a fighter's lines
DESCRIPTION
Please take note! This teaching module is a draft. Please respect the work and effort of the teachers who prepared this module.TRANSCRIPT
P O E T R Y
A Fighter’s Lines
.
Form 3
Curriculum Development Division. Ministry of Education Malaysia 2011
Table of Contents
Contents Page
Preface
Acknowledgement
A Fighter’s Lines
Poetry
Introduction
Activities
Assessment
Answer Key
Glossary
1
4
5
6
9
12
36
40
44
1
Preface
The Teacher’s Literature Component Teaching Module
This Literature Component Teaching Module is for teachers who are teaching the Literature
Component of Language Curriculum for Malaysian Secondary Schools. This second cycle
in the implementation of the Literature Component began in January 2010 for Forms 1 and
4. The Literature Component for Form 3 is made up of a selection of creative and literary
works in two main genres, Poems and Novels. The module provides an overview of the
texts to be taught and suggested activities for the different genres found in the literature
component of the English Language Curriculum for secondary schools.
This module provides teachers with practical ideas and suggestions for making the
teaching of the literature component an interesting and exciting experience both for teachers
as well as students. Through fun-filled learning activities, students should be able to
appreciate, demonstrate understanding and express personal responses to literary and
creative works. Teachers are encouraged to adapt and modify the activities and materials in
this module to suit their students‟ learning styles and level of proficiency. This is to ensure
that the element of fun and experimentation with the language is not hampered.
Structure of the Module
The Literature Component Teaching Module for Form 3 is divided into eight sections:
Section 1 –Introduction: Provides a general overview of the poetry and its elements:
- Synopsis
- Setting
- Tone
- Mood
- Themes
Poets background are mentioned for teachers and students
information.
Section 2 – Activities : This section provides some suggested learning activities and
each activity may be accompanied by activity sheets, handouts
2
and suggested adaptations. Each activity consists of five
parts:
- Time
- Aim(s) of activity
- Material(s) for the activity
- Steps on how to conduct the activity
- Additional notes are included for further clarification,
explanation and instruction.
Section 5 –Assessment: Test students‟ performance using summative and formative
types of questions.
Section 6-Suggested answers: The answer keys are provided for the activities in
Section 4 and Section 5. The suggested answers are
guide only and other appropriate responses are
acceptable.
Section 7 –Glossary: A glossary is provided at the end of each genre section. This
list contains some of the words/phrases and their meanings as
used in the texts.
Note to Teachers
This Literature Component Teaching Module for Form 3 provides suggested activities for the
teaching of the texts in the Form Three Literature Component. However, for purposes of
reinforcement and extension, teachers are encouraged to adapt, modify and adjust the
activities to suit the students‟ proficiency level. Teachers should bear in mind that in the
teaching and learning of the literature component, it is pertinent to explore students‟
creativity and potential. Thus, there is a need to provide opportunities for the students to
participate actively and express themselves without much reservation.
The Literature Component Teaching Module in the English Language Curriculum for
Malaysian Secondary Schools primarily focuses on the „fun‟ aspect of learning. Thus, much
effort should be put into sustaining interest in reading literature for fun and not learning for
examination purposes. Rather, there should be some kind of formative assessments carried
out during the teaching and learning process to help students progress to their next level of
competence. Furthermore, formative assessment could improve instruction and
effectiveness in teaching of the Literature Component in the English Language curriculum.
3
It is hoped that teachers will find the module handy, resourceful, helpful and
beneficial to effectively and efficiently implement the new Malaysian English Language
Curriculum for Secondary School. So this will successfully produce and create effective
English Language Lessons that will stimulate students into becoming more proficient and
adept English Language users.
4
Acknowledgement
These teaching modules were developed and compiled with the help of a group of dedicated
teachers from various schools all over the country. To them, the Ministry of Education would
like to express its sincere gratitude and thanks. Members of the team, working in
collaboration with the Curriculum Development Division are:
1. Pn Vasantha Mallar Narendran SMK Victoria, Kuala Lumpur
2. Pn Yong Wai Yee SK Brickfields 1, Kuala Lumpur
3. Pn Suhaila Ahmad Akhirudin SMK Taman Sri Muda, Shah Alam,
Selangor
4. En Khairul Anuar bin Yang Ahmad SMK King Edward VII, Taiping, Perak
5. Pn Sathiavany a/p Madhavan SMK St Paul, Seremban, Negeri Sembilan
6. En Jimmy Then Choon Jing SMK Bintulu, Sarawak
7. En Norrol Sham bin Mohd Yunus SMK Sg. Pasir, Sg. Petani, Kedah
8. En. Xavier Manickam SMK Rantau, Negeri Sembilan
9. En Au Yeong Weng Hang SMK Seri Permaisuri, Kuala Lumpur
10. Pn Nooraini binti Baba SMK Wakaf Tapai, Terengganu
11. Pn Ezareen bt C. Ahmad Ezanee SMK Bukit Jelutong, Shah Alam, Selangor
12. Pn Ingrid Sarina Rueh SMK Bukit Indah, Ampang, Selangor
13. Pn Vasanthi Sandragasam SMK Tun Habab, Kota Tinggi, Johor
14. Pn Hyacinth Foo Mook Keow SMK Seri Sentosa, Kuala Lumpur
15. Pn Norfidzah bt Mohd Nordin SMK Taman Melawati, Gombak, Selangor
16. Pn Khoo Guat Tin SMK Subang Jaya SS14/6, Selangor
17. En. Mohd Zamri bin Abu Zarin SBPI Rawang, Selangor
18. En. Adrian Robert SM La Salle, Kota Kinabalu, Sabah
19. Pn Sabina Kok SMK Assunta, Selangor
20. Pn Marina bt Mahmood SMAP Labu, Labu, Negeri Sembilan
21. Pn. Intan Hamimah bt Mamat SMK Seksyen 18, Shah Alam, Selangor
22. Pn Michelle Lim Pek Sim SMK Bandar Puchong Jaya (B), Selangor
23. Pn Elyani bt Khalid SMK Agama Kuala Lumpur, Kuala Lumpur
24. Cik Darshini Nadarajan SMK Alor Akar, Kuantan, Pahang
25. En. Mohd Redza Asyraf bin Ramlee SMK Jitra, Kedah
26. Pn Juliana Ali SBPI Jempol, Negeri Sembilan
27. Pn Diana Fatimah Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM
28. Cik Masreen Wirda Mohammad Ali Bahagian Pembangunan Kurikulum, KPM
29. YM Tengku Ireneza Marina Tengku Mazlan Bahagian Pembangunan Kurikulum, KPM
30. En Ng Yew Kee Bahagian Pembangunan Kurikulum, KPM
5
A FIGHTER’S LINES POETRY
Marzuki Ali
A Fighter’s Lines
I am old and worn and have lost all my strength sufferings and the history of the fight for independence have forced sacrifices that know no name or life from the wheelchair of the rest of my days I, body and energy crushed see and cannot do much these times are too big a challenge for the remnants of my crippled years the net of deceit spread everywhere disturbs me In the name of justice Wake up and form ranks sons of our ancestor Be brave And erect a wall of people Stand up heirs of our freedom I have no more voice
It is you now who should speak!
6
A FIGHTER’S LINES POETRY
What is poetry?
Poetry has various meanings to different people. Take for example, Wordsworth who defines poetry as "the spontaneous overflow of powerful feelings". Emily Dickinson said, "If I read a book and it makes my body so cold no fire ever can warm me, I know that is poetry" and Dylan Thomas defines poetry this way: "Poetry is what makes me laugh or cry or yawn, what makes my toenails twinkle, what makes me want to do this or that or nothing."
Poetry is different from prose or drama, particularly in the economic use of its language . Poets often select words for conciseness, clarity, emotive qualities, musical value, spacing, and even the spatial relationship to the page. Thus, poetry is evocative as it typically evokes in the reader an intense emotion: joy, sorrow, anger, catharsis, love and the like. In order to ensure this evocation is fully achieved, many believe that the cardinal rule of poetry is IT SHOULD BE READ ALOUD.
Poetry does not necessarily have to be in any particular form. There are various types of poetry such as sonnet, haiku, limerick, acrostic poems, rhyming couplets, nursery rhymes and shape poems. The „paragraph‟ in a poem is called a stanza or a verse.
The elements in prose and poetry are almost similar. The table below will best illustrate
the terminology used where the elements are concerned.
PROSE/DRAMA
POETRY
Plot
Subject matter
Theme
Theme
Characterisation
Sometimes
Point of view
Voice/persona
Tone
Tone
Mood
Mood
Poetry
7
Characteristics of Poetry
Poets use poetic devices to evoke tone, mood, colour and lyricism in their poetry. These are some of the common devices used:
Rhyme
This is the repetition of the same sounds. The most used rhyme is called the end rhyme, for example, in I Wonder by Jeannie Kirby:
I wonder why the grass is green, And why the wind is never seen?
Assonance
This is the repetition of identical or related vowel sounds, for example, in Sweet and Low by Alfred Lord Tennyson:
Sweet and low, sweet and low, Wind of the western sea, Low, low, breathe and blow,
Alliteration
This is the repetition of consonant sounds, for example, in I Wonder by Jeannie Kirby:
Who taught the birds to build a nest, And told the trees to take a rest?
Uses words to build
sensory impressions and
create images
Plays with the sounds of
words and the rhythms of
phrases
Is usually intended to be
read aloud.
Compresses ideas: Poetry
uses less space than prose
to present an idea
Poems use the sounds of
language in deliberate,
special ways
A poem may stir up deep
feelings in the readers
Narrative poetry is meant to
tell a story
Many poems talk about
ordinary events.
Lyric poetry is meant to
reveal the poet’s feelings
and unique reactions
8
Simile
This is a form of comparison which uses „like‟ or „as‟, for example, in Leisure by William Henry Davies,
Streams full of stars, like stars at night.
Metaphor
A metaphor is a form of comparison without words such as „like‟ or „as‟. For example, the word „wheelchair‟ in A Fighter‟s Lines by Marzuki Ali indicates that the persona is weak and unable to fight the deceit around him.
from the wheelchair of the rest of my days
Personification
Inanimate things are given human qualities, for example, in A Fighter‟s Lines by Marzuki Ali, the word „years‟ possesses the quality of being crippled.
for the remnants of my crippled years
Imagery
Imagery is the mental picture that appeals to the senses of sight, hearing, touch, taste and smell. These are some types of imagery:
Visual imagery – sense of sight e.g. Streams full of stars, like stars at night. (Leisure by William Henry Davies)
Aural/auditory imagery - sense of hearing e.g. That squeaking door will always squeak. (Mr. Nobody by Anonymous)
Kinesthetic/tactile imagery – sense of touch e.g. And why the wind is never seen? (I Wonder by Jeannie Kirby)
Gustatory imagery – sense of taste e.g. Obscene as cancer, bitter as the cud (Dulce Et Decorum EST by Wildred Owen)
Olfactory imagery - sense of smell e.g. the scent of honey. (Nature by H. D. Carberry)
SOURCE ……………………………………………………………………………………………………...
URL : http://contemporarylit.about.com/od/poetry/a/poetry.htm
Date accessed : 25 May 2011
URL : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/
cinquaindescrip.htm
Date accessed : 25 May 2011
9
A FIGHTER’S LINES POETRY
About the poet
Marzuki Ali was born in 1945 in Terengganu, Malaysia. He was brought up in
Kemaman and later Sabah. He has been writing poems since the 1960‟s. His poems mostly
deal with issues regarding his hometown, environment and patriotism. A lot of his poems
have been published in the Utusan Malaysia, Berita Minggu, Dewan Sastera dan Dewan
Budaya. He has also published a few anthologies which include Desir Angin Pantai Timur
(1984), Lia (1988), Mantera (1991), Bangau Payang Kolek Sekoci (1993), Puisi Duyung
Puisi Rakyat (1999), Jeritan Satwa Luka (2000) Rimba Hujan Tropika (2008), Bungkau and
Sape Lamanta (2009).
He is also active in theatre direction in Malaysia and Indonesia. He has set up a
theatre group in Terengganu called „GrupTeater Asyik‟ . Among the plays he has directed
are Naskah Sophocles (1991) and Bangsawan Makbeh (1998).
Synopsis
The persona in the poem is an old soldier. He is tired as he is old and weak. He and his people suffered in the past in their fight for freedom of their country and they made many sacrifices. People lost their lives and some remain nameless or unknown.
The persona, who believes that he will be in a wheelchair for the rest of his life says he can only watch the happenings around him. Physically, he is helpless and he has no energy left. He was either seriously injured when he was a soldier or is very ill. He finds that times have changed and being a crippled man, it is too challenging for him to fight the injustice he sees around him. He is troubled by the many lies being told everywhere.
Introduction
10
Being highly-spirited, he calls on the younger generation to wake up and fight on. They have to realise that they have to form lines or ranks irrespective of racial, religious and social differences to fight courageously for justice. He wants the young people who inherited the country‟s freedom to be united to fight injustice and denounce lies which may threaten.
The persona feels helpless that he is not heard. He urges the younger generation to fight or speak up for what is right because it is now their turn to do so.
The Setting
The poem is set after independence. The persona feels that the independence he has struggled for is now threatened by subversive elements.
Tone and mood In the first stanza, the tone indicates that the persona is sad and weary because he is old and weak. The persona is also melancholic, reflecting on his past sacrifices he made for the country‟s independence. In the second stanza, the persona voices his helplessness, anger and contempt because his country is facing threats. The tone used in the third stanza is serious and demanding. The persona urges the present generation to form a united front to uphold the freedom that he and many others has fought for. The persona ends by insisting that the younger generation continues to fight against injustice because he can longer do so.
Themes 1. Patriotism Patriotism is one of the themes of this poem. The people in this country have made a lot of sacrifices to fight for their freedom. They have achieved independence but now there are other threats such as deceit. This affects the country‟s safety. The persona calls on the younger generation to fight for justice and to speak up against deceit. 2. Being courageous Another theme is being courageous. In the past, people made many sacrifices and fought bravely with the country‟s enemies for their freedom. Now, the persona urges the younger generation to be brave and fight against other threats in the country. He tells them to stand up and speak with courage. 3. Unity In the past, people were united when they fought for independence. Now, the persona emphasises that the younger generation who has inherited a free country should unite to preserve their freedom. They should stand united by building a wall of people or forming ranks irrespective of racial, religious and other social differences. The “lines” in the poem, A Fighter‟s Lines refer to the persona‟s lines and the lines or ranks formed for unity. We have to be united and strong as in the saying, “United we stand, divided we fall”.
11
Values
1. We must be brave to uphold justice.
The persona urges the younger generation to stand up against the widespread lies which
are rampant in society today. This „net of deceit‟ worries him as it can destroy the
solidarity of the people. Therefore, he urges them to stand united and uphold justice to
preserve the freedom and safety of the country.
2. We must be willing to make sacrifices to preserve our independence.
In the fight for independence, the persona and other soldiers sacrificed and risked their
lives when they fought for independence. Now, he is wheelchair-bound because he was
either crippled in the war or is now old and sick. Now, he wants the younger generation to
make sacrifices too to preserve their freedom.
3. We must be united to preserve our freedom.
The persona wants the younger generation to stand united regardless of their differences
to ensure their freedom.
12
A FIGHTER’S LINES POETRY
Activities Titles Page
Pre – Activity 1 My Hero 13
Pre – Activity 2 I‟m Problem-solver 14
Pre – Activity 3 Be Brave! 16
While-Activity 4 I Am A Fighter 18
While-Activity 5 Poetic Expressions! 21
While-Activity 6 Sacrifices! 22
While-Activity 7 Emotional Tones 24
While-Activity 8 A Puzzle 26
Post-Activity 9 Deceitful Acts 28
Post-Activity 10 A Fighter‟s Sacrifice 30
Post-Activity 11 Speak Out! 31
Extension 12 Postermania 32
Extension 13 Dear Grandpa 33
Extension 14 My Scrapbook 35
Activities
13
A FIGHTER’S LINES PRE-ACTIVITY 1
Time : 20 minutes
STEPS ……………………………………………………………………………………………… 1. Paste the display sheet on the board. 2. Write “The Independence Fighter I respect the most” in the middle of the display
sheet. 3. Distribute a sticky note to each student. 4. Ask the students to write the name of an independence fighter they respect the
most and write down the reason or reasons for their choice on sticky notes. 5. Instruct the students to paste their sticky notes on the display sheet. 6. Get the students to further elaborate on the reasons why they respect the
independence fighters chosen to the class.
MATERIALS ……………………………………………………………………………………………… 1. Display sheet (mah-jong paper) 3. Pens 2. Colourful sticky notes
AIMS ……………………………………………………………………………………………… 1. To identify independence fighters most respected by students 2. To describe the sacrifices of independence fighters
My Hero
Refer to history books or surf the Internet for information on independence fighters.
14
A FIGHTER’S LINES PRE- ACTIVITY 2
Time : 20 minutes
STEPS ……………………………………………………………………………………………… 1. Get the students to work in pairs. 2. Distribute Worksheet 2. 3. Ask the students to give a cause, an effect and a solution for each given problem. 4. Tell the students to display the worksheets on the wall. 5. Instruct the students to read the information displayed. 6. Discuss the responses with the students.
MATERIAL ……………………………………………………………………………………………… 1. Worksheet 2
AIMS ……………………………………………………………………………………………… 1. To state cause and effect relationships 2. To suggest solutions to problems
I’m a Problem -solver
15
A FIGHTER’S LINES WORKSHEET 2
Below are some social problems among teenagers. Complete the table below by suggesting one cause, effect and solution for each problem.
Problems
Cause
Effect
Solution
Bullying
Drug abuse
Vandalism
Internet Addiction
I’m a Problem -solver
16
A FIGHTER’S LINES PRE- ACTIVITY 3
Time : 20 minutes
STEPS ……………………………………………………………………………………………… 1. Ask the students to work in groups of four. 2. Distribute the role-play cards. Each student in the group gets a different card. 3. Ask the students to role-play their parts by writing out their own dialogue.
MATERIALS ……………………………………………………………………………………………… 1. Role-play cards on Handout 3
AIMS ………………………………………………………………………………………………
1. To role-play a situation. 2. To take part in a conversation
Be Brave!
17
A FIGHTER’S LINES HANDOUT 3
Distribute the role-play cards to each group.
Ro
le
Ca
rd A
During recess, an older student bullied your classmate. He forced your classmate to give his pocket money. The older student also threatened you not to tell anyone about the matter. However, after recess, a disciplinary teacher called you after he heard about the incident.
Ro
le
Ca
rd B
You are a disciplinary teacher. A student reported to you that he was bullied by an older student during recess. The student took all his pocket money. He said a student also witnessed the incident. Investigate this matter.
Ro
le
Ca
rd C
During recess, an older student bullied and took your pocket money. After the incident, you reported it to the disciplinary teacher. You told him or her what had happened and also mentioned the name of a classmate who witnessed the incident.
Ro
le
Ca
rd D
During recess, you bullied a younger student and took his pocket money. After recess, a disciplinary teacher called you and told you to confess what you did.
Be Brave!
18
A FIGHTER’S LINES WHILE - ACTIVITY 4
Time : 40 minutes
STEPS ……………………………………………………………………………………………… 1. Distribute Worksheet 4. 2. Get the students to work in pairs and match meanings to the words and phrases
found in the poem (No. 1 Worksheet 4). Encourage them to use the dictionaries 3. Get a pair of students to present their answers to the class. Discuss the meanings. 4. In pairs, the students discuss why the poet has given the title The Fighter‟s Lines (No. 2 Worksheet 4) to the poem. 5. Discuss students‟ answers for No.3. .
MATERIALS ……………………………………………………………………………………………… 1. The poem 3. Dictionaries 2. Worksheet 4 4. Online dictionaries
AIMS ……………………………………………………………………………………………… 1. To match meanings to phrases and lines from the poem 2. To understand the title of the poem
I Am a Fighter!
19
A FIGHTER’S LINES WORKSHEET 4
A. Match the words and phrases in Column A to their meanings. Then., write the appropriate letters in the boxes provided in Column B.
COLUMN A
Words and phrases B Meanings
1 worn a. destroyed
2 lost all my strength b. the remaining years as one
with a physical disability
3 suffering c. not heard by others
4 sacrifices d. stand united
5 wheelchair e. lying, concealing or distorting
the truth
6 crushed f. acts of giving up
7 too big a challenge g. righteousness and fairness
8 remnants of my crippled years h. put up a united front
9 deceit i. too difficult to fight or
overcome
10 justice j. physical, mental or emotional pain
11 form ranks k. no longer strong
12 ancestor l. people who inherit someone’s money, property or title
13 erect a wall of people m. a chair with wheels for people who are unable to walk
14 heirs n. forefathers
15 have no more voice o. tired due to overwork or suffering
I Am a Fighter!
20
2. Words can have several meanings. Why do you think the title of this poem is ‘A Fighter’s Lines’? Give at least two reasons.
.......................................................................................................................................
.......................................................................................................................................
3. In what ways can you fight injustice without breaking the law?
.......................................................................................................................................
.......................................................................................................................................
21
A FIGHTER’S LINES WHILE–ACTIVITY 5
Time : 80 minutes
STEPS ……………………………………………………………………………………………… 1. Ask the students to work in pairs and recite the poem to each other. They are encouraged to refer to the teacher for correct pronunciation. 2. Put the students into groups of 10. Tell each group to select a leader and give a
name for their group. 3. Tell them to practise and present the poem for a choral speaking competition. 4. Give the students 20-30 minutes to practise outside their classroom. 5. Conduct the competition and announce the winners. .
MATERIAL ……………………………………………………………………………………………… 1. The poem .
AIMS ……………………………………………………………………………………………… 1. To enunciate and pronounce the words in the poem correctly 2. To recite the poem with feelings and expressions
Poetic Expressions !
Students can be told to be creative. They may also sing the poem or present it
in any interesting way.
poem.
in any interesting way.
22
A FIGHTER’S LINES WHILE–ACTIVITY 6
Time : 40 minutes
STEPS ……………………………………………………………………………………………… 1. Get students to work in groups of four. 2. Distribute envelopes with word strips as in Handout 6, display sheets and glue to each group. 3. Instruct students to use the words to form lines of Stanza 1 without looking at the
poem. 4. Paste them on the top half of the display sheets in the correct order. Students
compare their lines with those in Stanza 1. 5. Tell the students to discuss and write them on the second half of the display
sheets the sacrifices soldiers make. 6. Tell the students to display their work and post comments on their friends‟ lists of
sacrifices. .
MATERIALS ……………………………………………………………………………………………… 1. Strips of paper with 2. Glue
words from Stanza 1 3. Display sheets in an envelope (29 words) – Handout 6 4. Marker pens
.
AIMS ……………………………………………………………………………………………… 1. To understand and arrange words in a stanza 2. To list the sacrifices soldiers make
Sacrifices !
High proficiency students can work in groups of 3 with each group being given words from a different stanza or part of the poem. The second activity can be varied with questions such as “What kinds of deceit are being spread and how can they affect the country?” or “How can you be brave and fight injustice without breaking the law?”
23
A FIGHTER’S LINES HANDOUT 6
Cut the words below and put them into an envelope. Let students sort and arrange them to form stanza one of ‘A Fighter’s Lines’. Tell the students to paste the arranged words on the top half of the display sheet.
have
name the am have
Independence
I no for sufferings
history
all or old and
and
and lost life sacrifices
fight
forced worn that the
strength
of know my
(29 words)
Sacrifices !
24
A FIGHTER’S LINES WHILE–ACTIVITY 7
Time : 40 minutes
STEPS
……………………………………………………………………………………………… 1. Get students to work in pairs. Student A recites stanza 1 and 2 followed
by Student B who recites Stanzas 3 and 4. They have to use appropriate tones. 2. Ask some students to recite the poem aloud with action in class. 3. Discuss what tones the Students used while reciting the poem. 4. Distribute Worksheet 7 and tell them to complete it. 5. Discuss the answers. .
MATERIALS
………………………………………………………………………………………………
1. The poem 2. Worksheet 7 .
AIMS
………………………………………………………………………………………………
1. To recognise the change of tone in stanzas 2. To create awareness that words and expressions convey feelings
Emotional Tones
Students can be asked to compare and contrast „A Fighter‟s Lines‟ by Marzuki
Ali and „Leisure‟ by W. H. Davies after both poems have been taught.
Source: http://www.clas.ufl.edu/users/pcraddoc/mwtone.htm
http://hchiles.com/poetry_tone.html
25
A FIGHTER’S LINES WORKSHEET 7
I. Some of the words in the box below convey the persona’s feelings in the poem.
II. Select the appropriate word or words which convey the persona’s feeling from the box above. Write them down in the table below.
Words/Phrases/lines from poem
Tone or emotion expressed
1 I am old and worn
2 lost all my strength
3 have forced sacrifices that know no name or life
4 from the wheelchair of the rest of my days
5 crushed
6 see and cannot do much
7 remnants of my crippled years
8 net of deceit ……disturbs me
9 Wake up and form ranks sons of our ancestor
10 Be brave
11 erect a wall of people
12 Stand up heirs of our freedom
13 I have no more voice
14 It is you now who should speak!
Emotional Tones
joy sorrow helplessness frustration anger encouraging
depressed disgust desperate annoyed troubled disappointed
pride serious love anxious excited relaxed
inspired weary eager humorous sympathy courageous
26
A FIGHTER’S LINES WHILE -ACTIVITY 8
Time : 40 minutes
STEPS
………………………………………………………………………………………………
1. Get students to work in pairs. 2. Distribute Worksheet 8. Give students 10 minutes to solve the crossword Puzzle based on the poem. 3. Ask students to present and discuss answers.
MATERIALS
………………………………………………………………………………………………
1. Worksheet 8
.
AIMS
………………………………………………………………………………………………
1. To scan for relevant words 2. To reinforce the students‟ understanding of the poem
A Puzzle
27
A FIGHTER’S LINES WORKSHEET 8
ACROSS
4 Study of the past 6 A physically-challenged person 9 Acts of giving up something valuable 11 In the past, the persona was a ______ 13 Freedom 14 Young people should wake up and fight for____
DOWN
1 The persona moves about in a ____ 2 To put up 3 The persona is sad and ____ 5 Tired 7 The opposite of descendant 8 The persona is ____ 10 Remaining parts of something 12 Have found sacrifices that know no name or ____
A Puzzle
28
A FIGHTER’S LINES POST-ACTIVITY 9
Time : 80 minutes
STEPS ……………………………………………………………………………………………… 1. Instruct the students to read Stanza 2 silently. 2. Ask the students to find the meaning of the word „deceit‟ from a dictionary. 3. Get the students in groups of 4 to discuss what the author means by the phrase
„the net of deceit‟. 4. Ask the students to list possible acts of „deceit‟ that the country might be facing. 5. Distribute worksheet 9. 6. Instruct students to complete Mind Map 1 and present the ideas to the class. 7. Instruct students to do Mind Map 2 on another possible threat. 8. Tell the students to present their Mind Maps.
MATERIALS ……………………………………………………………………………………………… 1. Dictionary or thesaurus 2. Worksheet 9
AIMS ……………………………………………………………………………………………… 1. To explain the message the persona is trying to convey 2. To understand the meaning of word(s) in context
Deceitful Acts
29
A FIGHTER’S LINES WORKSHEET 9
A possible act of deceit that the persona may refer to is corruption. Complete mind map 1 below by answering the question cues in each box. Present your ideas to the class. MIND MAP 1
Do you know another possible threat that the country is facing? Complete mind map 2 below and then present it to the class. MIND MAP 2
Corruption Why is it a threat?
Who is involved?
What is it?
Where does it occur?
Why is it a threat?
Who is involved?
What is it?
Where does it occur?
Deceitful Acts
30
A FIGHTER’S LINES POST-ACTIVITY 10
Time : 80 minutes
STEPS ………………………………………………………………………………………………
1. Brainstorm the sacrifices the persona may have made in his fight for the country‟s independence. List them on the board.
2. Instruct each group to select an act of sacrifice. 3. Get the groups to discuss and write a one-page story based on the selected
sacrifice. 4. Ask each group to read out aloud their stories of courage to the class.
MATERIALS ……………………………………………………………………………………………… 1. Dictionary or thesaurus
AIMS ……………………………………………………………………………………………… 1. To explain the message the persona is trying to convey 2. To rewrite and present the poem in the form of a story
A Fighter’s Sacrifice
31
A FIGHTER’S LINES POST-ACTIVITY 11
Time : 80 minutes
STEPS ………………………………………………………………………………………………
1. Discuss with the students what the persona wants the younger generation to voice out.
2. Inform students that they will have to write and present a speech on the issues discussed.
3. Instruct the students to list 3 main points for the speech. 4. Ask the students to write down a 3-minute speech and to present it to the class.
MATERIALS ……………………………………………………………………………………………… 1. Dictionary or thesaurus
AIMS ……………………………………………………………………………………………… 1. To understand the message the poet is trying to convey 2. To write a speech
Speak Out!
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A FIGHTER’S LINES EXTENSION ACTIVITY 12
Time : 80 minutes
STEPS ……………………………………………………………………………………………… 1. Show a 3-minute video clip on National Day celebration in Malaysia. 2. Ask students what they usually do to celebrate the day. 3. Get students to work in groups to design a poster for National Day celebration. 4. Instruct the students to use recycled items for their posters. 5. Get the students to explain the posters in the classroom. 6. Get the students to display their posters in a prominent location in the school.
MATERIALS ……………………………………………………………………………………………… 1. Drawing paper 3. Magazines 5. Glue 2. Newspapers 4. Water colour 6. Old posters 7. Video clip
AIMS ……………………………………………………………………………………………… 1. To appreciate patriotism 2. To practise oral presentation
Postermania
1. A poster competition can be held at the school level. The theme is „National
Day in Malaysia‟.
2. Recyclable items should be used in the posters.
3. English Language teachers can be judge the posters.
4. Posters should be judged on creativity, the choice of materials and overall impact.
Source:
http://www.youtube.com/watch?v=f-QFws48HmI&feature=related
http://www.youtube.com/watch?v=oFwLRJBPuBw&feature=related
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A FIGHTER’S LINES EXTENSION-ACTIVITY 13
Time : 40 minutes
A FIGHTER’S LINES WORKSHEET-
STEPS ……………………………………………………………………………………………… 1. Show students a 3-minute video clip from the Internet on the suffering of Malaysians during the Japanese occupation. 2. Ask students about their feelings while viewing the video clip. 3. Ask students to write a personal letter to their grandparents or any older person
about what they saw and how they feel after watching the video clip.
MATERIALS ……………………………………………………………………………………………… 1. Computer 3. LCD projector 2. A video clip
AIMS ……………………………………………………………………………………………… 1. To enable students to express their feelings about patriotism to their family
members 2. To write an informal letter
Dear Grandpa…
Students can be encouraged to write letters to any independence fighters they admire. Source: http://www.youtube.com/watch?v=09dGuZ6zQt0
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A FIGHTER’S LINES WORKSHEET 13
Write a letter to your grandparent or any older person about what you saw in the video clip and how you feel about it.
Dear Grandpa…
_____________________________ _____________________________ _____________________________ _____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________ _____________________________ _____________________________ _____________________________
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A FIGHTER’S LINES EXTENSION ACTIVITY 14
Time : One week
STEPS ……………………………………………………………………………………………… 1. Inform students about the scrapbook competition and get them to work in groups of four. 2. Show samples or pictures of scrapbooks to students. 3. Ask students to select pictures portraying patriotism from newspapers or
magazines. 4. Instruct the students to use the selected pictures on patriotism and include
personal comments to create an interesting scrapbook. 5. Set a time frame for students to complete the project. 6. Assess the scrapbooks using Evaluation Form 14.
MATERIALS ……………………………………………………………………………………………… 1. Paper trimmer 5. Stickers 2. Adhesive 6. Newspapers & magazines 3. Scrapbook paper 7. Evaluation Form 14 4. Embellishments
AIMS ……………………………………………………………………………………………… 1. To create museum exhibits on patriotism 2. To instill patriotism among students
Scrapbooking is a method for preserving personal and family history in the form of a scrapbook. Typical memorabilia include photographs, printed media, and artwork. Scrapbook albums are often decorated and frequently contain extensive journaling. Scrapbooking is a widely and increasingly practised pastime in most developed countries.
http://www.everything-about-scrapbooking.com/how-to-scrapbook.html
My Scrapbook
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A FIGHTER’S LINES EVALUATION FORM 14
EVALUATION CRITERIA FOR SCRAPBOOK
SCALE: 5 = Excellent 4= Good 3= Average 2= Fair 1= Weak
CRITERIA 1 2 3 4 5 Remarks
Content
Relevance of information to theme
Organisation of content
Creativity
Attractiveness
Language
Grammar & Sentence Structure
Vocabulary / Choice of words
Coherence & Cohesion
Fluency
Teamwork
Co-operation and collaboration
Diligence and commitment
TOTAL
GRAND TOTAL
My Scrapbook
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A FIGHTER’S LINES SUMMATIVE ASSESSMENT 15
Read the poem and then answer the questions below.
Stanza 1
1. Who do you think the persona is?
____________________________________________________________ (1 mark)
2. Identify two phrases which indicate that the persona is weak.
(a) _________________________________________________________ (1 mark)
(b) _________________________________________________________ (1 mark)
3. What did he fight for?
____________________________________________________________ (1 mark)
4. Suggest two ways how we can show our gratitude to the independence fighters.
(a) _________________________________________________________ (1 mark)
(b) _________________________________________________________ (1 mark)
Stanza 2
5. What disturbs the persona?
____________________________________________________________ (1 mark)
6. Suggest two ways to avoid being deceived by others.
(a) _________________________________________________________ (1 mark)
(b) _________________________________________________________ (1 mark)
Short Quiz
38
Stanza 3
7. State teo pieces of advice given by the persona to the present generation.
(a) _________________________________________________________ (1 mark)
(b) _________________________________________________________ (1 mark)
8. Suggest two ways to preserve our country‟s independence.
(a) _________________________________________________________ (1 mark)
(b) _________________________________________________________ (1 mark)
Stanza 4
9. What does the persona mean by “I have no more voice”?
____________________________________________________________ (1 mark)
10. To whom does the word „you‟ in the last line refer?
____________________________________________________________ (1 mark)
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A FIGHTER’S LINES SUMMATIVE ASSESSMENT 16
Choose the best answer and circle A, B, C or D.
1. The persona in the poem is (A) tired. (B) hopeful. (C) confused. (D) crazy. 2. The persona has lost all his strength because
(A) of his sacrifices. (B) of his sufferings.
(C) he was a soldier. (D) he is old and worn. 3. The fight for independence has caused (A) scars. (C) injuries. (B) sacrifices. (D) accidents. 4. The word „remnants‟ in stanza 2 refers to the persona‟s (A) injuries.
(B) disability. (C) remaining life. (D) challenging years. 5. The persona is
(A) anxious and impatient. (B) a grieving and senile man. (C) a frustrated and dying man. (D) weak and physically helpless.
6. The persona sees ______________ everywhere. (A) death (C) deceit (B) suffering (D) chaos 7. The persona calls upon _____________ to fight for justice. (A) youths of today
(B) people of his time (C) children of his time
(D) people of tomorrow
Short Quiz
40
8. “Erect a wall of people” refers to (A) a line of fighters
(B) young people uniting (C) people marching together
(D) soldiers marching in a line 9. “Heirs of our freedom” refers to _____________
(A) the people‟s ancestors. (B) the country‟s forefathers.
(C) the people‟s descendents. (D) the independence fighters. 10. In the line “It is you now who should speak!” The persona is (A) encouraging old people to face challenges.
(B) urging the older generation to fight against deceit. (C) encouraging young people to fight against enemies. (D) urging the younger generation to speak up for what is right.
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A FIGHTER’S LINES
PRE ACTIVITY 2: I AM A PROBLEM SOLVER
Below are some social problems among teenagers. Complete the table below by suggesting one cause, effect and solution for each problem.
Problems
Cause
Effect
Solution
Bullying
Teenagers who have been abused at home
Threaten and abuse other weaker children
Send abusers for counselling
Drug abuse
Influence of friends who take drugs
Become physically and mentally unhealthy
Send them for drug rehabilitation
Vandalism
Irresponsible and inconsiderate teenagers
Destruction of public utilities causing problems to others
Educate vandals by making them do community service
Internet Addiction
Lack of self-discipline
Affects studies and family relationships
Parents should monitor teenagers and have rules on the use of the Internet
Suggested Answers
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WHILE ACTIVITY 4 : I AM A FIGHTER! 1. Answers for Worksheet 4
Words and phrases from ‘A Fighter’s Lines’
Answers
1 worn o
2 lost all my strength k
3 suffering j
4 sacrifices f
5 wheelchair m
6 crushed a
7 too big a challenge i
8 remnants of my crippled years b
9 deceit e
10 justice g
11 form ranks d
12 ancestor n
13 erect a wall of people h
14 heirs l
15 no more voice c
2. It refers to the lines of the poem and also to young people putting up a united
front to fight injustice and lies which may affect freedom. This is similar to the rows of soldiers advancing in a line against enemies during war.
3. Yes. I think I am a fighter. If our country is attacked by outsiders, I will fight to
defend the country. I will also fight against social problems such as corruption and crime in the country.
WHILE ACTIVITY 6 : SACRIFICES!
Write down then sacrifices soldiers make
1. leave family members or loved ones
2. risk their lives
3. live an uncertain life
4. live with bare necessities
5. family members go through anguish
and mental turmoil
1st stanza
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WHILE ACTIVITY 7: EMOTIONAL TONES
Words/Phrases/lines from poem
Tone or emotion expressed
(Suggested Answers)
1 I am old and worn feeling old, weak and tired
2 lost all my strength feeling sad and weak
3 have forced sacrifices that know no name or life
feeling sad thinking of the past
4 from the wheelchair of the rest of my days
feeling helpless as he could not walk
5 body and energy crushed frustrated as he feels that his body is useless
6 see and cannot do much watch sadly as he is unable to help
7 remnants of my crippled years sad and helpless as a cripple
8 net of deceit ……disturbs me angry........... troubled mind
9 Wake up and form ranks sons of our ancestor
spirited patriotic call
10 Be brave inspiring courage
11 erect a wall of people encouraging people to unite
12 Stand up heirs of our freedom Encouraging the young to be brave
13 I have no more voice anxiously explaining that no one pays attention to an old man like him
14 It is you now who should speak! Encouraging / urging readers to speak up bravely
WHILE ACTIVITY 8 : A PUZZLE
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WHILE ACTIVITY 9 : DECEITFUL ACTS Accept any suitable answers
SUMMATIVE ASSESSMENT 15 : SHORT QUIZ
1. A retired soldier / a freedom fighter in the past
2. “…old and worn” / “…lost all my strength” / “…energy crushed”
3. Independence / Freedom
4. Celebrate The Patriotic Month / Preserve the country‟s independence or any other
suitable responses
5. The net of deceit spreading everywhere
6. Be wise / Be rational or any other suitable responses
7. Be brave / Stand up for the country / Be united / Speak up for the country or any other
suitable answer.
8. Abide by the rules / Be united or any other suitable answer
9. Lost his influence / Too weak to fight / Became disabled
10. The younger generation / The reader / Me
ASSESSMENT 16 1. a 2. d 3. b 4. c 5. d 6. c 7. a 8. b 9. c 10. d
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A FIGHTER’S LINES GLOSSARY
1. worn (line 1) – (adjective) wearied; exhausted.
2. sufferings (line 3) – (noun) pain or problems
3. independence (line 4) – (noun) freedom from the control, influence, or support of
others – also refers to the independence gained by Malaysia from the British
government
4. sacrifices (line 5) – (noun) the acts of giving up something important or valuable
5. crushed (line 8) – (verb) destroyed
6. remnants (line 12) – (noun) remaining, parts of something
7. crippled (line 12) – (noun) a lame or disabled person or animal
8. deceit (line 13) – (noun) hiding the truth for the purpose of misleading
9. justice (line 15) – (noun) rightfulness or lawfulness
10. erect (line 18) – (verb) to build; construct; raise
11. heir (line 19) – (noun) a person who inherits or has a right of inheritance
Glossary