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Please take note --- this is an unedited version and a DRAFT --- please respect the works and effort of the teachers who prepared these notes.

Please take note --- this is an unedited version and a DRAFT --- please respect the works and effort of the teachers who prepared these notes.

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    A fighter's lines A fighter's lines Document Transcript

    • P O E T R Y Form 3 A Fighter’s Lines. Curriculum Development Division. Ministry of Education Malaysia 2011
    • Table of ContentsContents PagePreface 1Acknowledgement 4A Fighter’s Lines 5Poetry 6Introduction 9Activities 12Assessment 36Answer Key 40Glossary 44
    • PrefaceThe Teacher’s Literature Component Teaching ModuleThis Literature Component Teaching Module is for teachers who are teaching the LiteratureComponent of Language Curriculum for Malaysian Secondary Schools. This second cyclein the implementation of the Literature Component began in January 2010 for Forms 1 and4. The Literature Component for Form 3 is made up of a selection of creative and literaryworks in two main genres, Poems and Novels. The module provides an overview of thetexts to be taught and suggested activities for the different genres found in the literaturecomponent of the English Language Curriculum for secondary schools. This module provides teachers with practical ideas and suggestions for making theteaching of the literature component an interesting and exciting experience both for teachersas well as students. Through fun-filled learning activities, students should be able toappreciate, demonstrate understanding and express personal responses to literary andcreative works. Teachers are encouraged to adapt and modify the activities and materials inthis module to suit their students‟ learning styles and level of proficiency. This is to ensurethat the element of fun and experimentation with the language is not hampered.Structure of the ModuleThe 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 1
    • 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 TeachersThis Literature Component Teaching Module for Form 3 provides suggested activities for theteaching of the texts in the Form Three Literature Component. However, for purposes ofreinforcement and extension, teachers are encouraged to adapt, modify and adjust theactivities to suit the students‟ proficiency level. Teachers should bear in mind that in theteaching 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 toparticipate actively and express themselves without much reservation. The Literature Component Teaching Module in the English Language Curriculum forMalaysian Secondary Schools primarily focuses on the „fun‟ aspect of learning. Thus, mucheffort should be put into sustaining interest in reading literature for fun and not learning forexamination purposes. Rather, there should be some kind of formative assessments carriedout during the teaching and learning process to help students progress to their next level ofcompetence. Furthermore, formative assessment could improve instruction andeffectiveness in teaching of the Literature Component in the English Language curriculum. 2
    • It is hoped that teachers will find the module handy, resourceful, helpful andbeneficial to effectively and efficiently implement the new Malaysian English LanguageCurriculum for Secondary School. So this will successfully produce and create effectiveEnglish Language Lessons that will stimulate students into becoming more proficient andadept English Language users. 3
    • AcknowledgementThese teaching modules were developed and compiled with the help of a group of dedicatedteachers from various schools all over the country. To them, the Ministry of Education wouldlike to express its sincere gratitude and thanks. Members of the team, working incollaboration 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 4
    • A FIGHTER’S LINES POETRY A Fighter’s Lines I am old and worn and have lost all my strength sufferings and the history of the fight for independence have forced sacrifices that know no name or life from the wheelchair of the rest of my days I, body and energy crushed see and cannot do much these times are too big a challenge for the remnants of my crippled years the net of deceit spread everywhere disturbs me In the name of justice Wake up and form ranks sons of our ancestor Be brave And erect a wall of people Stand up heirs of our freedom I have no more voice It is you now who should speak! Marzuki Ali 5
    • A FIGHTER’S LINES POETRY PoetryWhat is poetry? Poetry has various meanings to different people. Take for example, Wordsworth whodefines poetry as "the spontaneous overflow of powerful feelings". Emily Dickinson said, "IfI 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 evokesin the reader an intense emotion: joy, sorrow, anger, catharsis, love and the like. In order toensure this evocation is fully achieved, many believe that the cardinal rule of poetry is ITSHOULD BE READ ALOUD. Poetry does not necessarily have to be in any particular form. There are various types ofpoetry such as sonnet, haiku, limerick, acrostic poems, rhyming couplets, nursery rhymesand 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 illustratethe 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 6
    • Characteristics of Poetry Uses words to build sensory impressions and create images Plays with the sounds of Is usually intended to be Compresses ideas: Poetry words and the rhythms of read aloud. uses less space than prose phrases to present an idea Lyric poetry is meant to Many poems talk about Narrative poetry is meant to reveal the poet’s feelings ordinary events. tell a story and unique reactions A poem may stir up deep Poems use the sounds of feelings in the readers language in deliberate, special waysPoets use poetic devices to evoke tone, mood, colour and lyricism in their poetry. These aresome of the common devices used:Rhyme This is the repetition of the same sounds. The most used rhyme is called the endrhyme, 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 andLow 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 JeannieKirby: Who taught the birds to build a nest, And told the trees to take a rest? 7
    • Simile This is a form of comparison which uses „like‟ or „as‟, for example, in Leisure byWilliam 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‟. Forexample, the word „wheelchair‟ in A Fighter‟s Lines by Marzuki Ali indicates that the personais weak and unable to fight the deceit around him. from the wheelchair of the rest of my daysPersonification Inanimate things are given human qualities, for example, in A Fighter‟s Lines byMarzuki Ali, the word „years‟ possesses the quality of being crippled. for the remnants of my crippled yearsImagery Imagery is the mental picture that appeals to the senses of sight, hearing, touch, tasteand 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 8
    • A FIGHTER’S LINES POETRY IntroductionAbout the poet Marzuki Ali was born in 1945 in Terengganu, Malaysia. He was brought up inKemaman and later Sabah. He has been writing poems since the 1960‟s. His poems mostlydeal with issues regarding his hometown, environment and patriotism. A lot of his poemshave been published in the Utusan Malaysia, Berita Minggu, Dewan Sastera dan DewanBudaya. He has also published a few anthologies which include Desir Angin Pantai Timur(1984), Lia (1988), Mantera (1991), Bangau Payang Kolek Sekoci (1993), Puisi DuyungPuisi Rakyat (1999), Jeritan Satwa Luka (2000) Rimba Hujan Tropika (2008), Bungkau andSape Lamanta (2009). He is also active in theatre direction in Malaysia and Indonesia. He has set up atheatre group in Terengganu called „GrupTeater Asyik‟ . Among the plays he has directedare 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 andhis people suffered in the past in their fight for freedom of their country and they made manysacrifices. 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 sayshe can only watch the happenings around him. Physically, he is helpless and he has noenergy left. He was either seriously injured when he was a soldier or is very ill. He finds thattimes have changed and being a crippled man, it is too challenging for him to fight theinjustice he sees around him. He is troubled by the many lies being told everywhere. 9
    • 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 andsocial differences to fight courageously for justice. He wants the young people who inheritedthe 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 tofight 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 hehas 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 isold and weak. The persona is also melancholic, reflecting on his past sacrifices he made forthe country‟s independence. In the second stanza, the persona voices his helplessness, anger and contemptbecause his country is facing threats. The tone used in the third stanza is serious and demanding. The persona urges thepresent generation to form a united front to uphold the freedom that he and many othershas fought for. The persona ends by insisting that the younger generation continues to fight againstinjustice because he can longer do so.Themes1. PatriotismPatriotism is one of the themes of this poem. The people in this country have made a lot ofsacrifices to fight for their freedom. They have achieved independence but now there areother threats such as deceit. This affects the country‟s safety. The persona calls on theyounger generation to fight for justice and to speak up against deceit.2. Being courageousAnother theme is being courageous. In the past, people made many sacrifices and foughtbravely with the country‟s enemies for their freedom. Now, the persona urges the youngergeneration to be brave and fight against other threats in the country. He tells them to standup and speak with courage.3. UnityIn the past, people were united when they fought for independence. Now, the personaemphasises that the younger generation who has inherited a free country should unite topreserve their freedom. They should stand united by building a wall of people or formingranks irrespective of racial, religious and other social differences. The “lines” in the poem, AFighter‟s Lines refer to the persona‟s lines and the lines or ranks formed for unity. We haveto be united and strong as in the saying, “United we stand, divided we fall”. 10
    • Values1. 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. 11
    • A FIGHTER’S LINES POETRY Activities Activities Titles PagePre – Activity 1 My Hero 13Pre – Activity 2 I‟m Problem-solver 14Pre – Activity 3 Be Brave! 16While-Activity 4 I Am A Fighter 18While-Activity 5 Poetic Expressions! 21While-Activity 6 Sacrifices! 22While-Activity 7 Emotional Tones 24While-Activity 8 A Puzzle 26Post-Activity 9 Deceitful Acts 28Post-Activity 10 A Fighter‟s Sacrifice 30Post-Activity 11 Speak Out! 31Extension 12 Postermania 32Extension 13 Dear Grandpa 33Extension 14 My Scrapbook 35 12
    • A FIGHTER’S LINES PRE-ACTIVITY 1 My Hero Time : 20 minutes AIMS ……………………………………………………………………………………………… 1. To identify independence fighters most respected by students 2. To describe the sacrifices of independence fighters MATERIALS ……………………………………………………………………………………………… 1. Display sheet (mah-jong paper) 3. Pens 2. Colourful sticky notes 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. Refer to history books or surf the Internet for information on independence fighters. 13
    • A FIGHTER’S LINES PRE- ACTIVITY 2 I’m a Problem -solver Time : 20 minutes AIMS ……………………………………………………………………………………………… 1. To state cause and effect relationships 2. To suggest solutions to problems MATERIAL ……………………………………………………………………………………………… 1. Worksheet 2 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. 14
    • A FIGHTER’S LINES WORKSHEET 2 I’m a Problem -solverBelow are some social problems among teenagers. Complete the table below by suggestingone cause, effect and solution for each problem. Problems Cause Effect Solution Bullying Drug abuse Vandalism Internet Addiction 15
    • A FIGHTER’S LINES PRE- ACTIVITY 3 Be Brave! Time : 20 minutes AIMS ……………………………………………………………………………………………… 1. To role-play a situation. 2. To take part in a conversation MATERIALS ……………………………………………………………………………………………… 1. Role-play cards on Handout 3 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. 16
    • A FIGHTER’S LINES HANDOUT 3 Be Brave!Distribute the role-play cards to each group. During recess, an older student bullied your classmate. He forced your Card A Role 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. You are a disciplinary teacher. A student reported to you that he was bullied Card B Role by an older student during recess. The student took all his pocket money. He said a student also witnessed the incident. Investigate this matter. During recess, an older student bullied and took your pocket money. After Card C Role 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. During recess, you bullied a younger student and took his pocket money. Card D Role After recess, a disciplinary teacher called you and told you to confess what you did. 17
    • A FIGHTER’S LINES WHILE - ACTIVITY 4 I Am a Fighter! Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. To match meanings to phrases and lines from the poem 2. To understand the title of the poem MATERIALS ……………………………………………………………………………………………… 1. The poem 3. Dictionaries 2. Worksheet 4 4. Online dictionaries 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. . 18
    • A FIGHTER’S LINES WORKSHEET 4 I Am a Fighter!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 Meanings1 worn a. destroyed b. the remaining years as one2 lost all my strength with a physical disability3 suffering c. not heard by others d. stand united4 sacrifices e. lying, concealing or distorting5 wheelchair the truth f. acts of giving up6 crushed7 too big a challenge g. righteousness and fairness8 remnants of my crippled years h. put up a united front i. too difficult to fight or9 deceit overcome j. physical, mental or10 justice emotional pain11 form ranks k. no longer strong l. people who inherit someone’s12 ancestor money, property or title m. a chair with wheels for13 erect a wall of people people who are unable to walk14 heirs n. forefathers o. tired due to overwork or15 have no more voice suffering 19
    • 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? ....................................................................................................................................... ....................................................................................................................................... 20
    • A FIGHTER’S LINES WHILE–ACTIVITY 5 Poetic Expressions ! Time : 80 minutes AIMS ……………………………………………………………………………………………… 1. To enunciate and pronounce the words in the poem correctly 2. To recite the poem with feelings and expressions MATERIAL ……………………………………………………………………………………………… 1. The poem . 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. . 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. 21
    • A FIGHTER’S LINES WHILE–ACTIVITY 6 Sacrifices ! Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. To understand and arrange words in a stanza 2. To list the sacrifices soldiers make 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 . 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. . 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?” 22
    • A FIGHTER’S LINES HANDOUT 6 Sacrifices !Cut the words below and put them into an envelope. Let students sort and arrangethem to form stanza one of ‘A Fighter’s Lines’. Tell the students to paste the arrangedwords on the top half of the display sheet. have name the am haveIndependence I no for sufferings history all or old and and and lost life sacrifices fight forced worn that the strength of know my (29 words) 23
    • A FIGHTER’S LINES WHILE–ACTIVITY 7 Emotional Tones Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. To recognise the change of tone in stanzas 2. To create awareness that words and expressions convey feelings MATERIALS ……………………………………………………………………………………………… 1. The poem 2. Worksheet 7 . 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. . 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 24
    • A FIGHTER’S LINES WORKSHEET 7 Emotional TonesI. Some of the words in the box below convey the persona’s feelings in the poem. joy sorrow helplessness frustration anger encouraging depressed disgust desperate annoyed troubled disappointed pride serious love anxious excited relaxed inspired weary eager humorous sympathy courageousII. Select the appropriate word or words which convey the persona’s feeling from thebox 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! 25
    • A FIGHTER’S LINES WHILE -ACTIVITY 8 A Puzzle Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. To scan for relevant words 2. To reinforce the students‟ understanding of the poem MATERIALS ……………………………………………………………………………………………… 1. Worksheet 8 . 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. 26
    • A FIGHTER’S LINES WORKSHEET 8 A PuzzleACROSS 4 Study of the past 6 A physically-challenged person 9 Acts of giving up something valuable11 In the past, the persona was a ______13 Freedom14 Young people should wake up and fight for____ DOWN 1 The persona moves about in a ____ 2 To put up 3 The persona is sad and ____ 5 Tired 7 The opposite of descendant 8 The persona is ____ 10 Remaining parts of something 12 Have found sacrifices that know no name or ____ 27
    • A FIGHTER’S LINES POST-ACTIVITY 9 Deceitful Acts Time : 80 minutes AIMS ……………………………………………………………………………………………… 1. To explain the message the persona is trying to convey 2. To understand the meaning of word(s) in context MATERIALS ……………………………………………………………………………………………… 1. Dictionary or thesaurus 2. Worksheet 9 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. 28
    • A FIGHTER’S LINES WORKSHEET 9 Deceitful ActsA possible act of deceit that the persona may refer to is corruption. Complete mindmap 1 below by answering the question cues in each box. Present your ideas to theclass.MIND MAP 1 Who is involved? What is it? Why is it a threat? Where does it occur? CorruptionDo you know another possible threat that the country is facing? Complete mind map 2below and then present it to the class.MIND MAP 2 Who is involved? What is it? Why is it a threat? Where does it occur? 29
    • A FIGHTER’S LINES POST-ACTIVITY 10 A Fighter’s Sacrifice Time : 80 minutes 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 MATERIALS ……………………………………………………………………………………………… 1. Dictionary or thesaurus 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. 30
    • A FIGHTER’S LINES POST-ACTIVITY 11 Speak Out! Time : 80 minutes AIMS ……………………………………………………………………………………………… 1. To understand the message the poet is trying to convey 2. To write a speech MATERIALS ……………………………………………………………………………………………… 1. Dictionary or thesaurus 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. 31
    • A FIGHTER’S LINES EXTENSION ACTIVITY 12 Postermania Time : 80 minutes AIMS ……………………………………………………………………………………………… 1. To appreciate patriotism 2. To practise oral presentation MATERIALS ……………………………………………………………………………………………… 1. Drawing paper 3. Magazines 5. Glue 2. Newspapers 4. Water colour 6. Old posters 7. Video clip 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. 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 32
    • A FIGHTER’S LINES EXTENSION-ACTIVITY 13 Dear Grandpa… Time : 40 minutes AIMS ……………………………………………………………………………………………… 1. To enable students to express their feelings about patriotism to their family members 2. To write an informal letter MATERIALS ……………………………………………………………………………………………… 1. Computer 3. LCD projector 2. A video clip 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. Students can be encouraged to write letters to any independence fighters they admire. Source: http://www.youtube.com/watch?v=09dGuZ6zQt0A FIGHTER’S LINES WORKSHEET- 33
    • A FIGHTER’S LINES WORKSHEET 13 Dear Grandpa…Write a letter to your grandparent or any older person about what you saw in thevideo clip and how you feel about it. _____________________________ _____________________________ _____________________________ _____________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________ _____________________________ _____________________________ _____________________________ 34
    • A FIGHTER’S LINES EXTENSION ACTIVITY 14 My Scrapbook Time : One week AIMS ……………………………………………………………………………………………… 1. To create museum exhibits on patriotism 2. To instill patriotism among students MATERIALS ……………………………………………………………………………………………… 1. Paper trimmer 5. Stickers 2. Adhesive 6. Newspapers & magazines 3. Scrapbook paper 7. Evaluation Form 14 4. Embellishments 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. 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 35
    • A FIGHTER’S LINES EVALUATION FORM 14 My Scrapbook EVALUATION CRITERIA FOR SCRAPBOOK SCALE: 5 = Excellent 4= Good 3= Average 2= Fair 1= Weak CRITERIA 1 2 3 4 5 Remarks Relevance of information to theme Organisation of content Content Creativity Attractiveness Grammar & Sentence Structure Language Vocabulary / Choice of words Coherence & Cohesion FluencyTeamwork Co-operation and collaboration Diligence and commitment TOTAL GRAND TOTAL 36
    • A FIGHTER’S LINES SUMMATIVE ASSESSMENT 15 Short QuizRead the poem and then answer the questions below.Stanza 11. 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 25. What disturbs the persona? ____________________________________________________________ (1 mark)6. Suggest two ways to avoid being deceived by others. (a) _________________________________________________________ (1 mark) (b) _________________________________________________________ (1 mark) 37
    • Stanza 37. 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 49. 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) 38
    • A FIGHTER’S LINES SUMMATIVE ASSESSMENT 16 Short QuizChoose 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) chaos7. 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 39
    • 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 line9. “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. 40
    • A FIGHTER’S LINES Suggested AnswersPRE ACTIVITY 2: I AM A PROBLEM SOLVERBelow are some social problems among teenagers. Complete the table below by suggestingone cause, effect and solution for each problem. Problems Cause Effect Solution Teenagers who have Threaten and abuse Send abusers for been abused at other weaker counselling home children Bullying Influence of friends Become physically Send them for drug who take drugs and mentally rehabilitation unhealthy Drug abuse Irresponsible and Destruction of public Educate vandals by inconsiderate utilities causing making them do teenagers problems to others community service Vandalism Lack of Affects studies and Parents should self-discipline family relationships monitor teenagers and have rules on the use of the Internet Internet Addiction 41
    • 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 c2. 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! 1st stanza 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 42
    • 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 tired2 lost all my strength feeling sad and weak3 have forced sacrifices that know no feeling sad thinking of the past name or life4 from the wheelchair of the rest of my feeling helpless as he could not walk days5 body and energy crushed frustrated as he feels that his body is useless6 see and cannot do much watch sadly as he is unable to help7 remnants of my crippled years sad and helpless as a cripple8 net of deceit ……disturbs me angry........... troubled mind9 Wake up and form ranks sons of our spirited patriotic call ancestor10 Be brave inspiring courage11 erect a wall of people encouraging people to unite12 Stand up heirs of our freedom Encouraging the young to be brave13 I have no more voice anxiously explaining that no one pays attention to an old man like him14 It is you now who should speak! Encouraging / urging readers to speak up bravelyWHILE ACTIVITY 8 : A PUZZLE 43
    • WHILE ACTIVITY 9 : DECEITFUL ACTSAccept any suitable answersSUMMATIVE ASSESSMENT 15 : SHORT QUIZ1. A retired soldier / a freedom fighter in the past2. “…old and worn” / “…lost all my strength” / “…energy crushed”3. Independence / Freedom4. Celebrate The Patriotic Month / Preserve the country‟s independence or any other suitable responses5. The net of deceit spreading everywhere6. Be wise / Be rational or any other suitable responses7. 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 answer9. Lost his influence / Too weak to fight / Became disabled10. The younger generation / The reader / MeASSESSMENT 161. a2. d3. b4. c5. d6. c7. a8. b9. c10. d 44
    • A FIGHTER’S LINES GLOSSARY Glossary1. worn (line 1) – (adjective) wearied; exhausted.2. sufferings (line 3) – (noun) pain or problems3. independence (line 4) – (noun) freedom from the control, influence, or support of others – also refers to the independence gained by Malaysia from the British government4. sacrifices (line 5) – (noun) the acts of giving up something important or valuable5. crushed (line 8) – (verb) destroyed6. remnants (line 12) – (noun) remaining, parts of something7. crippled (line 12) – (noun) a lame or disabled person or animal8. deceit (line 13) – (noun) hiding the truth for the purpose of misleading9. justice (line 15) – (noun) rightfulness or lawfulness10. erect (line 18) – (verb) to build; construct; raise11. heir (line 19) – (noun) a person who inherits or has a right of inheritance 45