Literature Module F4 Latest

LITERATURE IN
KINTA UTARA DISTRICT ENGLISH

FORM 4
Poem
The Living Photograph
The Charge Of The Light Brigade
Short Stories
Tanjung Rhu
Leaving
Drama
The Right Thing To Do
PANEL OF WRITERS
PN.FAUZIA BT. MOHD SULTAN

GURU CEMERLANG BAHASA INGGERIS
SMK KG. PASIR PUTIH
PN.AISHAH BT. MOHD HAMDAN

SMK RAJA PEREMPUAN BAINUN
PN. NOOR AZIRA BT. MAT NOR

SMK TASEK DAMAI
EN. MOHANA RAM MURUGIAH

SMK PEREMPUAN METHODIST, IPOH
PN. JAYANTHI KARUPPAN

SISC+ PPD KINTA UTARA
PN.VIJAYALACHEMY A/P SUBRAMANIAM

EN.JOEL JAACOB A/L M.K JAACOB

PN. JULIANA BT. SHAHARUM

PN. MARY STELLA A/P SANTHANASAMY

PN. CHEAH YET THANG

PANEL OF EDITORS
PN. CHEAH YET THANG
PN. JAYANTHI KARUPPAN
TECHNICAL ASSISTANCE
EN.MOHANA RAM MURUGIAH
PPD KINTA UTARA 1

- Table of Contents -
The Living Photograph 1
Charge Of The Light Brigade 12
Tanjung Rhu 30
Leaving 50
The Right Thing To Do 58

Poem The Living Photograph
Synopsis
The persona in the poem describes the grandmother in two different forms ; one as
seen in the picture when the persona was three years old and another image where
grandmother was aging and finally passed away. Grandmothers image in the
photograph seems to be living vividly in the mind of the persona.
The persona seems to remember the grandmothers image on the photo as the one
that cherished and remembered. The poem reminds a lot of people who made a
mark in our lives who have left us and how their memories linger in our minds
through simple things like a photograph. It tells us the people we love will live in
our minds in the ways we want to remember them.
THE POEM
Stanza 1
The persona describes her grandmother in a photograph.
My small grandmother is tall there,
The grandmother in the photograph looks tall and standing
straight back, white broderies anglaise shirt,
straight. She is dressed in a white embroidered lace blouse
pleated skirt, flat shoes, grey bun
and matched with a pleated skirt. She wears flat shoes and
a kind, old smile round her eyes.
her grey hair is neatly made into a bun. She is smiling kindly
Her big hand holds mine,
and holding the personas hands. The personas description
white hand in black hand
of black and white hands shows that they are mixed race.
Her sharp blue eyes look her own death in the
The last line in the stanza suggests that despite her healthy
eye.
look, grandmothers death was near.
Stanza 2
It was true after all; that look. The personas reference to death in the first stanza is
My tall grandmother became small. proven true when grandmother started to show the signs of
Her back round and hunched. aging. Her grandmother becomes smaller and with a
Her soup forgot to boil. hunched back. The once strong and healthy grandmother
She went to the awful place grandmothers go. has now become fragile and forgetful. Eventually she dies
Somewhere unknown , unthinkable and goes to place beyond the persons imagination.
Stanza3
The persona feels the grandmothers presence whenever
But there she is still, she looks at her photograph. The persona shows that she
In the photo with me at three, wants to remember her grandmother as how she was when
The crinkled smile is still living, breathing. the person was three years old where her grandmother was
still healthy and strong.
PPD KINTA UTARA Page 1

THEMES
Remembering our loved ones through their memories
When looking at the old photographs the memories of family

members who had passed on are positively recollected. As seen in
the poem, the memories of the personas grandmother were
brought back to live through the photograph which was taken
when the grandmother was still alive. However, now that the
grandmother has passed away, looking at the photograph brings
back the good old memories the persona had with her
grandmother.
Love all regardless age, colours and creed.
It can be seen in the poem that love is shown by persona to her

grandmother, the vivid description of her grandmothers smile
reflects how much the persona misses and love her grandmother.
On the other hand, Grandma loved her grandchild very much while
she was alive despite there is a possibility that the grandchild was
of a mixed parentage as she is of a different colour.
Death is part and parcel of life
Death is an inevitable part of life and we are unable to avoid it in

the cycle of our lives. In the poem, the persona remembers how
the aging process of her grandmother has deteriorated her health
until she eventually passes away.

MORAL VALUES
We must respect the elderly
Our grandmother and grandfather have sacrificed a lot for the family and country. Therefore it is only
fair for them to be shown some respect although at such age they may become senile, forgetful and
unable to do their daily chores on their own.
We must accept the death of someone in the family and move on
Death is a part and parcel of live we cannot avoid it. We should let go someone who has passed away
and instead of mourning their death, we should celebrate their lives and cherish the wonderful
memories as a tribute to them.
We must show our love towards our loved ones while they are alive
It is important for us to show our love towards our loved ones while they are still around as that will
be a memory that will be taken with us for a long period of time.
True love is unconditional

The love that the grandmother has shown towards the persona is something that the persona
remembers. The love from the grandmother comes unconditionally regardless of age, colour, race
and distance. Although the grandmother has gone to an 'unknown' place, the grandchild's love for her
grandmother has never faded.

TONE AND MOOD

Tone Mood
Reflective Sad
The persona remembers how the grandmother The persona is sad that the grandmother has
was when the persona was three years old. She passed away. Her sadness can be felt when she
remembers how the aging process has affected described her grandmothers aging process
her grandmother. In the last stanza, it could be
seen that the persona wants to firmly remember
her grandmother as healthy and sound woman.
Nostalgic
The nostalgic tone in the poem can be felt when
the persona recalls the time spent with her
grandmother. Her closeness to her grandmother
is clearly portrayed in the poem and it creates a
warm and loving bond between a grandchild and
her grandmother.
SETTING
Most probably the poem is set in the present day where the persona is looking at old photographs
and comes across a photograph that was taken with her grandmother when the persona was three.
Looking at the photograph reminiscences the fond old memories, now that the grandmother has
passed away and the persona has grown up.
PERSONA
The poem is written in first person point of view. Most likely the poet herself is the persona in the
poem
LANGUAGE AND STYLE
The poet used a modern and free verse to write the poem; therefore it does not have rhyming or
rhythmic expressions. Besides, the language used in the poem is very simple and direct which helps
the readers to understand the poem better.

Literary Devices
In the poem the grandmother is described so

vividly that one can actually visualise very clearly
how the personas grandmother would actually
IMAGERY look like. In stanza one, grandmother's height,
posture, clothes and shoes are described very
effectively which help the readers to visualize the
persona's grandmother.
The line which says Her sharp blue eyes look

her own death in the eye is a metaphor where
the persona is actually trying to tell that the
METAPHOR grandmother is going to die after having taken
their pictures together.
There are few personified expressions found in

this poem :
PERSONIFICATION Her soup forgot to boil refers to how
grandmother has become forgetful
The crinkled smile is still living, breathing
refers to how lively the grandmothers smile was.
The photograph in the poem represents the

SYMBOLISM memories of the grandmother which was
treasured by the persona.

ACTIVITY The phrases below are the lines in the poem The Living Photograph by
1 Jackie Kay. Unscramble and rearrange the phrases in proper order.
1 MLASL YM ATMOEGRDHRN
2 GIENALSA EIBRDORE SITHR IETWH
3 SIKRT ELTPEDA
4 ILINVG IS SIELM ITSLL KILNCDER
5 OT FOGORT OUPS BLOI ERH
6 ADHN IMEN GBI EHR LSDHO
7 EM OHOPT THREE TA HWIT HTE IN
8 HTORMDNERAG ASMLL ALTL AEBCEM
9 HHUEDCN KBCA UNDOR NAD
10 NADH LCBAK IN WIEHT
11 IHANNKETLBU WSOEHMERE UNNOKNW
12 SLEIM EEYS ODRUN LDO REH
13 OG PCEAL AWULF DMRHGTRESOAN OT EWTN HET
14 SEYE HARSP REH LEBU
15 RTUE LAL RFATE SAW TI
16 THADE YEE KOLO EHR IN WNO

Using the words and phrases below write a description of the personas
ACTIVITY 2(A)
grandmother in the photograph.
tall pleated skirt smile
straight back flat shoes sharp blue eyes
white broderie anglaise shirt grey bun white hand
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ACTIVITY 2(B) Use the words below to describe the personas aging grandmother.
small forgetful round and hunched
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ACTIVITY 3
Based on the poem The Living Photograph, indicate whether the
following statements are true or false.
Statements True/False
1 The grandmother was hunched in the photograph.
2 The persona remembers the grandmother as seen in the

picture.
3 The persona was an adult in the photograph
4 The grandmothers hands were black.
5 The grandmother became forgetful as she grew older.
6 The persona had grey hair and wore flat shoes in the
photograph.
7 The grandmother has passed away.
8 The poem teaches us to respect our elders.
9 The poem is a memoir written by a grandmother to her

grandchild
10 The grandmother wore a broderie anglaise shirt in the

poem.

ACTIVITY 4
Based on the poem The Living Photograph, complete the chart below
by filling in the appropriate phrases/lines from the poem.
METAPHOR
_________________________________
_________________________________
_________________________________
_________________________________
IMAGERY
_________________________________
_________________________________
_________________________________
_________________________________
LITERARY PERSONIFICATION
DEVICES _________________________________
_________________________________
_________________________________
_________________________________
SYMBOLISM
_________________________________
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CONTRAST
_________________________________
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Answer the following questions based on the poem The Living

ACTIVITY 5A
Photograph.
1. Who are the people in the photograph?

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2. Describe the grandmothers attire in the picture?

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3. What does the phrase white hand in black hand imply?

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4. What does the line her soup forgot to boil imply?

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5. Which line in the poem shows that grandmother has passed away?
_____________________________________________________________
6. The place where grandmother went was described by the author as awful.
Why do you think the persona said so?
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7. State one value that we can learn from this poem. Explain your answer.
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Answer the following questions based on the poem The Living

ACTIVITY 5B
Photograph.
1. Get a very old picture of you with another person and write a short
description on the wonderful memories that you had when the picture was
taken. Share your work with your friends in the class
2. Write a short account on how you have spent time with your
grandparents? Did you enjoy being in their company? What have you
learned from them?
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CHARGE OF THE LIGHT BRIGADE

Poem The Charge of the Light Brigade
ABOUT THE POET
Alfred, Lord Tennyson was an English poet, writing during the Victorian period (during the
reign of Queen Victoria, 1837-1901). He was born on August 6th 1809 in Lincolnshire,
England. He was the fourth of twelve children of George and Elizabeth Tennyson. In 1827
Tennyson followed his two older brothers to Trinity College, Cambridge. Tennyson was a
superstar poet during his life and was named poet laureate in 1850. He was also given a title
and a position in the nobility because of his awesomeness as a poet. Lord" isn't his middle
name; it's his aristocratic title. He was born plain Alfred Tennyson.
The success of his 1842 Poems made Tennyson a popular poet, and in 1845 he received a
Civil List (government) pension of 200 a year, which helped relieve his financial
difficulties; the success of The Princess and In Memoriam and as well as his appointment in
1850 as Poet Laureate finally established him as the most popular poet of the Victorian era.
By age of only 41, Tennyson had written some of his greatest poetry, but he continued to
write and to gain in popularity. In 1853, Prince Alberts admiration for Tennyson's poetry
helped solidify his position as the national poet, and Tennyson returned the favour by
dedicating The Idylls of the King to his memory.
Alfred, Lord Tennyson died on October 6th, 1892, at the age of 83.
THE CHARGE OF THE LIGHT BRIGADE BY ALFRED, LORD TENNYSON

THE CHARGE OF THE LIGHT BRIGADE
I
Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
"Forward, the Light Brigade!
Charge for the guns!" he said.
Into the valley of Death
Rode the six hundred
II
"Forward, the Light Brigade!"
Was there a man dismayed?
Not though the soldier knew
Someone had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
III
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of hell

SUMMARY OF STANZAS
STANZA 1
Lines 1 2
Half a league onward
This poem starts with the same three phrases, Half a league repeated three times. A league
is an old way to measure distance, and is equal to three miles. So, half a league is about one
and a half mile. It sets up a nice rhythm, a kind of rolling, hypnotic sound; a little like
military march Left! Left! Left, right, left.
Line 3
The marching is into the valley of death; sounded a little scared and uncertain.
Line 4
This shows six hundred people riding, probably on horseback, covering a certain distance in a
scary place.
Line 5
Forward, the Light Brigade
Someone shouts out a military order to move forward to the group of soldiers. A brigade is
a way of dividing up an army. The division is in small units, hence the word light and not
heavy being used.
Line 6
He could be the person in charge of the brigade. Here we could hear him shouting to the
soldiers to get ready to shoot. This is very dangerous especially if you are on a horse.
Lines 7-8
The first stanza ends with a little refrain, a kind of recap of what we've learned so far (in lines
3-4). The brigade has been ordered into the valley, and they're riding in, even though they
know that guns and "Death" are waiting for them.

STANZA 2
Line 9
The order is repeated. The poet really wants us to focus on those words, on the command to
move forward. The men are being sent to their doom. We don't know exactly who's giving
the orders here (as mentioned could be the commander in charge), but this disembodied voice
might make us pause and think about why these brave men are being sent into "the valley of
Death."
Line 10
The poet asks if any of the soldiers were "dismayed." In this case, to be dismayed means to
lose your courage, to be overcome by terror or sadness. That would be a pretty normal
reaction to a situation like this.
Lines 11-12
The Light Brigade is too tough and loyal to feel dismayed. That first word, "not," implies that
these men don't feel discouraged at all. They are ready to do their job, even though the order
might be crazy. This is a really important point in this poem. They know this charge isn't a
good idea, that someone has made a mistake, has "blundered." This is as close as the poem
gets to criticizing the men who ordered this attack. The speaker is no revolutionary, but we
think you can feel some anger at the commanders simmering under this poem.
Lines 13-15
This is a famous group of lines, and for good reason. These lines share the same first word
and the same rhyming sound at the end. The speaker uses these lines to sum up all of the
honest, humble heroism of these men. They are just doing their job. A job that does not
permit them to talk back to their commanders ("make reply") or to figure out the point of the
attack ("reason why"). All they can do is to ride and fight and possibly die ("do and die")

Lines 16-17
These last two lines are the same as the last two lines in the first stanza. In poetry, that's
called a refrain (like the chorus in a song). It emphasizes the main action of the poem: men
riding to their death. It also gives a smooth, dignified rhythm to the poem.
STANZA 3
Lines 18-20
The valley of Death turns out to be just about as lousy as it sounds. The soldiers are
surrounded by enemy cannon, left, right, and front. This is bad news for the Light Brigade.
The poet stretches this simple information out over three lines. It echoes the three lines in the
section above (13-15), which also all start with the same word. It makes the feeling of being
surrounded much more intense. It's almost as if we are right there, turning our heads right,
left, and forward, and seeing cannon everywhere.
Line 21
Volleyed and thundered; A "volley" from a cannon is just a round of firing. The huge walls
of cannon all around them are firing, and making thunder like sounds.
Line 22
The soldiers in the Light Brigade are being "stormed at," by gunfire, an image that picks up
on the word "thundered" in the line above. The "shot" (bullets) and "shell" (big explosives
fired from cannon) are a violent, noisy, destructive force that reminds the speaker of a storm.
Line 23
These soldiers are not afraid of some gunfire, though. In fact, they ride "boldly" (bravely)
even though this is looking more and more like a suicide mission. This shows us how heroic
these men were.
Line 24
Tennyson has a lot of images for this scary valley, and he brings some of them in here. The
valley of Death becomes the "jaws of Death." It is not a super-original image, but it works
well here. It's almost as if the soldiers were riding into the mouth of some kind of ferocious
animal.

Lines 25-26
This is the spot (at the end of the stanza) where the refrain belongs (see lines 7-8 and 16-17),
but instead of "Into the valley of Death", now the soldiers are riding "Into the mouth of hell".
The "mouth of hell" matches up nicely with the "jaws" in the line before, and it's just one
more way of emphasizing how bad the valley is and how brave these men are. Changing the
refrain also helps to keep us on our toes a little, and keeps the poem from seeming stale or
repetitive.
THE CHARGE OF THE LIGHT BRIGADE - SUMMARY
Tennyson describes the events in the poem leading up to the Battle of Balaclava (25th
October 1854). He gives us a vivid sense of the moment whereby 600 horsemen of the Light
Brigade are ordered to charge forward into a valley, with guns on all sides. The charge was
ordered by British Commander Lord Raglan. History points to a miscommunication along the
chain of command. Captain Louis and his 600 light cavalry received orders to charge at the
wrong Russian artillery. As they charge, they meet heavy fire. When they encounter their
Russian enemies, they attack them, kill some of them, and then retreat down the valley. The
gunfire on the way back is just as bad, and many of these heroic soldiers die. It was a suicidal
mission to start with in the first place which led to a massacre. On the bright side, their
courage and valour is remembered till this day.
SETTING
The poem is based on an actual historical event: the Charge of the Light Brigade during the
Battle of Balaclava (which happened during the Crimean War). This went down in Crimea in
1854. The Crimean War which took place between 1853 to1856, was essentially a battle
between Britain (with its allies) and Russia for control over the territory occupied by the
crumbling Ottoman Empire. In late 1854, the allied troops tried to capture the Russian city of
Sebastopol, and the Battle of Balaclava was one of several fights in that campaign. During
this battle, the British commanders ordered a disastrous charge by the Light Brigade, which
took many casualties.
THEMES
Warfare
Warfare is probably the main theme here. Ultimately, "The Charge of the Light Brigade" is a
poem about a battle. It spends a lot of time describing the confusion, the terror, the
bloodshed, and, yes, also the heroism and excitement of armed combat. Notice that most of
the images and descriptions in the poem relate to warfare: cannon, guns and shell.

Courage
There is no question that the Light Brigade has guts. Every last one of them (according to
Tennyson) charges forward to the enemy line and does his job. Tennyson makes sure to
point out that they know exactly how dangerous and hopeless the job is, but they stand up and
do it anyway. "The Charge of the Light Brigade" is about war but its message is about the
heroism of ordinary, nameless soldiers.
Death
The tragedy here is that many of the brave soldiers in the Light Brigade die in this battle.
Tennyson does not say how many, and he does not go into gory details. Still, death is
everywhere in this poem. It is a constant presence, almost like a character. The valley where
the charge takes place belongs to "Death"; we hear all about his jaws, and so forth. Death is
almost a physical presence in "The Charge of the Light Brigade".
Duty
The men in the Light Brigade are just doing their job; they are soldiers and it is their duty to
fight. That is the core of what makes them appealing and heroic, but it is also the thing that
makes their deaths tragic. The Brigade doesn't need to go on a suicide mission and charge
their enemies (some commander seems to have given a bad order), and the Brigade knows
that, but they do it anyway. That's the code of a soldier, and it is definitely what Tennyson is
celebrating here the last word in loyalty, in living up to your promises.
Respect and Reputation
Tennyson does not write "The Charge of the Light Brigade" because it is a good story, or
because he just thinks you would be kind of interested. He wants to accomplish something
specific. He wants the memory of the anonymous men of the Light Brigade to live forever.
We would never have heard about the Light Brigade in the Crimean War if it were not for
this poem.
SYMBOLISM
Valley of Death
The valley of Death is the first major visual image we get, and it haunts the whole poem. The
valley is the setting, the place where the charge takes place, but it doesn't quite seem to exist
in the real world. It feels supernatural. We imagine dusty, baked earth, vultures circling
overhead, maybe some evil laughter. The valley is of that spooky valley. It is a really strong
poetic image. It lets us know we are not just reading a newspaper report or a dry summary of
the facts. When we read about this valley, we almost imagine something post-apocalyptic,
like a location out of Fallout or that '80s movie Mad Max 2, The Road Warrior. Tennyson

uses this name several times. In fact, it becomes a kind of refrain in the early parts of the
poem. It focuses our attention on the courage of these men, how fearless they must be to
charge into a place like the valley.
Jaws of Death
The use of this phrase symbolises personification. This is an important technique here,
because it turns death into a kind of character in this poem. It is not just the name of a valley
anymore it becomes a living thing ready to gobble these guys up. It is key to notice that
Tennyson capitalizes the word Death another way to emphasize its importance. Line 24 is
full of little variations on a theme. There are not a hundred completely different images and
ideas. Instead, there is a kind of play with different ways of saying the same thing. Saying the
Brigade rode into the "jaws of Death" is not completely different from "the valley of Death,"
but it does make a difference. Those jaws are scary.
Mouth of Hell
The next image is not that different from the "jaws of Death." Tennyson moves in little steps
here, and often loops back to the same image over and over, making tweaks each time. In line
25 a powerful image of evil and fear and danger. We can almost see the smoke swirling, the
fire spitting. They say war is hell, and the idea of the underworld fits pretty well with what
the Light Brigade must have seen.
The Guns
Guns and cannon are a key image for the enemy, for the threat of death. In line 6, the guns
are just an idea, a destination for the Brigade. They symbolize the challenge of war, the call
to heroic deeds, the threat of the enemy. Lines 18 to 20, the guns (here referred as "cannon")
are very real and very deadly. At the beginning of the charge, the Brigade was headed toward
the guns, but now they are completely surrounded by them. They are a totally faceless enemy,
just a threat from every side.
LANGUAGE
The language of the poem is understandably military: guns, soldiers, cannon and shell set the
scene. The power of the poem, however, comes from the careful use of imagery and sound
effects.

IMAGERY
The strong central image of the "valley of Death" (lines 3, 7 and 16) are the lines about death.

Tennyson metaphorically describes the place of battle as the valley of Death. This is a
powerful image as it suggests that death is all around the men and that they cannot escape it.
The Russian gunmen were at the head of the valley looking down from a strong vantage point
at the cavalry; the British had little hope of victory. The valley is defined forever by the fallen
men; it now belongs to Death.

Into the mouth of Hell,
Tennyson personifies Death and Hell. The jaws of Death evokes a powerful image of
inescapability the men have been gripped by something savage and Death will not release
its hold over the men. The mouth of Hell also conjures an image of sheer horror. It is as if
the earth has opened up to consume the men they will die terribly. The mens lives have
been snatched from them suddenly and violently.
RHYME
This poem rhymes in a kind of interesting and unusual manner. The rhymes in "The Charge
of the Light Brigade" are not predictable, but they are still an important part of the way the
poem is put together. The rhyming words are in bold and each sound is tagged at the end of a
line with a letter. Stanza 2 has a lot of interesting rhyming going on:
"Forward, the Light Brigade!" (A)

Was there a man dismayed? (A)
Not though the soldier knew (B)
Someone had blundered. (C)
Theirs not to make reply, (D)
Theirs not to reason why, (D)
Theirs but to do and die. (D)
Into the valley of Death (E)
Rode the six hundred. (C)
The two lines in a row that rhyme: Brigade, dismayed is called a rhyming couplet. Then we
have a line that doesn't rhyme with anything else: knew. The fourth line sort of rhymes with
the last line: blundered, hundred. The words sound kind of alike, but they also stick in your
mouth a little. That is called a near rhyme or slant rhyme, and they are easy to find in this

poem. The most noticeable part of the whole section is the group of three rhyming lines in the
middle: reply, why, die. These three rhyming lines in a row are called a "triplet."
TONE
The tone of the poem is that of exhilaration, the heat of the battle. Throughout the poem,
Tennyson gives examples of dangerous situations and events that the Brigade gets into
providing exhilaration to the battle. The tone of exhilaration and the heat of the battle is
increased by the "Cannon to the right of them / Cannon to the left of them" (17-18) and
artillery firing at them constantly. In addition, Tennyson increases the danger and
consequently increasing the exhilaration, when he uses imagery to show the Brigade
constantly being "stormed at with shot and shell" (21). The imagery used to describe the
battle shows how the exhilaration of the soldiers helped fuel their determination.
RHYTHM
The poem has a strong rhythm. For example, half a league, half a league two light beats
followed by a heavy beat expresses the sound of the horses galloping. There is a regular fast-
paced rhythm to the poem created by regular number of syllables in the lines (5-7).
MESSAGE FOR STUDENTS
Obey your commanding officers (parents) at all times.
Miscommunication can happen so do not gossip.
Honour fallen heroes - Malayan Emergency.

ACTIVITY 1
Based on the poem Charge of the Light Brigade, answer all the questions below.
Charge of the Light Brigade
1. List three details you notice in the picture above.
a.___________________________________________
b.___________________________________________
c.___________________________________________
2. Write two ideas you have based on the picture.
a. I think...
b. I think..
3. Write one question you have.
_______________________________________________________________________

ACTIVITY 2
Discuss in your group and complete the following chart by identifying the elements of plot in
the poem.
CHARACTERS who are the

characters in this story? Describe
the major players in this event?
SETTING where and when does

this story take place?
CONFLICT what is the major

problem in the story?
RISING ACTION what events

take place leading up to the
turning point in the story?
CLIMAX what event would be

considered the turning point or
peak of the action?
FALLING ACTION what

events follow the climax?
RESOLUTION is the problem

in the story resolved? If so how?
THEME what lesson or

message does this story teach?

ACTIVITY 3
Cut out the literary techniques used by the poet and stick them next to the lines of the
poem.

Half a league onward,

"Forward, the Light Brigade!


II


III
Volleyed and thundered;


Literary techniques
repetition
imperatives (command)
personification
half rhyme
repetition of final words of stanza
alliteration to emphasize danger
dialogue so that we can imagine the exact repetition of final words of stanza
words said
simple, direct language that everyone can strong verbs of movement
understand
strong verbs to emphasize loud sounds and exciting rhythm like a horse galloping
danger
rhyme
repetition
personification
strong verbs of movement
repetition of final words of stanza dialogue so that we can imagine the exact
words said
exciting rhythm, like a horse galloping
rhetorical question
half rhyme
metaphor to emphasise danger
strong verbs of action showing energy of
past tense-telling a story that is over
British
adjective-flattering the soldiers
nouns-weapons
repetition to show they are surrounded
repetition
imperatives (command)
personification
half rhyme
alliteration to emphasize danger
dialogue so that we can imagine the exact repetition of final words of stanza
words said
simple, direct language that everyone can strong verbs of movement
understand
strong verbs to emphasize loud sounds and exciting rhythm like a horse galloping
danger
rhyme repetition
personification
strong verbs of movement
repetition of final words of stanza dialogue so that we can imagine the exact
words said
exciting rhythm, like a horse galloping rhetorical question

ACTIVITY 4
Imagine you are going to the battlefield.

You have gone for the military training and you do not have time to go home to inform your
mother.
Write a postcard to inform your mother that you will be going to Sabah to help out in the
battle there.
Dear mum,
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
_

ACTIVITY 5
In groups of four, students are to brainstorm on different ways to honour the noble six
hundred soldiers based on their heroic courage.

ACTIVITY 6
How would you describe the mood of this poem? Choose from the list below and justify your
answer with lines from the poem. You have to choose at least five from the table.
No Mood Lines from the poem

1 angry
2 sorrowful
3 sad
4 proud
5 exciting
6 fearful
7 regretful
8 courageous

Short Story Tanjong Rhu
Old Tanjong Rhu
Tanjong Rhu now

ABOUT THE AUTHOR
Minfong Ho is an award-winning Chinese American writer. Her works frequently deal with
the lives of people living in poverty in Southeast Asian countries. Despite being fictions, her
stories are always set against the backdrop of real events, such as the student movement in
Thailand in the 1970s and the Cambodian refugee problem with the collapse of Khmer Rouge
regime at the turn of 1970s and 1980s. Her simple yet touching language and her optimistic
themes have made her writing popular among children as well as young adults.
Ho was born in Rangoon, Burma, better known now as Yangon, Myanmar, to an economist
father and a chemist mother, who were both of Chinese descent. Ho was raised in Thailand,
near Bangkok, where she attended the Patana School and the International School Bangkok.
She was enrolled in Tunghai University in Taiwan and subsequently transferred to Cornell
University in the United States, where she attained her Bachelor's degree in economics.
It was in Cornell when she first began to write to combat homesickness. She submitted a
short story, titled Sing to the Dawn, to the Council for Interracial Books for Children for its
annual short story contest. She won the award for the Asian American Division of
unpublished Third World Authors, and was encouraged to enlarge the story into a novel.
Currently, Ho is residing in New York.
SETTING
Tanjong Rhu is a shipyard, a place where the protagonist lives. The story revolves around the
recollection of the memories of the main characters, Mr. Li and Ah Ma of this Tanjong Rhu.

SYNOPSIS
Tanjong Rhu is a story about a successful businessman, Mr. T.W. Li and his relationship with
his mother, Ah Ma. Mr. Li forgets his roots as a kampong boy in Tanjong Rhu. However, his
mother is very traditional and holds on to her religious beliefs and ancestors worship. Mr. Li
and his mother have a close mother-son relationship. The day after Ah Mas funeral, Mr. Li
recalls the day he bought his mother a pair of binoculars. Mr. Li is disappointed when his
mother refuses to use the binoculars the way he wants it. Mr. Li wants Ah Ma to have a better
vision of Tanjong Rhu; instead she recollects her past memory of Tanjong Rhu. She wants
Mr. Li to remember who he was before he became a successful businessman. Mr. Li cannot
recall his childhood details, and before he could ask his mother, she is already taken ill and
too weak to talk to him. Ah Ma passes away and Mr. Li realizes that he has forgotten to take
care of the altar which is a traditional practice of the Chinese.
CHARACTERS
1. Mr. Li
A successful businessman in the shipping sector
Tolerant- does not interfere in his mothers traditional ways
Patient and respectful-waits for his mother to finish her prayers although he has to
leave for office
Meticulous-keeps track of the number of ships every day by counting them
2. Ah Ma
Old fashion- does not believe in having eye operation for cataract
Clings to the past- refuses to accept change
Traditional with strong religious beliefs values Chinese tradition
Good memory- can remember Mr. Lis childhood years
3. Ying
Loving takes care of grandmother in the hospital
Persuasive-tries to persuade her grandmother to let her do the praying to the
grandfather.

SYMBOLISM
The literary techniques of symbolism and images/ideas found in the story:
Sight/binoculars
- it is interesting that the pair of binoculars meant to encourage his mother to peer into the
present is eventually used by Mr. Li himself to have a clearer glimpse of his past. Although
the old lady's eyes are likened to the blank windows of the skyscrapers, her vision of the past
is vivid; in contrast to Mr. Li who cannot see the essence (i.e. his childhood) of the view in
front of him even though he frequently peers through those skyscraper windows and even
look into his mother's blank eyes.
Keys to the cabinet

- Towards the end of the story, Mr. Li cannot locate the keys. However, the lighting up of the
altar photographs seems to suggest that his parents are 'happy' that he attempts to connect
with his lost self and rekindle the fading relationship with them.
LANGUAGE
- the oscillitating use of the English Language and Cantonese is effective as it acts as a
barrier as well as a bridge between the three generations.
THEME
The main theme of this story is the distinction between traditional habits and
ceremonies and modish patterns and behaviour. In the story, Chinese tradition, as
praying to the ancestors and the dead has been mentioned as an important element.
From the description of the writer, we know that the protagonist, Mr. Lis mother
values the importance of this traditional practice.
Generation gap-Ah Ma represents the older generation while Mr. Li and Ying
represent the younger generation. Hence there is conflict of ideas between these two
generations

MORAL VALUES
1. Respect for the elders

-there should be mutual respect between older and the younger generation.
2. Always remember our roots

-one should always remember his/her identity despite living in a modern world
3. Appreciate people while they are still alive

-Mr. Li always ignores and becomes impatient when his mother talks about his
childhood
4. Money cannot buy everything

- Ah Ma feels that she has everything she needs, but she yearns to see the non-
materialistic life she experienced in Tanjong Rhu

ACTIVITY 1
TASK: Below are six adjectives that describe Mr. Li. Choose a phrase or sentence
from the short story Tanjong Rhu that fits each adjective.
Tolerant Patient Meticulous
Respectful Filial son Strict

ACTIVITY 2
TASK: Do a character sketch of Ah Ma. Refer to the text for statements that elaborate
on the guidelines and then, form your opinion of the woman.
What do Ah Mas actions tell you about her?
How the other characters see her?
What does the way she dresses tell you about her?
Now you state what you think about her? (HOTS)

ACTIVITY 3
TASK: Write the adjectives in the column provided for each character and justify your
choice in reference to the text Tanjong Rhu
CHARACTER ADJECTIVES SUPPORTING EVIDENCE
Mr. Li
Ah Ma
Ying

ACTIVITY 4: Wordchop
TASK: Match the parts of the words on characters and write them in the lines
provided.
ponsi deter rict tra
resp obe pat ud
era met ditio er
ful nt min res
lial ient pro tol
ble st ect dient
ation iculous fi nal
1. ________________________________ 11. _____________________________
2. ________________________________
3. _________________________________
4. _________________________________
5. _________________________________
6. __________________________________
7. __________________________________
8. __________________________________
9. _________________________________
10. _________________________________

ACTIVITY 5: SPIRAL PUZZLE
1. To be very careful ..
2. Able to accept or tolerate .
3. Rules obeyed, or observed behaviour .
4. Feeling deep pleasure, satisfaction ..
5. Bear or show willingness .

ACTIVITY 6
TASK: What happened between each event stated in the chart? Based on the short
story Tanjong Rhu, write the sequence of the events using the flow map.
Mr. Li was looking Mr. Li saw Ah Ma in

out of the window and A the garden feeding the B
counting the number chickens
of ships in the harbour
She was in the altar She agreed to use Ah Ma felt the

room with Ying C them in Mr.Lis binoculars were
office of no use to her
They were having Mr.Lis mother She looked

a slight difference prayed to her D into the
of opinion demised husband distance for
before she left for Tanjong Rhu
Mr. Lis office
Ying looked after Ah Ma was

F her grandmother admitted in the E
in the hospital hospital
Ah Ma was agitated
and was mumbling G H
about the key to the
altar drawer

ACTIVITY 7
TASK: Rearrange the statements below in their correct order. Write the letters in the
boxes given according to the sequence of the plot.
a. Ah Ma recalled her happy times in Tanjong Rhu.
b. Ying and Mr. Li consoled Ah Ma in the hospital.
c. Ying had a small argument with her grandmother regarding the prayer.
d. Mr. Li bought a pair of binoculars for Ah Ma.
e. Mr. Lis mother was admitted in the hospital.
f. Mr. Li and his mother went to the office.
g. Ah Ma refused to use the binoculars.
h. Ah Ma and Mr.Li went back to the house.
i. Ah Ma prayed to her ancestors.

ACTIVITY 8
TASK: Identify the following elements from the short story Tanjong Rhu
Setting Theme Main conflict
Character Resolution
1. _________________________ Ah Ma is an old-fashioned Chinese woman.
2. _________________________ traditional habits vs. modish patterns and behaviour.
3. _________________________ Tanjong Rhu is the shipyard mentioned in the short

story.
4. _________________________ Mr. Li realized the importance of following his

mothers tradition.
5. _________________________ Mr. Lis mother is conservative and holds on to her

beliefs, while his daughter Ying adopts modern ideas and ways.

ACTIVITY 9: Conflicts and Resolutions
TASK : Complete the table below with reference to the short story Tanjong Rhu
TITLE
AUTHOR
What is the main

conflict?
What are the causes

of the conflict?
Who intensified the

conflict?
What is the final

outcome of the
conflict?
What was the lesson

learned from the
conflict?

ACTIVITY 10
TASK : Write an email to your friend recommending him/her to read the short story
Tanjong Rhu. Write the reasons for your recommendation.
To:
Subject:

ACTIVITY 11
Tanjong Rhu
TASK: Complete the blanks based on the short story above.
1. Authors Purpose: entertain inform persuade
Why did the author write this?
__________________________________________
2. Genre: ____________________________
E.g.: Nonfiction, fiction, or folklore
3. Narrators Point of View:

______________________________________________________
1st-person, 2nd-person, 3rd-person
4 & 5. Summarize the text:

Three key events from beginning, middle, & end.

6. Exposition
A. Setting: ____________________________________________________________
When and where does the story take place?
B. Conflict:
______________________________________________________________________
______________________________________________________________________
Describe the conflict in the story
7. Rising Action: List some events that occur before the climax.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Climax:
The turning point
Falling Action: List some events that occur after the climax.
1. ______________________________________________________________
2. ______________________________________________________________

Resolution:
When the conflict is solved
ACTIVITY 12
TASK: WRITING
1. Read the extract from the short story Tanjong Rhu. Then answer the questions
below.
Dont you have any respect? Shes your grandmother, not some toy to play with! He
was on safe ground now. Playing with her eyes like that when shes dying-
Shes not dying! Ying cried
You young people have no respect for
a. Where is Mr. Lis mother?
__________________________________________________________
b. What do you think of Mr. Lis behaviour?
__________________________________________________________________
c. What can you generalize with Yings defensive statement?

2. Read the extract below and answer the questions that follow.
Let me do it, Popo, Ying was saying. Youre so slow!
You dont know how to do it, replied her grandmother.
Sure I do. Its easy.
Yes? How many times do you bow?
a. What were Ying and her grandmother arguing about?
________________________________________________________
b. Why do you think Yings grandmother did not trust her?
_________________________________________________________
c. If you were Ying, what would you have done in this situation?
_________________________________________________________
_________________________________________________________

4. If you were Mr. Li, what would you do to make Ah Ma happy? Give reasons for your
answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Poem Leaving
Leaving by M. G. Vassanji
Biography of the author
M. G. Vassanji was born in Kenya in 1950 and was brought up in Tanzania. He studied at the
Massachusetts Institute of Technology and the University of Pennsylvania in the United
States before moving to Canada in 1978. From 1980 to 1989, he was a research associate at
the University of Toronto. He co-founded and edited a literary magazine and began writing
fiction. Vasanji is one of Canadas most acclaimed writers. He has published six novels, two
collections of short stories, a memoir of his travel in India and a biography. His work has
appeared in various countries and in several languages.
Setting
Synopsis
The story, Leaving is set in Tanzania. A woman raises her five children alone after the early
death of her husband. After the two elder girls get married and the eldest son acquires a job,
the mother focuses on the two younger ones, Aloo and the youngest daughter (the narrator).
Aloo is in final year in school and the girl is in university. She pins all her hopes on them
that they will have a better education. She winds up their store and moves them to a quieter
part of town, Upanga. The place is quieter and provides a better environment for them to
study. The return of Mr. Datoo, a former teacher inspires Aloo to think of furthering his
education overseas in medicine in America. He starts writing to American universities to get
the necessary information. He is not keen on studying agriculture in a local university. He is
offered a place with a scholarship in the California Institute of Technology. However, his
mother would not allow him to accept the offer, citing finances and fear of losing him as the
reasons. Finally on the advice of a school officer, the mother relents and accepts the idea of

Poem Leaving
allowing Aloo to leave home for a different sky. The narrator, for the first time, sees her
mother as a person and not just as her mother someone who has always thought only of the
childrens welfare. Aloos first letter was a graphic enthusiastic account of London but to the
mother, she is uncertain of his return.
Characters
In the story, there are two major characters and a few minor characters.
Major Characters
Aloo
- Protagonist - very smart

- Very smart - Dependent
- Calculated - conflicted
- Traditional
The Mother
- Antagonist
- Selfish
- Conflicted
- Worried
- Sensitive
- Loving
Minor Characters
Sister
- Point of view
- Reserved
- Aloof
- Supportive
- Smart
-
Other siblings
a) Mehroon
- Married to a former batsman

- Finished school
- Stayed in town
b) Razia
- A wealthy housewife

Poem Leaving
- Live in a more coastal town
c) Firoz
- Dropped out
- Lost cause
- Worked as a bookkeeper
ACTIVITY 1
Fill in the boxes with the major and minor characters from the short story Leaving
___
___
___ CHARACTERS
___ ___
Conflicts
Aloo vs. His Mom (person vs. person)

- Mom wants him to stay near her in Africa
- Mom doesnt want to lose her son
- Aloo wants to decide his own future and his own decisions
- Aloo doesnt want to disappoint his mom and ruin the great relationship he has with
her
Aloo vs. Society (person vs. society)
- Aloo wants to choose what hes going to do with the rest of his life
- Local university decides for you
- Aloo wants more opportunities and doors open for his future

Poem Leaving
- Local university is very limited mainly focusing on agriculture
Aloo vs. Himself (person vs. person)

- Wants to go to school in America
- Wants to keep his mother happy
- Doesnt have the money to go
Mom vs. Herself (person vs. person)
- Wants whats best for Aloo
- Doesnt want to lose her son
- Doesnt want Aloo to lose his sense of tradition and values
ACTIVITY 2
Write True or False for the following statements.
1. Mother wants Aloo to stay near her in Africa. ( )
2. Mother wants whats best for Aloo. ( )
3. Mother insisted in not allowing Aloo to go for overseas study. ( )
4. Aloo did not want to go to school in America. ( )
5. Money was not a problem for Aloo. ( )
6. Aloo loves his mother and wants to keep her happy. ( )
Stylistic Devices
Allusion: a passing or casual reference; an incidental mention of something, either directly or

by implication:
an example is when the doctor referred to a game of Whist

Point of View: the position of narrator in relation to the story, as indicated by the narrators
outlook from which the events are depicted and by the attitude towards the character.
the story is told in the point of view of the sister

Situational Irony: irony involving a situation in which actions have an effect that is opposite
from what was intended, so that the outcome is contrary to what was expected.

Poem Leaving
Your Uncles in America will pay thousands of shillings just to send you to college.
Imagery: the formation of mental images, figures, or likenesses of things, or of such images
collectively.
When (Mr. Datoo) came he received a tumultuous welcome. For the next few days
he toured the town like the Pied Piper followed by a horde of adulating students one
of whom was Aloo.
Theme
Theme Statement
When rare opportunity arises, seize the moment and take advantage of a chance to
enhance your life experience.
Topics
Opportunity
Aloo had a once in life time opportunity.

Leaving Home
Aloo realized to better his life for the future he had to leave home (Africa) and move
to America to go to school.
Love
He had love for his family, heritage and tradition which made it so hard for him to
make a decision.
Risk
It was a huge risk for Aloo to go to a new whole place and couture without knowing
anyone.
Surrendering
Aloo and his mother both surrendered: his mom surrendered her values and Aloo
surrendered his tradition.
Change
It was a complete change in heritage and culture changing from one continent to the
other.

Poem Leaving
Letting go
Aloos mother had to let him go and make his own decisions and create his own life.
Education
The whole short story was about seizing every opportunity and the importance of
proper education.
ACTIVITY 3
The story could be broken down into several topics. Write out the topic for each of the
following situations.
Leaving
Home Opportunity
Education
Love
Risk
Surrendering
Letting Go
Change
Aloo realized to better his life for the future, so he had to leave home (Africa) and move to
America to go to school.
___________________
Aloo had a once in life time opportunity.
__________________________
It was a huge risk for Aloo to go to a new whole place and couture without knowing
anyone.
___________________________
It was a complete change in heritage and culture changing from one continent to the other.
___________________________
Aloos mother had to let him go and make his own decision and create his own life.
________________________

Poem Leaving
The whole short story was about seizing every opportunity and about how important a
proper education is.
__________________________
Aloo and his mother both surrendered: his mom surrendered her values and Aloo
surrendered his tradition.
___________________________
QUESTIONS
1. Aloos interest in studying overseas:
a) How did he become interested in studying overseas?
________________________________________________________________________________
b) What did he do about it? Which two words would you use to describe Aloo at this point? Give your
reasons.
_______________________________________________________________________________
c) What information did he gain from his efforts?
_______________________________________________________________________________
2. Letter of offer from the California Institute of Technology:
a) Did his mother believe that Aloo had an offer from an American University?
________________________________________________________________________________
b) Who confirmed it for her?
________________________________________________________________________________
c) How did mother react to it? Why do you think she reacted the way she did?
________________________________________________________________________________
3. Concerning the money problem for Aloos going for further studies,
a) How much money was needed? What was the money needed for?
__________________________________________________________________________________

Poem Leaving
b) How did Aloo plan to solve the problem? Do you think this is the correct solution? Give reasons
for your answer.
__________________________________________________________________________________
The following is a short story studied in the literature component in English Language.
Leaving by M.G. Vasanji
Difference of opinion strengthens rather than weakens the family unit
With close reference to the text, how far is this true of the short story you have read?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Poem The Right Thing TO Do
ABOUT THE AUTHOR
The Right thing to do is a short play written by the famous playwright, Martyn Ford who is
not only a playwright, teacher, actor, but also an illustrator. He lives and works in Brighton,
on the south coast of England. Martyn Ford wrote many plays which engage readers which
are in essence interesting and funny. In reality, its not always easy to know the right thing to
do. But in his work, readers will find it funny and amusing because characters in his plays
always do something stupid at the beginning, but in the end, they do the right thing.
Martyn likes to express life can be difficult indeed, so that it is difficult to detect what is right
and what is wrong; do the right thing at the right time. In this way, he shows a sense of
humour and a little absurdity in his characters. He tries to reflect the real world, the dark side
of mankind in satire.
THE RIGHT THING TO DO
SYNOPSIS
A man was lying in the street. Three different people stopped and looked, but nobody helped
him. After that a woman saw him and ran to help him. She ordered the people that were
looking to bring water and call an ambulance. The man said he needs pills. At that moment
the woman looked for the pills in the man's jacket and she found the pills. When they gave
him a pill the ambulance arrived, but the man is ok. One doctor recognized him, he was a
famous chef.
The people who were ordered by the woman, were very happy because they thought they had
saved the chef.
Setting Theme Language Moral Values Characters

A street Apathy Simple and Caring Patrick
Succint Responsibility Rebecca
to mandkind David
Empathy Woman in blue
Cooperation Michael Scott, a man lying in the
street
Doctor
Nurse

SETTING
Time: Day time The sidewalk of the street
THE IMPORTANCE OF DRAMA AND ITS RELEVANCE TO THE STUDENTS
1. Drama is part of real life and prepares students to deal with lifes problems.
Drama simply allows students the opportunity to rehearse roles, further giving form or shape
to the individual and personal ideas and feelings they are naturally experiencing. Overall, this
allows students to make sense out of their real life problems.
2. Drama engages students in creative problem-solving and decision making

Deep experiences through drama guides and supports students problem solving skills, while
at the same time, works to encourage an increasing awareness in how to solve issues at hand.
Instead of school just being a place where students are being taught and told what to think
and feel, drama turns this into a deeper experience in thinking, further motivating students to
question, respond, and explain what they are feeling and thinking.
3. Drama develops verbal and nonverbal communication

Through different characters, students share the opportunity to expand their problem solving
skills both verbally and non-verbally, making room for a sense of creativity. As well, students
practice and build upon various communication skills through the use of body language,
facial expressions and different voices.
4. Drama can enhance students psychological well-being

Under different characters, students can express their true feelings or sense of personality
without fear of being judged or criticized. They can work on personal issue or solve personal
problems while in character, which can simply help their overall well being. Essentially, what
this does is allow students to get things off their mind, further releasing emotion and tension
and allowing students to be who they are.
5. Drama develops empathy and new perspectives

Taking on various roles in character allows students to use all senses and characteristics in
order to understand the character, as well as, the scenario or story at hand. Learning how to
express oneself in different ways and through different means, helps build a strong character
and personality.

6. Drama builds cooperation and develops other social skills

Working together as a group promotes, encourages and motivates cooperation. It is essential
that each of our students feels accepted and works well with others, in order to create and
build a safe environment for all to learn. What drama does is continues to build on this
importance. Drama simply brings students together, allowing them to find different
characters that best suits them, different roles to express who they are, and different ways to
build upon and develop social awareness.
7. Drama increases concentration and comprehension through engagement

Students always learn best when they are engaged and interested, as well as, when they are
actively involved. As students are strongly focused and concentrating, their overall
understanding simply increases. When we include students in our examples in class, it is
more likely that they will grasp the idea more, or make a concrete connection. Drama allows
us to do this with our students.
8. Drama helps students consider moral issues and develop values

Drama simply helps students further understand the importance of values they are already
aware of, as well as, it guides them in developing and forming additional values. As teachers,
it is essential that we allow students the space and opportunity to make this discovery and
connection in values and moral issues while they are engaged through drama, rather than
impose them.
9. Drama is an alternative way to assess by observing (ex. Externalization)

When teaching new lessons, we always depend on prior knowledge. We start with what
students know, which further guides us with the next step to take in our teaching. It is
difficult for some of our students to make sense of specific things which is simply where
drama fits in. Drama can be used to preview or review a lesson; further allowing teachers to
assess what students already know or have learned.
10. Drama is entertaining

Fun is learning, and learning is fun. If we remember this and try to incorporate fun in our
teaching, our students will definitely enjoy the learning process. Students enjoy dealing with
and discussing real life issues and problems, they like figuring things out, doing interesting
things, doing things differently - drama gears towards this and more.
11. Drama contributes to aesthetic development

Through drama, students learn about a number of things such as conflict and characters,
which further allows them to deepen their sensory awareness. In addition to, children also
learn how to express themselves through various teaching and learning strategies such as
dialogue and improvisation.
12. Drama offers a learning avenue that enhances other areas of the curriculum
Drama can be used as a teaching and learning tool to help students make meaning of a
number of skills they need to be a well rounded individual. It further allows them to
experience and explore the world around them through different characters and roles, further
building on their relationship with others and things.

In connection to the ways in which integrating drama can help students learn, we have
created a list of great activities further emphasizing some of the creative ways drama
enhances the classroom environment while also building upon a childs development. These
great activities, among many others, can also be found in The Arts as Meaning Makers,
written by Claudia E. Cornett and Katharine L. Smithrim.
Mime Exercises
Mime exercises help further develop oral expression and self-esteem. By using attentiveness,
students further develop their observational skills through focus and detail.
Students are grouped in assigned numbers - than given a setting by the teacher (ex.farm)
Teacher calls a number and the students mime an action from the designated setting
example: they may act like a cow
Next number group is called and they are to mime their designated setting while the other
observe
Dialogue Tableaux
Students can group in pairs or small groups to act out a scene. The audience must respond to
the scene by telling what they see.
Verbal Strategies
Verbal strategies can be used to review lessons, or for predicting, analyzing material and so
forth.
Pair Sound Effects:

Students are paired and given a letter A or B to choose from
A makes a sound
B coordinates the action of As sound
A variation of this strategy could be A makes a sound according to Bs action.

ACTIVITY 1
What did the woman in blue instruct the following people to do?
i. Rebecca _____________________________________
ii. Patrick _____________________________________
iii. David _____________________________________
ACTIVITY 2
PLOT : Match A to B
A B
A woman in blue helped the man by giving instructions to the three A Exposition
bystanders.
They were given instructions to help the man and all of them dutifully
carried out the tasks given.
The man recovered after he was given a pill from his medicine bottle. He
thanked them quietly.
Rebecca and Patrick saw a man lying on the sidewalk. B Conflict
They did not do nothing except looked at him. They felt he was a stranger
and they had nothing to do with them.
The three bystanders were happy the man recovered and was taken to the C Climax
hospital in the ambulance.
They congratulated themselves for a job done. They felt the woman did
not help much.
They felt helping the man was the right thing to do.
David passed by and asked about the man. D Falling Action
He too did not make any attempt to check on the man.
All three felt that they were not duty-bound to help the man.
The ambulance arrived and after the doctor and nurse had checked on E Resolution
him, they took him to the hospital.
Michael Scott thanked the three bystanders for their help.

ACTIVITY 3
Questions on the play :
a) Who was lying in the street?

_______________________________________________
b) Is the man famous? Give a reason.

_______________________________________________
c) How would you describe the characteristics of the woman in blue attire?
________________________________________________
d) In your opinion, what do you think about Patrick, Rebecca and David?
_______________________________________________
e) If you were one of those characters, what would you have done?
________________________________________________
f) What did you learn from this play?
_________________________________________________
ACTIVITY 4
Read the extract of the play The Right Thing To Do and answer the questions that follow.
PATRICK : Wake him up, then.

DAVID : Why me? You do it.
PATRICK : (To Rebecca) What about you?
REBECCA : Me?
PATRICK : Yes, you were here first.
REBECCA : Yes, but its not my problem.
DAVID : And, its not my problem!

From lines 1-6,

1. (a) What had happened to the man?
__________________________
(b) What were the passers-by arguing about ?
_________________________
2. WOMAN : Oh,be quiet!

REBECCA : Did you hear that? She said Be quiet!
Describe how Rebecca felt as she spoke the words above.

____________________________________________________________________
3. The woman in blue has some interesting qualities. Describe two of the
qualities:
Quality 1 : __________________________________
Quality 2 : __________________________________
4. Name one theme of the play.
___________________________________________________________________
5. PATRICK : We can all feel very pleased, I think.

REBECCA : Oh yes, we can.
DAVID : What about the woman?
REBECCA : Which woman?
DAVID : The woman who helped. Where is she?
From lines 1-5, explain why the speakers felt pleased.
_____________________________________________________________________
6. What did the three of them feel about the woman in blue?
____________________________________________________________________

7. Give one reason for this feeling.
____________________________________________________________________
8. If you ever met someone just like the woman in blue, what is your opinion about her?
_____________________________________________________________________
9. What lesson have you learnt from the play The Right Thing To Do?
___________________________________________________________________
10. The woman in blue plays an important role. What does she do?
___________________________________________________________________
11. At the beginning of the play, The Right Thing To Do, a man is lying in the street.
What do you think happened to him?
___________________________________________________________________
12. In your opinion, are David, Patrick and Rebecca wholly responsible for saving
the victim?
___________________________________________________________________

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LITERATURE IN

KINTA UTARA DISTRICT ENGLISH

PN.FAUZIA BT. MOHD SULTAN

PN.AISHAH BT. MOHD HAMDAN

PN. NOOR AZIRA BT. MAT NOR

EN. MOHANA RAM MURUGIAH

PN. JAYANTHI KARUPPAN

PN.VIJAYALACHEMY A/P SUBRAMANIAM

EN.JOEL JAACOB A/L M.K JAACOB

PN. JULIANA BT. SHAHARUM

PN. MARY STELLA A/P SANTHANASAMY

PN. CHEAH YET THANG

PPD KINTA UTARA 1

The Living Photograph 1

Charge Of The Light Brigade 12

The Right Thing To Do 58

PPD KINTA UTARA Page 1

Remembering our loved ones through their memories

When looking at the old photographs the memories of family

Love all regardless age, colours and creed.

It can be seen in the poem that love is shown by persona to her

Death is part and parcel of life

Death is an inevitable part of life and we are unable to avoid it in

PPD KINTA UTARA Page 2

We must respect the elderly

We must accept the death of someone in the family and move on

True love is unconditional

PPD KINTA UTARA Page 3

TONE AND MOOD

LANGUAGE AND STYLE

PPD KINTA UTARA Page 4

In the poem the grandmother is described so

The line which says Her sharp blue eyes look

There are few personified expressions found in

The photograph in the poem represents the

PPD KINTA UTARA Page 5

2 GIENALSA EIBRDORE SITHR IETWH

4 ILINVG IS SIELM ITSLL KILNCDER

5 OT FOGORT OUPS BLOI ERH

6 ADHN IMEN GBI EHR LSDHO

7 EM OHOPT THREE TA HWIT HTE IN

8 HTORMDNERAG ASMLL ALTL AEBCEM

9 HHUEDCN KBCA UNDOR NAD

10 NADH LCBAK IN WIEHT

11 IHANNKETLBU WSOEHMERE UNNOKNW

12 SLEIM EEYS ODRUN LDO REH

13 OG PCEAL AWULF DMRHGTRESOAN OT EWTN HET

14 SEYE HARSP REH LEBU

15 RTUE LAL RFATE SAW TI

16 THADE YEE KOLO EHR IN WNO

PPD KINTA UTARA Page 6

tall pleated skirt smile

straight back flat shoes sharp blue eyes

white broderie anglaise shirt grey bun white hand

small forgetful round and hunched

PPD KINTA UTARA Page 7

1 The grandmother was hunched in the photograph.

2 The persona remembers the grandmother as seen in the

3 The persona was an adult in the photograph

4 The grandmothers hands were black.

5 The grandmother became forgetful as she grew older.

7 The grandmother has passed away.

8 The poem teaches us to respect our elders.