phleulf
oncerdenc

appcitveirea
termidend


Amazing Maze
1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________
32


FLIPPING FANTASTIC WORKSHEET SS10b








Look for the values identified in the previous worksheet.


E Z D F H G G U Y M S C
V N N K H F X O G M C X
I D D F Y B O R C X Z W
T Q D E E N A X F U H K
A S T E T T K B O B E A
I E O U E E T E A K L J
C C U F P E R M V I P F
E A U L I P R M U N F I
R L C T B V I M I X U L
P Z X R A S H I D N L U
P X A V I E R B O N E O
A D R C O N C E R N E D
R H H M A H S U E Z H D







Amazing Maze
33


FLIPPING FANTASTIC BEYOND THE TEXT SS1















































Try This



1. Find out more about the author of ‘Flipping Fantastic’, Jane Langford
and what inspired her to write this story.


2. Think about the similarities and differences between your primary
school and the present school. Which do you prefer and why?


3. 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.


34


FLIPPING FANTASTIC BEYOND THE TEXT SS2















































It’s Fantastic Here



1. Ask students to form small groups. Students who come from the
same primary school can form a group.

2. Select a leader to facilitate the activity

3. Students gather pictures, magazines, video clips of their primary
school and their secondary school.

4. Students get together in groups to compare and contrast their
former and present school environment. Power point presentation is
encouraged.
















35


FLIPPING FANTASTIC BEYOND THE TEXT SS2















































It’s Fantastic Here



1. Ask students to form small groups. Students who come from the
same primary school can form a group.

2. Select a leader to facilitate the activity

3. Students gather pictures, magazines, video clips of their primary
school and their secondary school.

4. Students get together in groups to compare and contrast their
former and present school environment. Students present their work
on display papers

5. Students paste their work on the walls of the classroom

6. Students move around to browse other groups’ work.

7. Students compare, contrast and respond during the presentations.













36


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.

2. List down the companies or government agencies that provide the
jobs.

3. Collect information on training programmes to help these people
with special needs.















37


FLIPPING FANTASTIC BEYOND THE TEXT SS4















































Caring Society



1. Students browse the net to obtain information about special schools
for children of special abilities (gifted).

2. Students download the charitable organisations that run these
special schools.

3. Students work in pairs to discuss the facilities and activities
available in these schools.

4. Students present their findings.















38


FLIPPING FANTASTIC ASSESSMENT 1







Read the statements below. Write (T) for true statements and (F) for false statements in
the box provided.

1. James is nervous about the thought of being alone in Highfields without
Kiara Jones around.

2. James is quite happy about leaving Peter Hill Primary because he doesn‟t
have to take part in school plays anymore.

3. Chesterlea Grange has all the facilities that James like.

4. Tristan agrees to go to Chesterlea Grange to please his mother.

5. Tristan plays the role of Tom Sawyer in the school play.

6. Mr. Sewell is Tristan‟s favourite Maths teacher.

7. James persuades Tristan to go to Chesterlea Grange.

8. James dislikes drama.

9. Mum thinks that it is a mistake choosing different secondary schools for
her sons.

10. Jessica Parker is the twin‟s classmate.



True or False?
39


„For the past six years I‟ve lived in fear of Jessica Parker
and her stupid laugh, but now she‟s moving to a different
school and I don‟t have to worry about seeing her
anymore.‟


FLIPPING FANTASTIC ASSESSMENT 2







1. Which word describes James‟s feeling of being alone in Highfields?

A. hilarious
B. confused
C. nightmare











2. Based on the extract above, Jessica Parker is most probably a………..
A. teacher
B. student
C. relative

3. Which statement below is not true about Tristan
A. He is physically challenge
B. He dislikes Jessica Parker.
C. His mother is proud of him.
D. He is outstanding in his school

4. What is mum‟s perception about James?
A. He is confident.
B. He is an active boy.
C. He is shy and nervous.
D. He loves Jessica Parker.




Choose One!
40


FLIPPING FANTASTIC ASSESSMENT 3










Read the extract and answer the questions below.


1. What does the word ‘this’ in the above extract refer to?

__________________________________________________________________


__________________________________________________________________

2. The expression „as if they’ve won the lottery, then lost the ticket down a drain’

means, ____________________________________________________________

3. How does the mother feel about choosing different schools for her boys?
Give a reason.

__________________________________________________________________


__________________________________________________________________

4. In your opinion, does the mother possess the qualities of a good mother? Explain.

__________________________________________________________________


__________________________________________________________________


Perhaps it was a mistake to choose different secondary schools for
them. They‟re very different children but they‟re still twins. It‟s hard for
the rest of us to understand quite how they feel. I must ask them if
this is what they really want. I can‟t let them spend the rest of the
summer holidays looking as if they‟ve won the lottery, then lost the
ticket down a drain.


Have I Understood?
Practice 1
41


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, and
friendly and everybody knows me. The thing is, when I went to see Chesterlea
Grange on the Open day, it seemed so much fun. I liked the horse-riding,
swimming and wheelchair games best. Every summer they hold an event like
the Paralympics. They have archery contests, wheelie marathons and
basketball tournaments. I‟ve never had the chance to take part in sports like
that.





Read the extract and answer the questions below.


1. Name three events in the Paralympics.

a. _________________________________

b. _________________________________

c. _________________________________

2. Why does Tristan feel comfortable in Peter Hill?

_________________________________________________________________

_________________________________________________________________

3. What attracts Tristan about Chesterlea Grange?

_________________________________________________________________

_________________________________________________________________

4. Do you think Tristan can remain in Peter Hill even if he wants to? Why?

_________________________________________________________________

_________________________________________________________________





Practice 2
42





Read the extract and answer the questions below.



1. What common interest do James and Kiara Jones share?

____________________________________________________________________

____________________________________________________________________


2. What kind of a person is Kiara Jones?
________________________________________________________ ___________

____________________________________________________________________


3. What does James mean when he says that „Tristan will be really jealous because he
likes Kiara too‟?
____________________________________________________________________

____________________________________________________________________


4. Based on your knowledge of the story, do you think Tristan will be jealous of James‟s
acquaintance with Kiara Jones? Give a reason.

____________________________________________________________________

____________________________________________________________________








Kiara Jones is going to Highfields. She plays football for the County Girls‟ Under
11s team. With a bit of luck she‟ll go to the same football practices at Highfields
as me. Tristan will be really jealous because he likes Kiara too. She pushed his
wheelchair to the refreshment bar at an Under 11s tournament last summer. I
couldn‟t do it because I was playing.


Practice 3
43


FLIPPING FANTASTIC ASSESSMENT 4












Aim : To encourage creativity

Materials : None

Steps : 1. Study the characters in the story with close reference to their
thoughts and opinions about the school play.

2. Write an interesting dialogue.

3. Role Play the dialogue.






Aim : To obtain information from various sources.

Materials : Students‟ choice

Steps : 1. Students find out information about a famous personality who
has special needs; e.g. Christopher Reeve (Superman).

2. Students create a group folio by compiling the
following details:-
 a brief background of the person, attached with his/her
photograph
 his experience coping with his disability and achievements
3. Teacher assesses the folio based on its contents and creativity
of the students.


Authentic Assessment
Role Play
Creating A Folio
44






Aim : To explore sports activities for people with special needs.

Materials : None

Steps : 1. Students find out types sports activities for people with special
needs..

2. Students work in pairs / groups to create a scrapbook entitled \
„Paralympics‟.

3. Students submit scrapbook for assessment.






Aim : To express one‟s opinion freely in a formal situation.

Materials : None

Steps : 1. Divide the class into groups of four.

2. Students select a chairperson.

3. Members of the groups discuss on one of the following issues;

· „Twins should be sent to different schools‟.
· Paralympics should be introduced in schools for special
needs.
· Redesigning schools to cater for students with special
needs.

4. Teacher assesses students based on their accuracy and
fluency.

Scrapbook
Forum
45


FLIPPING FANTASTIC ASSESSMENT 4











Similarities:
Concerned, Dependent, Caring, Considerate, Loving, Responsible
Differences:
Tristan : Confident, Brilliant, Computer Literate, Outstanding, Active
James: , Inferior, Introvert, Shy, Quiet, Dependent, Lacks confidence
(Accept any other suitable answers)





Tristan
1. Today I feel like a tyre that has burst, totally deflated.
2. The play put me on a real high.
3. I can see that old scared look back in the eyes. What can I do to make him
feel better?

James
1. Me and my big mouth!. Why did I ever go and talk to him about his new school?
2. She‟s moving out to a different school and I don‟t have to worry about seeing her any
more.
3. We are pretty much stuck together. Wherever he goes, I go and wherever I go, he
goes.


Worksheet SS1




Answer Key
Worksheet SS2



46


Mum
1. Tristan has always been such a live wire.
2. I‟ve been really worried about how he‟ll find his way around without Tristan to help him.
3. Words fail me! Tristan doesn‟t want to go to Chesterlea grange after all. What on earth
am I going to do?







1 .Ecstatic
2. Active
3. Awful
4. Embarrassing
5. Dependent
6. Inferior
7. Pride
8. Concerned

9. Depressed
10. Relieved
11. Interdependent
12. Confused
13. Regret
14. Eager
15. Determined







PEOPLE : James, Tristan, Mum, Parents, Students, Physically
Handicapped, Audience, Actors,

PLACES : Chesterlea Grange, School, Computer Room, Football Field,
Stage,

ACTIVITIES : Swimming, Horse- Riding, Basket-Ball, Football, Archery Contest
Worksheet SS3



Worksheet SS4



47


ACTIONS : Acting, Watching, Clapping, Cheering, Browsing, Pushing,
Kicking, Playing, Drinking, Reading, Talking, Laughing, Standing,
Walking, Playing, Running, Riding, Folding






(Accept any suitable answers)
Example
Word : Disability
Definition : Unable to do something
Synonym : Handicapped
Antonym : Ability
Sentence : I would be able to do those things too, if I didn‟t have a disability







FACILITIES : SWIMMING POOL
GAMES ROOM
ARCHERY CONTESTS
PADDOCK
WHEELCHAIR GAMES
DRAMA STUDIO

ACTIVITIES : BASKETBALL TOURNAMENT
SWIMMING

Worksheet SS5



Worksheet SS6



48







Answers: 6, 3, 4, 9, 1, 2, 10, 5, 7, 8






Beginning:
James and Tristan are about to finish their primary education at Peter Hill Primary.
Their mother decides to send the twins to two different secondary schools when the new
school term opens.

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.

Climax:
Tristan changes his mind about going to Chesterlea Grange in order to be with James.

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, by reminding him about the facilities
there.
Tristan seeks the help of Kiara Jones to assist James in his new school environment.

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.






A. Fear for the unknown
B. Caring for the disabled
C. Inferiority complex
D. A mother‟s pride

Worksheet SS7



Worksheet SS8



Worksheet SS9



49






1. GRATEFUL
2. HELPFUL
3. CONCERNED
4. APPRECIATIVE
5. DETERMINED







E Z D F H G G U Y M S C
V N N K H F X O G M C X
I D D F Y B O R C X Z W
T Q D E E N A X F U H K
A S T E T T K B O B E A
I E O U E E T E A K L J
C C U F P E R M V I P F
E A U L I P R M U N F I
R L C T B V I M I X U L
P Z X R A S H I D N L U
P X A V I E R B O N E O
A D R C O N C E R N E D
R H H M A H S U E T H D

Worksheet SS10a



Worksheet SS10b



50







a. FALSE
b. TRUE
c. FALSE
d. FALSE
e. TRUE
f. FALSE
g. TRUE
h. TRUE
i. TRUE
j. TRUE






1. C

2. B
3. B
4. C






Practice 1

1. Going to different schools
2. Extreme disappointment
3. Confused, because she is not sure if her boys want to go to different schools
4. Yes, she wants the best for her sons. She is even willing to send both Tristan and James
to the same school if that is what they really want.


Assessment SS1



Assessment SS2



Assessment SS3



51


Practice 2

1. Archery contests, wheelie marathon and basketball tournaments
2. Because it is safe and has a friendly environment
3. The facilities and outdoor sports
4. No, Peter Hill is for the Primary Level students.

Practice 3

1. Playing football
2. Helpful and active
3. Because Kiara will be going to the same school as James
4. Accept any suitable answers.





























52


FLIPPING FANTASTIC







No. Word Page Meaning
1 Ecstatic 25
showing or feeling great enthusiasm,
happiness or excitement
2 Bewildering 29
something that is very confusing and difficult to
understand
3 Hilarious 33
something that is extremely funny and makes
you laugh a lot
4 Persuade 36 influence or convince someone or oneself
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.

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.

7 Stutter 23
find it difficult to say the first sound of a word,
and often hesitate or repeat it two or three
times
8 Ramps 32

a sloping surface that connects two places
that are at different levels; e.g one that has
been built so that it can be used by cars and
wheelchairs

9 Grump 33

someone who is bad-tempered often because
they are slightly angry, disappointed or
pessimistic


Glossary
53


SHORT STORY





























Panel of Writers
1.

Ira Bhattacharyya (Panel Head)
2.

Rahmah Hj Sayuti
3.

Adrian Robert
4.

Xavier Manickam
5.

Rashid Hj. Abdul Jalil
6.

So Suez Pink
7. Pushparani Subramaniam (BTP)
8. Y.M.Tunku Ireneza Marina Tunku Mazlan (Coordinator)

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!

2

SHORT STORY

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

3

Plot   

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 “why” 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 „I‟ and „We‟ to give the personal touch (b) in the second person, using „they‟ / „he‟ / „she‟ / „it‟ (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 “serious”, “light-hearted”, “pompous”, “nostalgic”, 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.

4

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 “like” or “as” 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.

5

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

Although Tristan feels excited about his new school.SHORT STORY Elements SETTING Peter Hill Primary: Tristan and James are finishing their final year in this primary school. archery contest. consideration. James is shy. wheelchair games and so on. James feels excited about his new school as most of his schoolmates are there including Kiara Jones. They are twin brothers who are dependent on each other. At the end of the story. swimming pool and a paddock. helpfulness 7 . as „Tom Sawyer‟ in the school play. VALUES Independence. concern. The school also has sports activities such as basketball tournament. gratefulness. games room. Tristan is more confident and outstanding than James. Mum: She is the mother of Tristan and James. appreciation. being independent. at times he feels confused at being alone and far away from home and his brother in the new school. brotherly love. Chesterlea Grange: This is a residential school for students of special needs situated far away from Tristan‟s home. Highfields: This is the school that James is going to be enrolled in when the new school term begins. Motherly pride: Mum takes pride in her boys‟ ability. nervous and has a low self-esteem. 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. They perform in a play entitled “The Adventures of Tom Sawyer” which is the last activity in the school. CHARACTER Tristan and James : They are the main characters in the story. Other themes/ sub-themes: a caring society. She admires James‟s courage to perform on stage despite being an introvert and appreciates Tristan‟s great performance. 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.

etc. The pronoun “I” is used. At times it is emotional.g. James‟s thoughts appear to be on lined paper while mum‟s thoughts are in italics. Contrast of opinions and characters Tristan loves drama while James loathes it. E. as freely as a freshly oiled cog. I’ve really blown it! (to give it a fresh modern feel) Rhetorical questions Questions that require no answer.g. serious . Journal entries/reflections  3 different styles to express the thoughts and feelings of the 3 characters. collywobbles. We see the events from three perspectives. We can experience their thoughts and feelings.LITERARY DEVICES Point of View This story is written from the first person point of view..Talk about pride! Tonight I thought I was going to burst with it! simple vocabulary. 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. emotional . How can I tell Mum? 8 . Slang /colloquial expressions e. serious and reflective. etc) to show a conversational style Contrast   Contrast of writing styles.g.g. . short sentences. he’s. it’s. I feel like a tyre that has burst. Diction (the choice of words used in the story)      Simile The story has several similes e. Tone The tone is generally sincere.…James.g. flipping. the new school is really cool. mate. I accept that. has always been so nervous. lots of exclamation marks (!) to express emotions use of contractions (e. James and Mum. e. namely that of Tristan. on the other hand. Tristan‟s thoughts are in a box.

. Students use the Venn Diagram to write down the similarities and differences of the two main characters in the story.FLIPPING FANTASTIC ACTIVITY SS1 Character Traits Aim To identify the similarities and differences between two main characters in the story. . In the circle next to each character. 40 minutes Materials Worksheet SS1 Steps     Distribute a copy of the Character Trait Venn Diagram to each student. students write words and phrases that describe the traits of the character. . Students can work in pairs 9 . Notes Teacher can provide word cards for weak students to complete the Venn Diagram. Students write common traits of the two main characters in the intersection of the circles.

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

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

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

______________________________________ ______________________________________ 13 . _____________________________________________ _____________________________________________ 2. _____________________________________________ _____________________________________________ 3.1. _____________________________________________ _____________________________________________ 1. ______________________________________ ______________________________________ 2. ______________________________________ ______________________________________ 3.

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

little line. They were wonderful. I‟m only interested in what you can do. No.FLIPPING FANTASTIC WORKSHEET SS3 Search and Match Fill in the column on the right with the appropriate words. Word 15 . she says. I‟m not interested in what you can‟t do. he goes. I hate drama One tiny. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 __Who Said What? 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. How will I cope at my new school without him? He‟s far smarter than me. consisting of just seven words and I got it wrong We are pretty much stuck together. I feel like a tyre that has burst. I‟ve been really worried about how he‟ll find his way around without Tristan to help him Today. He always gets „A‟s in his homework He understands how computer works My two sons were the stars of the school play. 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 relies 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 „dis‟ word. I go and wherever I go. Wherever he goes.

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

Materials Materials Worksheet SS4 Steps    Students study the illustrations in the short story.FLIPPING FANTASTIC ACTIVITY SS4 Fun with Pictures __Who Said Aim What? 80 minutes To analyse the story by studying the pictures in the short story. and actions in the pictures. Get students to fill up the „Fun With Pictures‟ graphic organizer. 17 . Notes Ask students to colour the pictures in the short story book. places. Students identify and describe the people. activities. Students write a list of nouns and verbs that they see in the pictures.

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

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

__Who Said What? WORD DEFINITION SYNONYM ANTONYM SENTENCE 20 .FLIPPING FANTASTIC WORKSHEET SS5 Alien Attack Feed the alien’s tummy with relevant information.

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

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

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

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

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

Harry Porter. Teacher distributes a copy of the worksheet to each student.g. This lesson can also be carried out as a group activity. Notes Teacher uses a familiar story e. 26 .FLIPPING FANTASTIC ACTIVITY SS8 Story Block __Who Said Aim What? 80 minutes To analyse how the story leads towards a climax and resolution 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. leading to a climax and then to a conclusion. to show how a story builds over time.

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

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

C My two beautiful sons were the stars of the school play. All I had to do was say one merely line. Sewell said he was a real ‘pro’. One tiny. It’s too horrible for words. D 29 . of course not. Sewell has to carry me while James lifts my wheelchair B I don’t know how he manages to learn all those lines. little line consisting of just seven words and I got it wrong. Tristan was wonderful as Tom Sawyer. Mr. Could I remember it? No. 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. 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.

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. Notes Unscramble the words beside the clues provided. 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 . Study the clues given carefully.

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

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.

FLIPPING FANTASTIC BEYOND THE TEXT SS1 Try This 1. 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. Think about the similarities and differences between your primary school and the present school. Write an interesting telephone conversation between Tristan and Kiara. Find out more about the author of ‘Flipping Fantastic’. 2. Jane Langford and what inspired her to write this story. 33 .

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

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

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

Students present their findings. 4. 3. 2. 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. Students work in pairs to discuss the facilities and activities available in these schools. 37 .

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

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

then lost the ticket down a drain’ means. __________________________________________________________________ __________________________________________________________________ 4. does the mother possess the qualities of a good mother? Explain. __________________________________________________________________ __________________________________________________________________ 40 . The expression „as if they’ve won the lottery. How does the mother feel about choosing different schools for her boys? Give a reason. 1. Perhaps it was a mistake to choose different secondary schools for them. I must ask them if this is what they really want. I can‟t let them spend the rest of the summer holidays looking as if they‟ve won the lottery. They‟re very different children but they‟re still twins. In your opinion. ____________________________________________________________ 3. What does the word ‘this’ in the above extract refer to? __________________________________________________________________ __________________________________________________________________ 2. It‟s hard for the rest of us to understand quite how they feel.FLIPPING FANTASTIC ASSESSMENT 3 Have I Understood? Practice 1 Read the extract and answer the questions below. then lost the ticket down a drain.

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

do you think Tristan will be jealous of James‟s acquaintance with Kiara Jones? Give a reason. 4. She plays football for the County Girls‟ Under 11s team. What kind of a person is Kiara Jones? ________________________________________________________ ___________ ____________________________________________________________________ What does James mean when he says that „Tristan will be really jealous because he likes Kiara too‟? ____________________________________________________________________ ____________________________________________________________________ Based on your knowledge of the story. What common interest do James and Kiara Jones share? ____________________________________________________________________ ____________________________________________________________________ 2. ____________________________________________________________________ ____________________________________________________________________ 3. She pushed his wheelchair to the refreshment bar at an Under 11s tournament last summer. 42 . Kiara Jones is going to Highfields.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. 1. I couldn‟t do it because I was playing. Tristan will be really jealous because he likes Kiara too.

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

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

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

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

Pushing. Reading. Cheering. 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 . Running. Clapping. Drinking. Watching. Playing.ACTIONS : Acting. Walking. Talking. Kicking. Standing. Laughing. Browsing. Riding. 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. Playing.

Fear for the unknown Caring for the disabled Inferiority complex A mother‟s pride 48 . 3. 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. Climax: Tristan changes his mind about going to Chesterlea Grange in order to be with James. 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. 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. 7.Worksheet SS7 Answers: 6. B. Worksheet SS9 A. 5. Tristan seeks the help of Kiara Jones to assist James in his new school environment. 10. D. C. Their mother decides to send the twins to two different secondary schools when the new school term opens. 4. 1. 2. 9. by reminding him about the facilities there. 8 Worksheet SS8 Beginning: James and Tristan are about to finish their primary education at Peter Hill Primary.

4.Worksheet SS10a 1. 5. 3. 2. 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 .

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

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

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 . Word Page Meaning showing or feeling great enthusiasm.FLIPPING FANTASTIC Glossary No. find it difficult to say the first sound of a word. 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. 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. and often hesitate or repeat it two or three times a sloping surface that connects two places that are at different levels.

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

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