flipping fantastic
TRANSCRIPT
Curriculum Development Division. Ministry of Education Malaysia. 2009
Flipping FantasticBy Jane Langford
Table of ContentsIntroduction
About Short StoriesSynopsisElementsActivities
Beyond The TextAssessmentAnswer Key
GlossaryPanel of Writers
SHORT STORY
1
LITERATURE COMPONENT FOR FORM 1
Short Story
Introduction
Welcome to the World of Literature! We hope you will enjoy working with this guidebook,
specially designed to help you prepare your students for the Literature Component of the KBSM
English Language syllabus. We recommend that the activities in this guidebook be carried out
as creatively as possible so as to allow students to appreciate the genre and to develop a sense
of familiarity with the various literary terms and devices in the short story. Be ready to listen to
students’ views and opinions, and encourage them to produce their own answers. It is our
sincere hope that the activities and worksheets in this guidebook will act as a springboard for
your own ideas and methods for exploring the individual texts.
Have a good time showing your students that Literature is fun!
SHORT STORY
2About Short Story
What is a Short Story?
A short story is written in prose form and much shorter than a novel. The length of a short story may be between 500 to 1500 words. There are fewer characters in a short story compared to a novel. The story line is more focused and less complicated. The time period is shorter and the setting is not as varied as in a novel. A short story has only one main theme and fewer sub-themes. It may be just fiction or based on facts. It often deals with basic human concerns.
Theme and Sub-Theme
A theme is the central idea, the main message/ important lessons/ moral issues that you can learn from the text.
It is not usually presented directly in the story. The theme becomes clear only when you have understood the story well.
Many short stories usually focus on issues that are of concern to society. To uncover the theme of a story:
(a) Look at the title. Sometimes, it will give a clue about the theme.(b) Take note of any repetition. Sometimes, these will lead you to the theme.(c) Study the symbols. What are they trying to suggest?(d) Look closely at all the details and particulars that are presented. They give a lot
of clues to the theme.
Setting
The setting usually refers to the time and place in which the story takes place. The setting often influences the values, beliefs and attitudes of people.
Characters Characters are the people found in the story. Sometimes, a character can also be an
animal or an object. These characters can be categorised into main characters and supporting characters.
The character that dominates the story is usually the main character. Their characteristics are the way these characters behave and act. Readers can learn about characters in many ways including:
(a) physical traits(b) actions(c) opinions(d) dialogue(e) point of view
Plot A plot tells how events are connected or how the story is told. A common pattern of a plot is a course of events in a story that contains a conflict or a
problem that ends with a resolution or a turning point.
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In other words, a plot is a sequence of events, the “why” for the things that happen in the story.
Point of view
1. In a story, someone is telling the story from his or own point of view.2. The point of view could be:
(a) in the first person , using ‘I’ and ‘We’ to give the personal touch(b) in the second person, using ‘they’ / ‘he’ / ‘she’ / ‘it’(c) who tells the story and how it is told are very important. The tone and feel of the
story and even its meaning can change depending on who is telling the story.
Language and Style
1. Language includes all the literary and sound devices a writer uses to tell his story and conveys his message.
2. The language preferred by a writer and the way he uses it determine his own unique style.
3. There are many types of styles a writer may use in order to attract the attention of the reader. For example,
(a) a distinctive use of descriptive words to bring out the setting, the colour, the arrangement, the people and the environment
(b) a preference for certain choice of words and their arrangement(c) use of humour(d) use of rhymes, images and symbols
4. The flashback is one of the most common technique used in a short story. It is an action that interrupts to show an event that happened at an earlier time in the story, which is necessary for a better understanding.
5. Foreshadowing is the use of hints or clues to suggest what will happen later in the story.6. Imagery is also an important element used in a short story to evoke one or all the five
senses – sight, hearing, taste, smell and touch.7. Usually, writers use metaphors and similes to emphasis the images given.
Tone
1. The writer’s tone is his attitude towards the subject of his story and towards his reader.2. You can use adjectives such as “serious”, “light-hearted”, “pompous”, “nostalgic”, etc. to
describe tone. 3. Tone suggests or influences mood and atmosphere. 4. Mood and atmosphere are very closely linked; both capture the general feel of the story.
Mood indicates the general, underlying feel of the story. Atmosphere is the general sense of the story.
Irony
1. Irony refers to a contrast, usually between what is expected or intended and what is actual or real.
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2. Irony involves double meaning. In an ironic statement a speaker or writer uses words in such a way that the words suggest the opposite meaning of what they actually means.
Figurative Language
1. A simile is a figurative comparison that uses “like” or “as” to connect to ideas or items. It is an indirect comparison.
2. A metaphor compares two unlike things directly. A metaphor states that one thing is something else.
3. Personification: When something is personified, it is given human qualities. Sometimes, this makes an image vivid and dynamic for the reader.
SHORT STORY
5Synopsis
‘Flipping Fantastic’ by Jane Langford is a story about twin brothers and their mother. Tristan
is an outstanding, brilliant and a capable boy but James is shy, nervous and lacks confidence.
Both of them are about to finish their primary education at Peter Hill Primary soon and plan to
begin their new school term in two different schools.
Their mother decides to enrol James in Highfields and Tristan who is physically challenged
and wheelchair bound, in a special school (Chesterlea Grange). Both brothers are confused
over the thought of being separated as they have never been apart from each other. Since they
rely on each other, the twins are concerned about how they are going to cope in their new
school environment.
The mother wants the twins to be independent. She is confident that Tristan would be
able to cope well at Chesterlea Grange. However, she worries about James and wonders how
he is going to manage all alone at Highfields. Tristan changes his mind about Chesterlea
Grange, in order to be with James. Besides that, the school is far away from home and he
would only be able to see James once a week. On the other hand, James manages to persuade
him by reminding him of all the facilities and activities in his new school that Tristan dreamt of.
Knowing James cannot cope himself alone, Tristan calls on their friend Kiara Jones to help
James in Highfields. The twins at last realise that they have made the right decision and their
new school environment is flipping fantastic.
SHORT STORY
6Elements
SETTING
Peter Hill Primary: Tristan and James are finishing their final year in this primary school. They
perform in a play entitled “The Adventures of Tom Sawyer” which is the last activity in the
school.
Chesterlea Grange: This is a residential school for students of special needs situated far away
from Tristan’s home. Tristan looks forward to be enrolled in this special school which has all the
facilities that he has dreamt of such as a drama studio, games room, swimming pool and a
paddock. The school also has sports activities such as basketball tournament, archery contest,
wheelchair games and so on.
Highfields: This is the school that James is going to be enrolled in when the new school term
begins. At the end of the story, James feels excited about his new school as most of his
schoolmates are there including Kiara Jones.
CHARACTER
Tristan and James : They are the main characters in the story. They are twin brothers who are
dependent on each other. Tristan is more confident and outstanding than James. James is shy,
nervous and has a low self-esteem.
Mum: She is the mother of Tristan and James. She is determined to send her sons to different
schools so that they would be independent and confident about their own abilities
THEMES
Fear of the unknown: James dreads being alone in Highfields without the help of Tristan.
Although Tristan feels excited about his new school, at times he feels confused at being alone
and far away from home and his brother in the new school.
Motherly pride: Mum takes pride in her boys’ ability. She admires James’s courage to perform
on stage despite being an introvert and appreciates Tristan’s great performance. as ‘Tom
Sawyer’ in the school play.
Other themes/ sub-themes: a caring society, being independent, brotherly love.
VALUES
Independence, concern, gratefulness, appreciation, consideration, helpfulness
LITERARY DEVICES
Point of View
7
This story is written from the first person point of view. The pronoun “I” is used. We see the
events from three perspectives; namely that of Tristan, James and Mum. We can experience
their thoughts and feelings.
Tone
The tone is generally sincere, serious and reflective. At times it is emotional.
Diction (the choice of words used in the story)
serious - …James, on the other hand, has always been so nervous. I’ve been really worried about him…
reflective – Just because we’re twins doesn’t mean we have to be good at the same things. I accept that.
emotional - Talk about pride! Tonight I thought I was going to burst with it!
simple vocabulary; short sentences; lots of exclamation marks (!) to express emotions
use of contractions (e.g. he’s; it’s, etc) to show a conversational style
Simile
The story has several similes e.g. I feel like a tyre that has burst; as freely as a freshly oiled
cog, etc.
Journal entries/reflections
3 different styles to express the thoughts and feelings of the 3 characters.
Contrast
Contrast of writing styles. E.g. Tristan’s thoughts are in a box; James’s thoughts appear to be on lined paper while mum’s thoughts are in italics.
Contrast of opinions and characters Tristan loves drama while James loathes it.
Slang /colloquial expressions
e.g. .. the new school is really cool; collywobbles; mate; flipping; I’ve really blown it! (to give it a
fresh modern feel)
Rhetorical questions
Questions that require no answer. e.g. How can I tell Mum?
FLIPPING FANTASTIC ACTIVITY SS1
8Character Traits
To identify the similarities and differences between two main characters in the story..
Worksheet SS1 Worksheet SS1
Distribute a copy of the Character Trait Venn Diagram to each student..
Students use the Venn Diagram to write down the similarities and differences of the two main characters in the story..
In the circle next to each character, students write words and phrases that describe the traits of the character.
Students write common traits of the two main characters in the intersection of the circles.
FLIPPING FANTASTIC WORKSHEET SS1
9
MaterialsMaterials
Notes
Teacher can provide word cards for weak
students to complete the Venn
Diagram.
Students can work in pairs
StepsSteps
AimAim
40 minutes40 minutes
Character Traits
Complete the diagram below with the similarities and differences between the two characters in the story.
FLIPPING FANTASTIC ACTIVITY SS2
10
James
Tristan
Who S aid What?
To be able to recognise and analyse the characters in the story.
Worksheet SS2
Worksheet SS2
Distribute a copy of worksheet to each student.
Students read the statements in the box.
Students choose the statements from the box above and match them with the character in the picture.
Write the sentences in the speech bubbles provided.
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MaterialsMaterials
Notes
Get students to read with correct
intonation and expressions.
StepsSteps
AimAim
40 minutes40 minutes
FLIPPING FANTASTIC WORKSHEET SS2
12
Who Said What?
“Me and my big mouth! Why did I ever go and talk to him about his new school”
“Today I feel like a tyre that has burst, totally deflated”
“We are pretty much stuck together. Wherever he goes, I go and wherever I go, he goes”
“Words fail me! Tristan doesn’t want to go to Chesterlea Grange after all. What on earth am I going to do?”
“Tristan has always been a live wire”
“She’s moving out to a different school and I don’t have to worry about seeing her anymore”
“I’ve been really worried about how he’ll find his way around without Tristan to help him.”
“The play put me on the real high”
“I can see that old scared look back in his eyes. What can I do to make him feel better?”
1. ___________________________
___________________________
2. ___________________________
___________________________
3. ___________________________
________________________
1. ___________________________
___________________________
2. ___________________________
___________________________
3. ___________________________
________________________
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1. _____________________________________________
_____________________________________________
2. _____________________________________________
_____________________________________________
3. _____________________________________________
_____________________________________________
1. _____________________________________________
_____________________________________________
2. _____________________________________________
_____________________________________________
3. _____________________________________________
_____________________________________________
1. ______________________________________
______________________________________
2. ______________________________________
______________________________________
3. ______________________________________
______________________________________
1. ______________________________________
______________________________________
2. ______________________________________
______________________________________
3. ______________________________________
______________________________________
To explore new vocabulary.
FLIPPING FANTASTIC ACTIVITY SS3
14
Teacher list down words taken from the text (as many as possible).
Make word cards and stick them on the wall around the classroom.
Divide the class into small groups of three or four.
Distribute Worksheet 3 to each group.
Tell students to search for words that match the meaning of the sentences in the worksheet.
Students move around the classroom to memorise the words and return to their respective groups to fill in the column provided.
Students can use a dictionary to find the meanings of the words.
Set a time limit (10 minutes) to encourage competition.
MaterialsMaterials
StepsSteps
Notes
Reward groups that come up with the most
correct answers..
Worksheet SS3 Handout SS3
Worksheet SS3 Handout SS3
MaterialsMaterials
Search and Match
AimAim
80 minutes80 minutes
FLIPPING FANTASTIC WORKSHEET SS3
Fill in the column on the right with the appropriate words.
No. Sentences Word
1 The play put me on a real high
2 Tristan has always been such a live wire
3 Tonight was the worst night of my life. I hate drama
4 One tiny, little line, consisting of just seven words and I got it wrong
5We are pretty much stuck together. Wherever he goes, I go and wherever I go, he goes. How will I cope at my new school without him?
6 He’s far smarter than me. He always gets ‘A’s in his homework He understands how computer works
7 My two sons were the stars of the school play. They were wonderful.
8 I’ve been really worried about how he’ll find his way around without Tristan to help him
9 Today, I feel like a tyre that has burst, totally deflated
10 She’s moving out to a different school and I don’t have to worry about seeing her any more
11 I know that I rely on Tristan but he relies on me too
12 I don’t know what to think
13 Me and my big mouth! Why did I ever go and talk to Tristan about his new school?
14 I can’t wait to see Tristan at the weekend to tell him all about
15I don’t know who invented the ‘dis’ word, she says. I’m not interested in what you can’t do. I’m only interested in what you can do.
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Search and Match
CONCERNEDCONCERNED
FLIPPING FANTASTIC HANDOUT SS3
Sample word cards
16
ECSTATICECSTATIC
ACTIVEACTIVE
REGRETREGRET
DETERMINEDDETERMINED
AWFULAWFUL
DEPRESSEDDEPRESSED
RELIEVEDRELIEVED
INTER-DEPENDENTINTER-DEPENDENT
CONFUSEDCONFUSEDEMBARRASSINGEMBARRASSING
DEPENDENTDEPENDENT
EAGEREAGER
INFERIORINFERIOR
PRIDEPRIDE
Search and Match
To analyse the story by studying the pictures in the short story.
FLIPPING FANTASTIC ACTIVITY SS4
Students study the illustrations in the short story.
Students identify and describe the people, places, activities, and actions in the pictures.
Get students to fill up the ‘Fun With Pictures’ graphic organizer. Students write a list of nouns and verbs that they see in the pictures.
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StepsSteps
Notes
Ask students to colour the
pictures in the short story book.
Fun with Pictures
MaterialsMaterials
Worksheet SS4
Worksheet SS4
MaterialsMaterials
AimAim
80 minutes80 minutes
FLIPPING FANTASTIC HANDOUT SS4
Study the pictures in the short story. Fill in each magnifying glass with suitable words or phrases.
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Fun with Pictures
To explore the meanings of new vocabulary.
FLIPPING FANTASTIC ACTIVITY SS
Provide a copy of the worksheet to each student.Students write a new word from the story.Students look up the meaning of the word from the dictionary and write it in their own words in the space provided.
Students write a synonym and an antonym of the word in the spaces provided.
Students write a sentence from the text.
FLIPPING FANTASTIC WORKSHEET SS5
19
StepsSteps
Notes
Students can create more than
one sentence.
Alien Attack__Who Said
MaterialsMaterials
Worksheet SS5 Dictionary or Thesaurus
Worksheet SS5 Dictionary or Thesaurus
MaterialsMaterials
AimAim
80 minutes80 minutes
Feed the alien’s tummy with relevant information.
20
Alien Attack__Who Said
To analyse the setting of the story.
FLIPPING FANTASTIC ACTIVITY SS6
Distribute copies of the worksheet.Students study the pictures carefully.Students fill in the boxes provided with appropriate words or phrases with close reference to the text.
FLIPPING FANTASTIC WORKSHEET SS6
21
StepsSteps
Notes
Teacher can provide
scrambled letters of the words.
The Place To Be
Worksheet SS6
Worksheet SS6
MaterialsMaterials
AimAim
80 minutes80 minutes
Fill in the boxes with suitable words or phrases
Fill in the boxes with suitable words or phrases
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FACILITIES IN CHESTERLEA GRANGE
SPORT ACTIVITIES IN CHESTERLEA GRANGE
The Place To Be
FLIPPING FANTASTIC ACTIVITY SS7
23
To sequence the events of the story
Distribute a copy of the worksheet to each student.Students study the sentences carefully.Students arrange the sentences according to the structure of the story.
Students complete the zig-zag timeline on the right by sequencing the events on the left.
FLIPPING FANTASTIC WORKSHEET SS7
24
Tell Me__Who Said
Worksheet SS7
Worksheet SS7
MaterialsMaterials
AimAim
80 minutes80 minutes
Notes
Write a summary of the story by sequencing the
events given below.
StepsSteps
Tell Me__Who Said
1. James feels nervous about being alone in Highfields without Tristan to help his way around.
2. Tristan changes his mind about going to Chesterlea Grange in order to be with James.
3. Their mother feels that Tristan has to be enrolled in a special school so that he can be independent.
4. The twins who rely on each other are upset over the thought of being separated.
5. Tristan is excited over the facilities in Chesterlea Grange.
6. James and Tristan are about to complete their primary education at Peter Hill Primary.
7. Tristan calls Kiara Jones and seeks her help to assist James at Highfields.
8. The boys realise that they have make the right decision and are very happy in their new school environment.
9. Mum is quite confident about Tristan but worried about James on how he is going to manage in his new environment.
10. James manages to persuade Tristan to go to Chesterlea Grange by reminding him of the facilities and the friendly staff there.
Write the correct sequence of the story in the ‘zig-zag’ timeline. The first one has been done for you.
25
ZIG ZAG TIMELINEZIG ZAG
TIMELINE
6
To analyse how the story leads towards a climax and resolution
FLIPPING FANTASTIC ACTIVITY SS8
Teacher discusses the story with the class by giving the idea of rising and falling action.
Teacher uses a familiar story e.g. Harry Porter, to show how a story builds over time, leading to a climax and then to a conclusion.
Teacher distributes a copy of the worksheet to each student.
Students complete the story wheel with relevant details from the short story.
FLIPPING FANTASTIC WORKSHEET SS826
Story Block__Who Said
Worksheet SS8
Worksheet SS8
MaterialsMaterials
AimAim
80 minutes80 minutes
StepsSteps
Notes
This lesson can also be carried out as a group
activity.
Complete the story blocks with relevant details from the story
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CLIMAX
RISING ACTION
BEGINNINGENDING
FALLING ACTION
_____________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Story Block__Who Said
To identify and analyse the themes in the short story.
FLIPPING FANTASTIC ACTIVITY SS9
28
Distribute a copy of the worksheet to each student.
Students read and analyse the textual evidence from the story.
Match the themes provided with the textual evidence.
Notes
Students can write a prose on
the theme of Brotherly Love.
Show Me The Evidence
Worksheet SS9
Worksheet SS9
MaterialsMaterials
AimAim
80 minutes80 minutes
StepsSteps
Next term will be different but I
don’t want to think about that right
now. It’s too horrible for words.
Next term will be different but I
don’t want to think about that right
now. It’s too horrible for words.
Mr. Sewell has to carry me while James lifts my
wheelchair
Mr. Sewell has to carry me while James lifts my
wheelchair
I don’t know how he manages to learn all those lines. All I had to do was
say one merely line. Could I remember it? No, of
course not. One tiny, little line consisting of just
seven words and I got it wrong.
I don’t know how he manages to learn all those lines. All I had to do was
say one merely line. Could I remember it? No, of
course not. One tiny, little line consisting of just
seven words and I got it wrong.
My two beautiful sons were the stars of the school play.
Tristan was wonderful as Tom Sawyer. The woman in
the seat behind me said she could hear every word and Mr. Sewell said he was
a real ‘pro’.
My two beautiful sons were the stars of the school play.
Tristan was wonderful as Tom Sawyer. The woman in
the seat behind me said she could hear every word and Mr. Sewell said he was
a real ‘pro’.
FLIPPING FANTASTIC ACTIVITY SS9
Match the themes with the textual evidence provided.
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Show Me The Evidence
Fear for the unknown Inferiority ComplexA mother’s pride Inferiority Complex Caring for the disabled
C
B
A
Identifying values in the story
FLIPPING FANTASTIC ACTIVITY SS10
30
D
Amazing Maze
Worksheet SS10a and SS10b
Worksheet SS10a and SS10b
MaterialsMaterials
AimAim
80 minutes80 minutes
StepsSteps
At the end of the play I’ve got to thank Mr. Sewell, our English teacher
FLIPPING FANTASTIC WORKSHEET SS10a
Unscramble the words using the clues. Then, locate the values in the word maze provided.
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Distribute the worksheet to each student.Study the clues given carefully.
Unscramble the words beside the clues provided.
Locate and highlight the words in the word maze
tegaflur
I can help him with his wheelchair up all the ramps in the corridors
phleulf
Notes
Use of different colours can be encouraged to
identify the values in the word maze
Amazing Maze
1. ____________________
How will he cope at his new school without me?
Nothing will be the same at the new school. I feel as if I’m losing something very special.
He actually stood up in front of the whole audience and said his line
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oncerdenc
appcitveirea
termidend
2. ____________________
3. ____________________
4. ____________________
5. ____________________
FLIPPING FANTASTIC WORKSHEET SS10b
Look for the values identified in the previous worksheet.
E Z D F H G G U Y M S C
V N N K H F X O G M C X
I D D F Y B O R C X Z W
T Q D E E N A X F U H K
A S T E T T K B O B E A
I E O U E E T E A K L J
C C U F P E R M V I P F
E A U L I P R M U N F I
R L C T B V I M I X U L
P Z X R A S H I D N L U
P X A V I E R B O N E O
A D R C O N C E R N E D
R H H M A H S U E Z H D
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Amazing Maze
FLIPPING FANTASTIC BEYOND THE TEXT SS1
34
Try This
Find out more about the author of ‘Flipping Fantastic’, Jane Langford and what inspired her to write this story.
Think about the similarities and differences between your primary school and the present school. Which do you prefer and why?
Write an interesting telephone conversation between Tristan and Kiara.
Suggest what Tristan would have told Kiara when he asked her favour
to be a special friend to James in Highfields.
Find out more about the author of ‘Flipping Fantastic’, Jane Langford and what inspired her to write this story.
Think about the similarities and differences between your primary school and the present school. Which do you prefer and why?
Write an interesting telephone conversation between Tristan and Kiara.
Suggest what Tristan would have told Kiara when he asked her favour
to be a special friend to James in Highfields.
FLIPPING FANTASTIC BEYOND THE TEXT SS2
35
It’s Fantastic Here
1. Ask students to form small groups. Students who come from the same primary school can form a group.
2. Select a leader to facilitate the activity
3. Students gather pictures, magazines, video clips of their primary school and their secondary school.
4. Students get together in groups to compare and contrast their former and present school environment. Power point presentation is encouraged.
1. Ask students to form small groups. Students who come from the same primary school can form a group.
2. Select a leader to facilitate the activity
3. Students gather pictures, magazines, video clips of their primary school and their secondary school.
4. Students get together in groups to compare and contrast their former and present school environment. Power point presentation is encouraged.
FLIPPING FANTASTIC BEYOND THE TEXT SS2
36
It’s Fantastic Here
1. Ask students to form small groups. Students who come from the same primary school can form a group.
2. Select a leader to facilitate the activity
3. Students gather pictures, magazines, video clips of their primary school and their secondary school.
4. Students get together in groups to compare and contrast their former and present school environment. Students present their work on display papers
5. Students paste their work on the walls of the classroom
6. Students move around to browse other groups’ work.
7. Students compare, contrast and respond during the presentations.
1. Ask students to form small groups. Students who come from the same primary school can form a group.
2. Select a leader to facilitate the activity
3. Students gather pictures, magazines, video clips of their primary school and their secondary school.
4. Students get together in groups to compare and contrast their former and present school environment. Students present their work on display papers
5. Students paste their work on the walls of the classroom
6. Students move around to browse other groups’ work.
7. Students compare, contrast and respond during the presentations.
FLIPPING FANTASTIC BEYOND THE TEXT SS3
37
Making It Works
1. Surf the net to find out the various job opportunities for people with special needs in our country.
2. List down the companies or government agencies that provide the jobs.
3. Collect information on training programmes to help these people with special needs.
1. Surf the net to find out the various job opportunities for people with special needs in our country.
2. List down the companies or government agencies that provide the jobs.
3. Collect information on training programmes to help these people with special needs.
FLIPPING FANTASTIC BEYOND THE TEXT SS4
38
Caring Society
1. Students browse the net to obtain information about special schools for children of special abilities (gifted).
2. Students download the charitable organisations that run these special schools.
3. Students work in pairs to discuss the facilities and activities available in these schools.
4. Students present their findings.
1. Students browse the net to obtain information about special schools for children of special abilities (gifted).
2. Students download the charitable organisations that run these special schools.
3. Students work in pairs to discuss the facilities and activities available in these schools.
4. Students present their findings.
FLIPPING FANTASTIC ASSESSMENT 1
Read the statements below. Write (T) for true statements and (F) for false statements in the box provided.
1. James is nervous about the thought of being alone in Highfields without
Kiara Jones around.
2. James is quite happy about leaving Peter Hill Primary because he doesn’t
have to take part in school plays anymore.
3. Chesterlea Grange has all the facilities that James like.
4. Tristan agrees to go to Chesterlea Grange to please his mother.
5. Tristan plays the role of Tom Sawyer in the school play.
6. Mr. Sewell is Tristan’s favourite Maths teacher.
7. James persuades Tristan to go to Chesterlea Grange.
8. James dislikes drama.
9. Mum thinks that it is a mistake choosing different secondary schools for
her sons.
10. Jessica Parker is the twin’s classmate.
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True or False?
‘For the past six years I’ve lived in fear of Jessica Parker and her stupid laugh, but now she’s moving to a different school and I don’t have to worry about seeing her anymore.’
FLIPPING FANTASTIC ASSESSMENT 2
1. Which word describes James’s feeling of being alone in Highfields?
A. hilarious B. confused C. nightmare
2. Based on the extract above, Jessica Parker is most probably a………..
A. teacher
B. student
C. relative
3. Which statement below is not true about Tristan
A. He is physically challenge
B. He dislikes Jessica Parker.
C. His mother is proud of him.
D. He is outstanding in his school
4. What is mum’s perception about James?
A. He is confident.
B. He is an active boy.
C. He is shy and nervous.
D. He loves Jessica Parker.
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Choose One!
FLIPPING FANTASTIC ASSESSMENT 3
Read the extract and answer the questions below.
1. What does the word ‘this’ in the above extract refer to?
__________________________________________________________________
__________________________________________________________________
2. The expression ‘as if they’ve won the lottery, then lost the ticket down a drain’
means, ____________________________________________________________
3. How does the mother feel about choosing different schools for her boys? Give a reason.
__________________________________________________________________
__________________________________________________________________
4. In your opinion, does the mother possess the qualities of a good mother? Explain.
__________________________________________________________________
__________________________________________________________________
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Perhaps it was a mistake to choose different secondary schools for them. They’re very different children but they’re still twins. It’s hard for the rest of us to understand quite how they feel. I must ask them if this is what they really want. I can’t let them spend the rest of the summer holidays looking as if they’ve won the lottery, then lost the ticket down a drain.
Have I Understood?
Practice 1Practice 1
Mum just asked me if I really want to go to Chesterlea Grange! Is she joking? Of course I don’t want to! I want to go back to Peter Hill. It’s safe there, and friendly and everybody knows me. The thing is, when I went to see Chesterlea Grange on the Open day, it seemed so much fun. I liked the horse-riding, swimming and wheelchair games best. Every summer they hold an event like the Paralympics. They have archery contests, wheelie marathons and basketball tournaments. I’ve never had the chance to take part in sports like that.
Read the extract and answer the questions below.
1. Name three events in the Paralympics.
a. _________________________________
b. _________________________________
c. _________________________________
2. Why does Tristan feel comfortable in Peter Hill?
_________________________________________________________________
_________________________________________________________________
3. What attracts Tristan about Chesterlea Grange?
_________________________________________________________________
_________________________________________________________________
4. Do you think Tristan can remain in Peter Hill even if he wants to? Why?
_________________________________________________________________
_________________________________________________________________
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Practice 2Practice 2
Read the extract and answer the questions below.
1. What common interest do James and Kiara Jones share?
____________________________________________________________________
____________________________________________________________________
2. What kind of a person is Kiara Jones?________________________________________________________ ___________
____________________________________________________________________
3. What does James mean when he says that ‘Tristan will be really jealous because helikes Kiara too’?____________________________________________________________________
____________________________________________________________________
4. Based on your knowledge of the story, do you think Tristan will be jealous of James’s acquaintance with Kiara Jones? Give a reason.
____________________________________________________________________
____________________________________________________________________
FLIPPING FANTASTIC ASSESSMENT 4
43
Kiara Jones is going to Highfields. She plays football for the County Girls’ Under 11s team. With a bit of luck she’ll go to the same football practices at Highfields as me. Tristan will be really jealous because he likes Kiara too. She pushed his wheelchair to the refreshment bar at an Under 11s tournament last summer. I couldn’t do it because I was playing.
Practice 3Practice 3
Aim : To encourage creativity
Materials : None
Steps : 1. Study the characters in the story with close reference to their thoughts and opinions about the school play.
2. Write an interesting dialogue.
3. Role Play the dialogue.
Aim : To obtain information from various sources.
Materials : Students’ choice
Steps : 1. Students find out information about a famous personality who
has special needs; e.g. Christopher Reeve (Superman).
2. Students create a group folio by compiling the
following details:-
a brief background of the person, attached with his/her
photograph
his experience coping with his disability and achievements
3. Teacher assesses the folio based on its contents and creativity
of the students.
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Authentic Assessment
Role PlayRole Play
Creating A FolioCreating A Folio
ScrapbookScrapbook
Aim : To explore sports activities for people with special needs.
Materials : None
Steps : 1. Students find out types sports activities for people with special needs..
2. Students work in pairs / groups to create a scrapbook entitled \‘Paralympics’.
3. Students submit scrapbook for assessment.
Aim : To express one’s opinion freely in a formal situation.
Materials : None
Steps : 1. Divide the class into groups of four.
2. Students select a chairperson.
3. Members of the groups discuss on one of the following issues;
‘Twins should be sent to different schools’.
Paralympics should be introduced in schools for special
needs.
Redesigning schools to cater for students with special
needs.
4. Teacher assesses students based on their accuracy and
fluency.
FLIPPING FANTASTIC ASSESSMENT 4
45
ForumForum
Answer Key
Similarities:
Concerned, Dependent, Caring, Considerate, Loving, Responsible
Differences:
Tristan : Confident, Brilliant, Computer Literate, Outstanding, Active
James: , Inferior, Introvert, Shy, Quiet, Dependent, Lacks confidence
(Accept any other suitable answers)
Tristan
1. Today I feel like a tyre that has burst, totally deflated.
2. The play put me on a real high.
3. I can see that old scared look back in the eyes. What can I do to make him
feel better?
James
1. Me and my big mouth!. Why did I ever go and talk to him about his new school?
2. She’s moving out to a different school and I don’t have to worry about seeing her any
more.
3. We are pretty much stuck together. Wherever he goes, I go and wherever I go, he
goes.
Mum
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Worksheet SS1Worksheet SS1
Worksheet SS2Worksheet SS2
1. Tristan has always been such a live wire.
2. I’ve been really worried about how he’ll find his way around without Tristan to help
him.
3. Words fail me! Tristan doesn’t want to go to Chesterlea grange after all. What on earth
am I going to do?
1 .Ecstatic
2. Active
3. Awful
4. Embarrassing
5. Dependent
6. Inferior
7. Pride
8. Concerned
9. Depressed
10. Relieved
11. Interdependent
12. Confused
13. Regret
14. Eager
15. Determined
PEOPLE : James, Tristan, Mum, Parents, Students, Physically
Handicapped, Audience, Actors,
PLACES : Chesterlea Grange, School, Computer Room, Football Field,
Stage,
ACTIVITIES : Swimming, Horse- Riding, Basket-Ball, Football, Archery Contest
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Worksheet SS3Worksheet SS3
Worksheet SS4Worksheet SS4
ACTIONS : Acting, Watching, Clapping, Cheering, Browsing, Pushing,
Kicking, Playing, Drinking, Reading, Talking, Laughing, Standing,
Walking, Playing, Running, Riding, Folding
(Accept any suitable answers)
Example
Word : Disability
Definition : Unable to do something
Synonym : Handicapped
Antonym : Ability
Sentence : I would be able to do those things too, if I didn’t have a disability
FACILITIES : SWIMMING POOL
GAMES ROOM
ARCHERY CONTESTS
PADDOCK
WHEELCHAIR GAMES
DRAMA STUDIO
ACTIVITIES : BASKETBALL TOURNAMENT
SWIMMING
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Worksheet SS5Worksheet SS5
Worksheet SS6Worksheet SS6
Answers: 6, 3, 4, 9, 1, 2, 10, 5, 7, 8
Beginning: James and Tristan are about to finish their primary education at Peter Hill Primary.Their mother decides to send the twins to two different secondary schools when the new school term opens.
Rising Action:The twins who rely on each other are upset over the thought of being separatedTheir mother is confident that Tristan would be able to cope well but worries about James on how he is going to manage in his new school environment without Tristan to help his way aroundJames dreads over the thought of being alone at Highfields without Tristan.
Climax:Tristan changes his mind about going to Chesterlea Grange in order to be with James.
Falling Action:Mum wonders if she had made the right decision by suggesting that the boys be sent to different schoolsJames persuades Tristan to go to Chesterlea Grange, by reminding him about the facilities there.Tristan seeks the help of Kiara Jones to assist James in his new school environment.
Ending:Tristan decides to go to Chesterlea Grange and James to HighfieldsThe boys realise that they have make the right decision and are very happy in their new school environment.
A. Fear for the unknownB. Caring for the disabledC. Inferiority complexD. A mother’s pride
49
Worksheet SS7Worksheet SS7
Worksheet SS8Worksheet SS8
Worksheet SS9Worksheet SS9
Worksheet SS10aWorksheet SS10a
1. GRATEFUL2. HELPFUL3. CONCERNED4. APPRECIATIVE5. DETERMINED
E Z D F H G G U Y M S C
V N N K H F X O G M C X
I D D F Y B O R C X Z W
T Q D E E N A X F U H K
A S T E T T K B O B E A
I E O U E E T E A K L J
C C U F P E R M V I P F
E A U L I P R M U N F I
R L C T B V I M I X U L
P Z X R A S H I D N L U
P X A V I E R B O N E O
A D R C O N C E R N E D
R H H M A H S U E T H D
50
Worksheet SS10bWorksheet SS10b
Assessment SS1Assessment SS1
a. FALSE
b. TRUE
c. FALSE
d. FALSE
e. TRUE
f. FALSE
g. TRUE
h. TRUE
i. TRUE
j. TRUE
1. C
2. B
3. B
4. C
Practice 1
1. Going to different schools
2. Extreme disappointment
3. Confused, because she is not sure if her boys want to go to different schools
4. Yes, she wants the best for her sons. She is even willing to send both Tristan and James
to the same school if that is what they really want.
Practice 2
1. Archery contests, wheelie marathon and basketball tournaments
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Assessment SS2Assessment SS2
Assessment SS3Assessment SS3
2. Because it is safe and has a friendly environment
3. The facilities and outdoor sports
4. No, Peter Hill is for the Primary Level students.
Practice 3
1. Playing football
2. Helpful and active
3. Because Kiara will be going to the same school as James
4. Accept any suitable answers.
FLIPPING FANTASTIC
52
Glossary
No. Word Page Meaning
1 Ecstatic 25showing or feeling great enthusiasm, happiness or excitement
2 Bewildering 29something that is very confusing and difficult to understand
3 Hilarious 33something that is extremely funny and makes you laugh a lot
4 Persuade 36 influence or convince someone or oneself
5 Tournament 31
a sports competition in which players who win a match continue to play further matches in the competition until just one person or team is left.
6 Pride 23
a good feeling of happiness and eagerness for praise which you have when you or people that you like have done something good or when you own something that you think is good.
7 Stutter 23find it difficult to say the first sound of a word, and often hesitate or repeat it two or three times
8 Ramps 32
a sloping surface that connects two places that are at different levels; e.g one that has been built so that it can be used by cars and wheelchairs
9 Grump 33someone who is bad-tempered often because they are slightly angry, disappointed or pessimistic
SHORT STORY
53
Panel of Writers
54
Ira Bhattacharyya (Panel Head)
Rahmah Hj Sayuti
Adrian Robert
Xavier Manickam
Rashid Hj. Abdul Jalil
So Suez Pink
7. Pushparani Subramaniam (BTP)
8. Y.M.Tunku Ireneza Marina Tunku Mazlan (Coordinator)