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1 A Poison Tree
Form 5
Literature Module
(2016)
Prepared by English Language Teachers of Jempol and Jelebu
2 A Poison Tree
CONTENTS
Preface
Acknowledgement
The Writers
Poems
A Poison Tree 6
What Has Happened to Lulu? 25
Novel (Dear Mr. Kilmer) 46
Pictures 94
Conclusion
3 A Poison Tree
PREFACE
This module aimed to help teachers in teaching the new
literature component which was introduced in 2015 for the form
4 at that time. In continuation to it, in 2016, the form 5 is
introduced to another new literature component which
includes two more poems and a novel.
This module is co-produced by secondary school teachers
from PPD Jempol & Jelebu district who are dedicated and
enthusiastic in improving teaching and learning in schools.
Teachers can take this opportunity to make use of this
module for their literature classes. Hopefully, this will help to
enhance the English Language learning and teaching.
Most importantly, this module will be a good resource for
English teachers regardless they are experienced or less
experienced teachers.
4 A Poison Tree
ACKNOWLEDGEMENTS
A sincere and heartfelt gratitude to all English teachers
who has contributed in producing this module to help teachers
and students especially in teaching and learning the new
literature components.
As one says ‘two heads are better than one’, therefore,
with the help from all the teachers involved, this module has
become a reality.
A special note of thanks to Cik Norshahida Shaarim, PPD
Jempol & Jelebu officer, for her guidance and assistance in
coming up with this module.
To all English language panels who were involved in
completing this module, your cooperation and hard work are
very much appreciated.
5 A Poison Tree
Editor Noor Fadzillah binti Amran SMK Palong Dua (F)
Writers
Aziratulsyida Mohd Razli SMK Undang Jelebu
Ernie Azlena binti A. Rahim SMK Seri Perpatih
Fifi Safia Adnan SMA Dato’Haji Tan Ahmad
Huang Son Jan SMK Palong 7
James Thong Wai Meng SMK Teriang Hilir
Kanimoli A/P Subramaniam SMK Serting Hilir Kompleks
Martina Bong SMK Undang Jelebu
Md Noralami bin Abd Malek SMK Pertang
Mohd Zaidi bin Mat Radey SMK Lui Barat
Nanthini Kumari A/P Muthukumaran SMK Seri Jempol
Nazrulhani binti Mohd Taharim SMK Dato’ Undang Musa Al-Haj
Noor Raihan Fatin binti Ruslan SMA Haji Muhammad
Norhaslina Manap SMK Bahau
Nurul Amirah Mohd Azam SMK Alam Beraja
Nurul Nadiah Mohd Nasir SMK Bandar Baru Serting
Rimamelati Shamsudin SMK Seri Perpatih
Rina A/P Gunasegaran SMK Datuk Mansor
Sharizad binti Abdul Samad SMK Teriang Hilir
Shubatra Thangarajoo SMK Batu Kikir (Model Khas)
Siti Aida bt Ahmad SMK Pasoh 2
Siti Suriah binti Mohd Jai SMK Dato’ Undang Ali Al-Jufri
Sivakumar A/L Athimulam SMK Chi Wen
Yusmawati Mohd Yunus SMA Dato Haji Mustafa
Zarina Mohd Hamid SMK Bahau 2
6 A Poison Tree
A Poison Tree By William Blake
I was angry with my friend;
I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
And I watered it in fears,
Night and morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night.
T ill it bore an apple bright.
And my foe beheld it shine,
And he knew that it was mine.
And into my garden stole,
When the night had veiled the pole;
In the morning glad I see;
My foe outstretched beneath the tree.
7 A Poison Tree
By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato’ Undang Musa Al-Haj)
Activity 1: Meaning Paraphrase each stanza in your own words.
I was angry with my friend; I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow.
And I watered it in fears, Night & morning with my tears: And I sunned it with smiles, And with soft deceitful wiles.
And it grew both day and night. Till it bore an apple bright. And my foe beheld it shine, And he knew that it was mine.
And into my garden stole, When the night had veiled the pole; In the morning glad I see; My foe outstretched beneath the tree.
In your own words, explain the persona’s feelings when he sees his enemy has died. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
8 A Poison Tree
By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato’ Undang Musa Al-Haj)
SUGGESTED ANSWER Activity 1 – Meaning Paraphrase each stanza in your own words.
I was angry with my friend; I told my wrath, my wrath did end. I was angry with my foe: I told it not, my wrath did grow.
William Blake speaks of someone, his friend and his
foe, whom has he is angry with. When he says ‘I told my wrath, my wrath did end’ after he said he was angry with his friend, he is saying he was able to get
over being angry with his friend and forgot about it.
Although, it is quite the opposite when he mentions’ I told it not, and my wrath did grow’. Blake is saying that with his enemy, he allowed himself to get angry,
and therefore, his wrath did grow.
And I watered it in fears, Night & morning with my tears: And I sunned it with smiles, And with soft deceitful wiles.
In this stanza, Blake begins to make his anger grow
and he takes pleasure in it, comparing his anger with
something, in this case, a tree or plant. The speaker
says he ‘sunned it with smiles’ and ‘and with soft, deceitful wiles’. This means he is creating an illusion with his enemy saying he is pretending to be friendly
to seduce and bring him closer.
And it grew both day and night. Till it bore an apple bright. And my foe beheld it shine, And he knew that it was mine.
‘And it grew both day and night’ and ‘til it bore an apple bright’ are meaning that his illusion with his enemy is growing and growing until it becomes a strong and tempting thing. His illusion has a metaphor and it is an apple. After, his foe believes it shines, which means he thinks it’s true and means something, and takes Blake illusion seriously. ‘And he knew it was mine’ suggests that he really thinks Blake is his friend.
And into my garden stole, When the night had veiled the pole; In the morning glad I see; My foe outstretched beneath the tree.
Being the last stanza, Blake needed to come up with a
conclusion. He has used the two lines ‘in the morning glad I see’ and ‘my foe outstretched beneath the tree’ to say that his foe finally fell to his tempting illusion
and metaphorically, consumed his poison apple and
died. So, obviously, his malicious intentions were
hidden behind illusion and he prevailed over his
enemy. In your own words, explain the persona’s feelings when he sees his enemy has died. Accept any relevant answer.
9 A Poison Tree
By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato’ Undang Musa Al-Haj)
Activity 2: Meaning
Match the difficult words found in the poem with the meanings.
Wrath
distortion of the truth for the purpose of misleading
strong conceal
Deceit trap duplicity fierce anger
Wiles
trick lacking clarity fraud stern
Veiled deeply resentful indignation cheating distinctness
In your own words, explain how a person should treat his enemy in a suitable manner. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
Difficult Words Meanings
10 A Poison Tree
By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato’ Undang Musa Al-Haj)
SUGGESTED ANSWER Activity 2 – Meaning Match the difficult words found in the poem with the meanings.
Wrath
distortion of the truth for the purpose of misleading
strong conceal
Deceit trap duplicity fierce anger
Wiles
trick lacking clarity fraud stern
Veiled deeply resentful indignation cheating distinctness
In your own words, explain how a person should treat his enemy in a suitable manner. Accept any relevant answer.
Difficult Words Meanings
11 A Poison Tree
By : Ms Yusmawati Binti Yunus (SMA Dato’ Haji Mustafa)
Activity 1: Matching List Match the following expressions from the text to their poetic devices.
EXPRESSION
1. ‘the night has veiled the pole’ 2. ‘…the sunned it with smiles’ 3. Tree of anger is like an apple tree fruiting 4. Anger which is a poisonous thing is growing into a
tree which is something good and positive 5. ‘and with soft deceitful wiles’ 6. The tree is a symbol of life – anger is given life to
grow 7. The word ‘wrath’ is repeated in stanza 1 8. ‘My foe outstretched beneath the tree’ 9. ‘Into my garden stole’ 10. Stanza 2 gives an image of a tree being well taken
care of
POETIC DEVICE
A metaphor B repetition C imagery D alliteration E personification F diction G contrast H assonance I symbol J irony
12 A Poison Tree
By : Ms Yusmawati Binti Yunus (SMA Dato’ Haji Mustafa)
Activity 2: Complete the table Complete the table below. Find the answers from the poem “A Poison Tree”
A Poison Tree by William Blake
Literary devices Evidence Description
Metaphor Tears/ fears/ smiles/ deceitful wiles
Stanza 2/3/4
-Image of the tree flourishing and finally producing a fruit -Image of the foe sneaking into the persona’s garden at night and lying under the tree
Repetition
Stanza 3/ 4 - Apple bright
- My garden
Irony Growing Tree – usually a positive thing but it is ironic that a growing tree is compared to growing anger, something negative
13 A Poison Tree
By : Ms Yusmawati Binti Yunus (SMA Dato’ Haji Mustafa)
Suggested answers: Activity 1: Matching list
1 D 2 H 3 I 4 A 5 G
Activity 2: Complete the table
6 E 7 B 8 J 9 F 10 C
A Poison Tree by William Blake
Literary devices Evidence Description
Metaphor Stanza 2 Tears/ fears/ smiles/ deceitful wiles
Imagery Stanza 2/3/4 -Image of the tree flourishing and finally producing a fruit -Image of the foe sneaking into the persona’s garden at night and lying under the tree
Repetition Stanza 2/3/4 and
Symbolism Stanza 3/4 Apple bright My garden
Irony title Growing Tree – usually a positive thing but it is ironic that a growing tree is compared to growing anger , something negative
14 A Poison Tree
By : Mr Md Noralami Bin Abd Malek (SMK Pertang)
Activity 1: Answer the following the questions
1. What are the moral values in this poem?
a. …………………………………………………………………………………………
b. …………………………………………………………………………………………
c. …………………………………………………………………………………………
2. Why someone should forgive his foe? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
3. Why should we be rational and moderate? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
15 A Poison Tree
By : Mr Md Noralami Bin Abd Malek (SMK Pertang)
Activity 2: Answer the following the questions
1. Why should we be truthful? ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
2. Why we should not suppress negative feelings? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
3. Why the persona should be patient? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
16 A Poison Tree
By : Mr Md Noralami Bin Abd Malek (SMK Pertang)
Suggested answers: Activity 1:
1. Moral values: a. Truthfulness b. Forgiveness c. Rationality and moderation
2. In life we experience pain, disappointment and anger. It is important to
seek counsel to help us to forgive and let go. By forgiving, we are released from the burden of anger and will have peace and happiness in our hearts. In “A Poison Tree”, the persona was unwillingly to forgive his foe. Therefore, the anger he felt poisoned him from within and led to destruction of his foe.
3. In “A Poison Tree, the persona became irrational and went to the extreme of committing a murder. It is clear that the persona refuse to make peace with his foe by talking about his anger. He should be patient and exercised some self-control. The persona should react with moderation. Thus, exercising rationality and moderation will prevent us from falling into traps made by ourselves or others.
Activity 2:
1. We need to be truthful and sincere in our relationships for us to be happy and at peace. In “A Poison Tree”, the persona was dishonest and hypocritical in his relationship with his foe. Thus, he feels pain and anger because not telling the truth. It is the best way to communicate how we feel.
2. We should resolve the negative feelings at source. If we remain silent about our anger, it will make us to feel bitter and even evil. Suppressing anger is dangerous as it can cause destructive effect on society. One of the best ways to suppress the negative feelings is to communicate how we feel to someone who cares about us such as our loving parents, close friends or counsellor.
3. In “A Poison Tree”, it is clear that the persona does not exercise patience
because he refuses to make peace with his foe by talking about his anger, he should exercise some self-control to have inner peace and happiness. When the persona has practiced to be patient, he would react with moderation and not to try to murder his foe.
17 A Poison Tree
By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)
Activity 1: Write the theme of the poem in the box at the top of the page. Then, write 3 examples (lines) from the poem that demonstrates the theme you selected.
Why is it important to learn the theme you chose?
18 A Poison Tree
By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)
Activity 2: Circle Map Complete the circle map below by writing the words used to convey the theme given.
While Blake's poem illustrates some of the destructive consequences of anger, it also suggests that it is a normal emotion that needs to be dealt with properly. Talk it out, students.
Anger, revenge,
death
* foe
19 A Poison Tree
By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)
Activity 3 a: PRE-READING TASK
Look at the word cloud below. This was created using the poem “A Poison Tree” by William Blake. Study the word cloud and answer the questions below.
What ideas in the poem are emphasised by the words of the word cloud? (Frequency of words are increased in size and boldness)
Activity 3 b: POST-READING TASK
Go to http://wordle.net/
Create your own word cloud that represents your ideas and feelings about A Poison Tree – what does it mean to you?
20 A Poison Tree
By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)
ANSWERS
Suggested answers (accept any suitable answers)
Activity 1:
Theme: Suppressing anger
Lines: 1. I was angry with my friends
2. I told it not, my wrath did grow
3. My foe outstretched beneath the tree
Activity 2: Circle Map
x Foe x Wrath x Deceitful x Poison x Angry x Outstretched
Activity 3 a and 3 b: Accept any suitable answers
21 A Poison Tree
By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)
Activity 1: A Poison Tree Organiser 1. Complete the tree diagram based on the poem “A Poison Tree”
2. In your opinion, does the poison tree exist in real life? If yes, where can you find the tree?
_________________________________________________________________
_________________________________________________________________
Setting:
1. Time: a. ______________ b. ______________
2. Place: a. ______________
Persona:
Themes:
1. __________________________________
2. __________________________________
3. __________________________________
Moral values:
1. __________________________________
2. __________________________________
3. __________________________________
Literary devices:
1. Personification: __________________________________
2. Symbol: __________________________________
22 A Poison Tree
By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)
Suggested answers: Activity 1: A Poison Tree organizer
1.
2. Accept any acceptable answers. Example: Yes, the tree grows in our heart.
Setting:
1. Time: a. (In the darkness of
the) night b. (The next) morning
2. Place: a. (At the persona’s)
garden
Persona: A boy/ a girl
(It could be anyone)
Themes:
1. Dangers of harbouring wrath and hatred
2. Bottling up ill feelings
3. Insincerity and deceit
Moral values:
1. We must not harbor wrath and hatred against anyone
2. We should express our feelings in a healthy way and not bottle them up
Literary devices:
1. Personification: The night has veiled the pole
2. Symbol: The tree (symbol of life)
23 A Poison Tree
By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)
Activity 2: Which line? Which clue? 1. Match the clues (pictures) with the lines taken from the poem “A Poison
Tree”
Night and morning
with my tears
And I watered it in fears
Till it bore an apple bright
And I sunned it with smiles
My foe outstretched
beneath the tree
I was angry with my friend
2. What advice can you give based on the first stanza? _______________________________________________________________________________
24 A Poison Tree
By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)
Suggested answers: Activity 2: Which line? Which clue?
Night and morning
with my tears
And I watered it in fears
Till it bore an apple bright
And I sunned it with smiles
My foe outstretched
beneath the tree
I was angry with my friend
Accept any acceptable answers. Example: We could forget the misunderstanding that we have with anyone by discussing the problem and not bottling it up.
25 What Has Happened to Lulu?
What Has Happened To Lulu? By Charles Causley
What has happened to Lulu, mother?
What has happened to Lu?
There's nothing in her bed but an old rag-doll
And by its side a shoe.
Why is her window wide, mother?
The curtain flapping free,
And only a circle on the dusty shelf
Where her money-box used to be?
Why do you turn your head, mother?
And why do tear drops fall?
And why do you crumple that note on the fire
And say it is nothing at all?
I woke to voices late last night,
I heard an engine roar.
Why do you tell me the things I heard?
Were a dream and nothing more?
I heard somebody cry, mother,
In anger or in pain,
But now I ask you why, mother,
You say it was a gust of rain.
Why do you wander about as though?
You don't know what to do?
What has happened to Lulu, mother?
What has happened to Lu?
26 What Has Happened to Lulu?
By : Mr Huang Son Jan (SMK Palong 7)
PRACTICE 1: DESCRIBING THE CHARACTERS A. Write six adjectives to describe the persona’s mother. The first adjective is given.
B. Write five adjectives to describe Lulu, who has run away from home despite her mother’s
MOTHER
LULU
27 What Has Happened to Lulu?
By : Mr Huang Son Jan (SMK Palong 7)
c. Write four adjectives to describe the persona, Lulu’s younger brother/sister.
THE
PERSONA
28 What Has Happened to Lulu?
By : Mr Huang Son Jan (SMK Palong 7)
PRACTICE 2: Read the poem carefully and complete the graphic organiser below.
Subject: Things in the room:
1. The persona is asking about __________
2. Bed with an _____________ and a ________________.
What can be seen: 4. window - _______________
and __________________ 5. shelf – a ______________
that shows where ______________________
Mother’s actions: Things in the room: 6. turns her head away and
____________________. 7. ____________________
into the fire. 8. ____________________-
not knowing what to do.
What the persona heard: Mother’s explanation: 9. voices, an
_______________, a _____________ in anger or pain
10. a ________________ and a ______________________.
“What Has Happened to Lulu?”
29 What Has Happened to Lulu?
By : Mr Huang Son Jan (SMK Palong 7)
PRACTICE 3:
Write down 4 possible reasons why teenage girls run away from home in the provided boxes below.
REASONS
1.
2.
4.
3.
30 What Has Happened to Lulu?
By : Mr Huang Son Jan (SMK Palong 7)
ANSWERS:
PRACTICE 1: DESCRIBING THE CHARACTERS
A. Rational, concerned, confused, loving, worried, selfless, cautious, thoughtful, disappointed,
broken-hearted (accept any 6 answers)
B. Inconsiderate, unconcerned, thoughtless, selfish, irrational, callous, impulsive (accept any 5
answers)
C. Confused, puzzled, innocent, troubled/disturbed, observant (accept any 4 answers)
PRACTICE 2: “What Has Happened to Lulu?”
1. His sister who is missing 2. Old rag-doll 3. Shoe 4. Open wide, curtains flapping free 5. Circle, her money box used to be 6. Sheds tears 7. Crumples a note and throws it 8. Wanders about 9. Engine roar, cry 10. Dream, gust of rain
PRACTICE 3: REASONS OF RUNNING AWAY
They are abused/ they love someone/ nobody loves them at home/ their friends influence them/ their parents are too strict/ they are always compared unfavourably with the other siblings (accept any 4 answer)
31 What Has Happened to Lulu?
By : Mr Huang Son Jan (SMK Palong 7)
Practice X Read the following extract of What Has Happened to Lulu? And answer the questions that follow. What has happened to Lulu, mother? What has happened to Lu? There’s nothing in her bed but an old rag-doll And by its side a shoe. Why is her window wide, mother, The curtain flapping free, And only a circle on the dusty shelf Where her money-box used to be? Why do you turn your head, mother, And why do the tear-drops fall? And why do you crumple that note on the fire And say it is nothing at all? Charles Causley
1. From stanza 1, what was found on Lulu’s bed? ___________________________________________________________________________
2. From stanza 2, which line tells us that the wind was blowing?
___________________________________________________________________________
3. From stanza 3, why do you think the mother was crying? ___________________________________________________________________________
4. State two possible reasons why Lulu left home.
Scenario 1: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Scenario 2: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
32 What Has Happened to Lulu?
By : Mr Huang Son Jan (SMK Palong 7)
Practice Y
Read the following extract of What Has Happened to Lulu? and answer the questions that follow. I woke to voices late last night, I heard an engine roar. Why do you tell me the things I heard Were a dream and nothing more? I heard somebody cry, mother, In anger or in pain, But now I ask you why, mother, You say it was a gust of rain. Why do you wander about as though You don’t know what to do? What has happened to Lulu, mother? What has happened to Lu? Charles Causley 1. Why did the persona wake up late at night?
________________________________________________________________________
2. In Line 8, what does the persona mean by “a gust of rain”?
________________________________________________________________________
3. Who is wandering about in Line 9?
________________________________________________________________________
4. (a) What do you think happened to Lulu? _____________________________________________________________________
(b) Give a reason for your answer. _____________________________________________________________________ _____________________________________________________________________
33 What Has Happened to Lulu?
By : Mr Huang Son Jan (SMK Palong 7)
Answer Practice X
1. An old rag-doll
2. The curtain flapping free/ Line 6
3. Lulu had left home or the family/ Lulu had quarrelled with her mother/
There had been an argument in the family
4. Scenarios 1 and 2 : Lulu and her mother had a quarrel/Lulu wanted more freedom/ Lulu and her mother could not get along / always at loggerheads. ( Accept any suitable answer)
Practice Y
1. He heard voices and the sound of a car.
2. It was a sudden brief rush of rain
3. The persona’s mother
4. (a) She has run away from home/ She has gone with someone/a man
(b) She wants freedom/ She loves the man (Accept any suitable answer)
34 What Has Happened to Lulu?
By : Ms Norhaslina Binti Manap (SMK Bahau)
what has happened to lulu?
FILL IN THE BLANKS WITH THE MOST APPROPRIATE WORD GIVEN IN THE BOX BELOW.
heard fire night Lulu shoe
car cries daughter pain roar
Lulu’s younger brother wakes up and finds his sister gone. Only her old rag-doll and a ……….. are in her room. They indicate that she has left her childhood and previous life behind. From all the clues, we know that she has run away from home with someone in the middle of the ………………….. . Her brother heard the sound of people talking and the …… of the engine late at night. The engine here suggests that someone drove her away in his ………….. .
The persona’s mother is terribly upset and she is grieving. She …………. and throws the note that Lulu wrote to her on the …………. . She must have desperately tried to restrain and control Lulu for her own safety. But her young …………………. has disobeyed her. Now her mother bravely bears the ……. alone. Her son suspects that something is amiss. He feels the pain in his mother’s cry and connects the roar of the engine to Lulu. But when he tells her what he saw and ……………, she dismisses them and denies that anything is wrong. When he repeatedly asks where …………… is, she remains silent.
35 What Has Happened to Lulu?
By : Ms Norhaslina Binti Manap (SMK Bahau)
ANSWERS
WHAT HAS HAPPENED TO LULU?
FILL IN THE BLANKS WITH THE MOST APPROPRIATE WORD GIVEN IN THE BOX BELOW.
heard fire night Lulu shoe
car cries daughter pain roar
Lulu’s younger brother wakes up and finds his sister gone. Only her old rag-doll and a shoe are in her room. They indicate that she has left her childhood and previous life behind. From all the clues, we know that she has run away from home with someone in the middle of the night. Her brother heard the sound of people talking and the roar of the engine late at night. The engine here suggests that someone drove her away in his car.
The persona’s mother is terribly upset and she is grieving. She cries and throws the note that Lulu wrote to her on the fire. She must have desperately tried to restrain and control Lulu for her own safety. But her young daughter has disobeyed her. Now her mother bravely bears the pain alone. Her son suspects that something is amiss. He feels the pain in his mother’s cry and connects the roar of the engine to Lulu. But when he tells her what he saw and heard she dismisses them and denies that anything is wrong. When he repeatedly asks where Lulu is, she remains silent.
36 What Has Happened to Lulu?
By : Ms Norhaslina Binti Manap (SMK Bahau)
GIVE FOUR MORAL VALUES THAT YOU CAN LEARN FROM THE POEM.
MORAL VALUES
37 What Has Happened to Lulu?
By : Ms Norhaslina Binti Manap (SMK Bahau)
ANSWERS
WHAT HAS HAPPENED TO LULU?
GIVE FOUR MORAL VALUES THAT YOU CAN LEARN FROM THE POEM.
\\\
IT IS DIFFICULT TO GET OVER THE LOSS OF A FAMILY MEMBER
WE MUST HAVE A CLOSE RELATIONSHIP WITH OUR
FAMILY MEMBERS TO DISCUSS OUR PROBLEMS
EASILY
MORAL VALUES
WE MUST LOVE OUR FAMILY MEMBERS
RUNNING AWAY FROM HOME DOES NOT SOLVE OUR PROBLEMS
38 What Has Happened to Lulu?
By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)
VOCABULARY
Step 1 : Introduce the Poem
Put up the poem you have prepared to the wall. Read it aloud, then have everyone read it aloud with you once or twice. Here's the first stanza of What Has Happened To Lulu:
What has happened to Lulu, mother?
What has happened to Lu?
There's nothing in her bed but an old rag-doll
And by its side a shoe.
Now write the first line at the very top of your pad or on the blackboard. Leave at least 1/2" to 1" of space between each word, and keep everything on one horizontal line.
39 What Has Happened to Lulu?
By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)
Step 2: Word Substitutions
Ask the students for words that mean the same thing as the first significant word in the line; in this case, it's the word "happened." No need to use the word "synonym"; it's fine to say it "means the same." As they suggest words, write them on the pad in a vertical column beneath the word "happened." After a few suggestions (try to get five to seven), move on to the next significant word (in this case, "fast"), and do the same thing.
Note that in this poem, "fast" is used differently from its most common meaning, so point that out. Once again, collect about the same number of synonyms as you did for the previous word, then move to the next significant word, avoiding words like to, if, is, the, etc. If the class is struggling for synonyms for a particular word, move on to the next. Here's one way the first line from the poem might look:
What has happened to Lulu, Mother?
taken place Mom
occurred Mama
come up Mummy
befallen Ma
There’s nothing in her bed but an old rag doll
nil
Lulu’s
cot except for
aged cloth toy
zero berth worn out
schmatte plaything
not a thing
sack shabby tattered
none hay torn
40 What Has Happened to Lulu?
By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)
The curtain flapping
free
And
by its side a Shoe
Why
is her window wide, mother
41 What Has Happened to Lulu?
By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)
Step 3: Transforming the Poem
Once you've finished the line, read aloud across the top line of substituted words. Now, read more and more variations, mixing up words from various places on the chart, such as: "What has occurred to Lulu, Mom?" and "There’s not a thing in Lulu’s cot except for a tattered toy" Point to each word as you select it so the students can read aloud along with you. Remember to include words from the original version as well.
Step 4: Pair-Share
Now have students take the next line and work on it in the same way in pairs, either on paper or in their journals. Meanwhile, write the next line on the pad or blackboard in columns, as you did the first. Give the students two or three minutes to work, then start with the first word of the new line and have them call out some of the words they came up with. Write them in the columns as before. Now repeat the reading aloud with the class for a number of the different variations.
You can now go on and do more lines, or come back and do two lines again tomorrow. Because poems often have repetitive lines, you can ask the class for new synonyms, or you can skip lines you've already done.
Step 5: Hots Question!
After you have finished it all, discuss which versions are their favourites and why, especially if they're good enough to understand the differences between the connotations of different words.
42 What Has Happened to Lulu?
By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)
SETTING
1. Where does the poem take place? (Persona’s home)
___________________________________________________
2. What is the temporal structure of the poem? Does it take place in one time (the present, the past, the future) or does it move back and forth between times? ___________________________________________________
3. Is there a particular occasion for the poem (an incident, an event, a realization)? ___________________________________________________
4. Are different parts of the poem located in different times? ___________________________________________________
5. Does time move smoothly? Are different states of being, or different ways of thinking, associated with different times? ___________________________________________________
43 What Has Happened to Lulu?
By : Ms Siti Suriah Binti Mohd Jai (SMK Dato’ Undang Ali Al-Jufri)
Complete the passage below with the most suitable words in the table below.
highlights
leave younger poignant example
return
language upset childlike knows
gaps
adolescent truth attempt mother
In this poem, the events are seen from the perspective of a child. He happens
to be the________________ (1) brother of Lulu, the elder sister, who runs away from
home. The ________________ (2) of the poem is very simple and truly
_________________ (3). The poem also has a __________________ (4) tone,
especially as a result of the repeated questions put forward by the child to his
__________________ (5). She does not tell the child the _________________ (6)
possibly because she does want the child to be _________________ (7) by the sad
news. Perhaps, the mother ___________________ (8) that is still possible that Lulu
will _________________ (9) home. The poem shows that _________________ (10)
of an innocent child to come to terms with the harsh facts of life. The poem also
_________________ (11) the struggles that mothers face in bringing up their
________________ (12) children. There is also several information
________________ (13) which have to be filled by the reader. For
________________ (14) the reader has to figure out why Lulu decided to
____________________ (15) the home. What exactly was the argument about that
night?
44 What Has Happened to Lulu?
By : Ms Siti Suriah Binti Mohd Jai (SMK Dato’ Undang Ali Al-Jufri)
Question 2
Lulu wrote a note to her mother before she ran away. What do you think she would have written? Imagine that you are Lulu and complete the note below. Dear Mother,
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________________________________
Your loving daughter,
__________________
45 What Has Happened to Lulu?
By : Ms Siti Suriah Binti Mohd Jai (SMK Dato’ Undang Ali Al-Jufri)
Answers:
1 younger 9 return 2 language 10 attempt 3 childlike 11 highlights 4 poignant 12 adolescent 5 mother 13 gaps 6 truth 14 example 7 upset 15 leave 8 knows
Suggested answer:
Dear Mother,
I am very sorry but I have to go away with David. I love him and I want to be with him. I know you love me very much and you will be disappointed. But I hope you will understand me. I love you too, mother. Please forgive me, Mother.
46 Dear Mr. Kilmer
Dear Mr. Kilmer
47 Dear Mr. Kilmer
By : Ms Rina Gunasegaran (SMK Datuk Mansor)
Exercise 3
Unscramble the themes in Dear Mr. Kilmer
1.
opohabiXne 2.
Sfel sverus tyiunocmm
3.
rWa
4.
hdspienFir
5.
rtiyopuPla
6.
Fraisse nda ntyiluaeq
7.
hTe ancetmorpi fo neoduitac 8.
Psmtatiroi 9.
Levo ngstoma amlyif mebersm
48 Dear Mr. Kilmer
By : Ms Rina Gunasegaran (SMK Datuk Mansor)
No Answers 1 Xenophobia
2 Self versus community
3 War
4 Friendship
5 Popularity
6 Fairness and equality
7 The importance of education
8 Patriotism
9 Love amongst family members
49 Dear Mr. Kilmer
By : Ms Rina Gunasegaran (SMK Datuk Mansor)
The following is the novel that you have studied in the literature component in English language.
Based on the novel that you have read, write one theme that you have learnt. Support your answer with close reference to the text.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
DEAR MR. KILMER - ANNE SCHRAFF
50 Dear Mr. Kilmer
By : Ms Shubatra Thangarajoo (SMK Batu Kikir)
Complete the crossword puzzle with the themes found in the novel, Dear Mr. Kilmer
1 1 2 3 2 4 3 4
Down
1. a conflict carried on by force of arms, as between nations or between parties within a nation
2. a profoundly tender, passionate affection for another person 3. a friendly relation or intimacy 4. the state, condition, or quality of being free from bias or injustice
Across 1. the quality or fact of being popular 2. an unreasonable fear or hatred of foreigners or strangers or of that
which is foreign or strange 3. the act or process of imparting or acquiring general knowledge 4. devoted love, support, and defense of one's country; national loyalty
51 Dear Mr. Kilmer
By : Ms Shubatra Thangarajoo (SMK Batu Kikir)
Answers
Complete the crossword puzzle with the themes found in the novel, Dear Mr. Kilmer
W a P o p u L a r i t y o F v r X e n o p h o b i a e F E d u c a t i o n a d i s r h n i e P a t r i o t i s m s
Down
5. a conflict carried on by force of arms, as between nations or between parties within a nation
6. a profoundly tender, passionate affection for another person 7. a friendly relation or intimacy 8. the state, condition, or quality of being free from bias or injustice
Across 5. the quality or fact of being popular 6. an unreasonable fear or hatred of foreigners or strangers or of that
which is foreign or strange 7. the act or process of imparting or acquiring general knowledge 8. devoted love, support, and defense of one's country; national loyalty
52 Dear Mr. Kilmer
By : Ms Shubatra Thangarajoo (SMK Batu Kikir)
Match the themes given below with the suitable phrases from the novel Dear Mr. Kilmer
Patriotism The importance of Education Popularity Fairness and equality Friendship War Self-versus Community Love amongst family members Xenophobia
But Blanche, Peggy, and several other students were gazing at him with newfound respect.
“This war is going to end someday,” Hannah said. “And when it does, maybe people will stop holding it against my family that we’re German.
April arrived-and with it news that the United States had declared war on Germany.
“We must make peace right here at home. We must battle our own prejudices and hatred. We must learn to care about one another, despite our differences in race, religion, or nationality.
Suddenly, Richard’s father began to sob. Richard was shaken. He had never seen his father cry before. He rose from his bed and sat down beside Pa, putting his arm around his shoulders.
“You’re not going anywhere until you graduate,” the boys’ father grumbled.
Then Hannah smiled, and her blue eyes brimmed with tears. Suddenly she reached out and squeezed Richard’s hand.
I really like the poem, and I thought Mr. Kilmer was awfully brave to volunteer to go fight in the war
“It’s true, Pa,” Richard said. “I’ve been writing poetry for a long time. I’ve got a huge stack of it upstairs in a drawer. I just never showed it to anybody or said anything about it.”
53 Dear Mr. Kilmer
By : Ms Shubatra Thangarajoo (SMK Batu Kikir)
Answers
Match the themes given below with the suitable phrases from the novel Dear Mr. Kilmer
Patriotism The importance of Education Popularity Fairness and equality Friendship War Self versus Community Love amongst family members Xenophobia
But Blanche, Peggy, and several other students were gazing at him with newfound respect.
“This war is going to end someday,” Hannah said. “And when it does, maybe people will stop holding it against my family that we’re German.
April arrived-and with it news that the United States had declared war on Germany.
“We must make peace right here at home. We must battle our own prejudices and hatred. We must learn to care about one another, despite our differences in race, religion, or nationality.
Suddenly, Richard’s father began to sob. Richard was shaken. He had never seen his father cry before. He rose from his bed and sat down beside Pa, putting his arm around his shoulders.
“You’re not going anywhere until you graduate,” the boys’ father grumbled.
Then Hannah smiled, and her blue eyes brimmed with tears. Suddenly she reached out and squeezed Richard’s hand.
I really like the poem, and I thought Mr. Kilmer was awfully brave to volunteer to go fight in the war
“It’s true, Pa,” Richard said. “I’ve been writing poetry for a long time. I’ve got a huge stack of it upstairs in a drawer. I just never showed it to anybody or said anything about it.”
54 Dear Mr. Kilmer
By : Ms Siti Aida Ahmad (SMK Pasoh 2)
DEAR MR KILMER
PLOT/WORKSHEET 1a
Fill in the flow map below with the events in the novel.
x The war ends. x Mrs. Hansen introduces a poem ‘Trees’ by Joyce Kilmer in class. x Richard decides to write to Joyce Kilmer. x Richard notices that his classmate, Hannah Schermer is crying because the
words ‘Dirty Huns’ are scribbled on her book. x Hannah is chosen to play Lady Liberty and Richard wins the part of
Doughboy. x Mrs. Hansen announces that they will hold a patriotic programme to sell
Liberty Bond to raise funds for the war. x Everyone is the class is angry and shocked with Mrs.Hansen’s decision. x Mrs. Hansen introduces a poem ‘Trees’ by Joyce Kilmer in class. x Pa tells Richard that people accuse him of being unpatriotic. x Joyce Kilmer is dead, prompting Richard to pen his tribute to his late hero. x His poem is published in ‘The Turtle Lake Weekly’ and his relationship with
Pa improves x Richard purposely misfires the beautiful young buck and let it escapes.
55 Dear Mr. Kilmer
By : Ms Siti Aida Ahmad (SMK Pasoh 2)
SUGGESTED ANSWERS
PLOT/WORKSHEET 1
1.Richard purposely misfires the beautiful young buck and let it escapes. 2.Mrs. Hansen introduces a poem ‘Trees’ by Joyce Kilmer in class. 3.Richard notices that his classmate, Hannah Schermer is crying because the words ‘Dirty Huns’ are scribbled on her book. 4.Richard decides to write to Joyce Kilmer. 5.Mrs. Hansen announces that they will hold a patriotic programme to sell Liberty Bond to raise funds for the war. 6.Hannah is chosen to play Lady Liberty and Richard wins the part of Doughboy. 7.Everyone is the class is angry and shocked with Mrs.Hansen’s decision. 8.Both, Hannah and Richard decline the role. 9.Pa tells Richard that people accuse him of being unpatriotic. 10.Joyce Kilmer is dead, prompting Richard to pen his tribute to his late hero. 11.His poem is published in ‘The Turtle Lake Weekly’ and his relationship with Pa improves 12.The war ends.
56 Dear Mr. Kilmer
By : Ms Siti Aida Ahmad (SMK Pasoh 2)
PLOT/WORSHEET 1b
Identify the conflicts in the novel and how the characters in the novel resolve the conflicts.
PLOT/WORSHEET
THE CONFLICT
WHY IS THERE A
CONFLICT?
WHAT HAPPENS AFTER THE CONFLICT IS
RESOLVED?
HOW DOES THE
RESOLUTION AFFECT THE
CHARACTERS?
HOW IS IT RESOLVED?
57 Dear Mr. Kilmer
By : Ms Siti Aida Ahmad (SMK Pasoh 2)
Suggested answers
THE CONFLICT
He is forced to go hunting
WHY IS THERE A CONFLICT?
-He does not enjoy killing
anything.
-He believes that he has no right to kill animals.
WHAT HAPPENS AFTER THE CONFLICT IS
RESOLVED?
-His father understands his feeling and says that he does not
have to go hunting
anymore if he does not want
to do so.
HOW DOES THE
RESOLUTION AFFECT THE
CHARACTERS?
-He learns to deal with the things that he does not like
doing and ensures that he
does not have to do them again.
-He openly admits the truth to his father and does not lie to
him to get out of trouble.
HOW IS IT
RESOLVED?
-He purposely misfires the deer and the animal
escapes.
58 Dear Mr. Kilmer
By : Ms Siti Aida Ahmad (SMK Pasoh 2)
PLOT/WORKSHEET 2a
Sequence the stages in the story pyramid by using the events given.
1. Hannah is chosen for the part of lady Liberty whereas Richard is the Doughboy. 2. Mrs. Hansen introduces a poem”Trees” by Joyce Kilmer who has volunteered to fight in the war in Europe. 3. Joyce Kilmer is killed in the battle. 4. Everyone in class is shcoked and angry with Mrs. Hansen’s decision. 5. Richards finds that Hannah is mistreated because she is a German. 6. Richard’s poem is published in the local newspaper and the war ends. 7. Both, Richard and Hannah declines their roles. 8. The relationship between Richard and his father improves. 9. Richard’s father tells him that people accuses him of being unpatriotic. 10. The tavern belongs to Hannah’s parents is vandalised.
Exposition
Resolution
Climax
Rising action
Falling action
59 Dear Mr. Kilmer
By : Ms Siti Aida Ahmad (SMK Pasoh 2)
Answers
PLOT/WORKSHEET 2a
Exposition
Resolution
Climax
2 8 5
10
1
4
7
9
3 6
Rising action
Falling action
60 Dear Mr. Kilmer
By : Ms Siti Aida Ahmad (SMK Pasoh 2)
PLOT/WORSHEET 2b
In a novel one event leads to another in a pattern of cause and effect.
Map the sequence of events of the story as a result of cause and effect.
Richard deliberately misfires to allow the beautiful young buck to escape.
61 Dear Mr. Kilmer
By : Ms Siti Aida Ahmad (SMK Pasoh 2)
Answers
PLOT/WORSHEET 2b
Richard deliberately misfires to allow the beautiful young buck to escape.
Pa has a private chat with Richard.
Pa learns that Richard does not like to kill anything.
Pa tells Richard that he does not need to go hunting again.
62 Dear Mr. Kilmer
By : Mr Sivakumar Al Athimulam (SMK Chi Wen)
Dear Mr. Kilmer
Worksheet 1
Read the following statements. Then, write (T) if the statement is True
and (F) if the statement is False.
1. Richard was aware that he did not fit in and other people realized it too.
2. Mrs. Hansen read from Shakespeare, Lord Byron and Shelley.
3. Mr. Joyce Kilmer worked for The Washington Post.
4. Richard was the only student who wanted to sign the card.
5. Some of Hannah’s neighbours came to repaint the tavern wall.
6. Richard thought that Mr. Kilmer was courageous to volunteer for the war.
7. Richard wanted to think of an original idea to help in the war effort.
8. No one liked Hannah’s essay except for Richard.
9. Richard did not understand why Hannah did not want to play Lady Liberty.
10. Joyce Kilmer’s death moved Richard to write another poem.
63 Dear Mr. Kilmer
By : Mr Sivakumar Al Athimulam (SMK Chi Wen)
Worksheet 2
Rearrange the sentences below according to the sequence of events in this novel and write them in the flow chart provided.
JUMBLED UP EVENTS
a. Richard sees his classmate, Hannah Schermer, crying. He notices that the words ‘Dirty Hun’ are scribbled on her book cover because her parents are Germans. Besides, the tavern belonging to Hannah’s parents has been vandalized.
b. Mrs. Hansen, the English teacher reads a poem “Trees” by Joyce Kilmer in class. Joyce Kilmer has volunteered to fight in the war in Europe.
c. Joyce Kilmer is killed in the battle. Richard dedicates a poem for him and is published in the local newspaper. His father understands him.
d. Hannah declines the role of Lady Liberty. Richard declines the role of Doughboy.
e. School reopens, and Mrs. Hansen announces to the class that they will hold a patriotic programme to help sell Liberty Bonds to raise funds for the war. The girl with the best essay would play Lady Liberty while the boy with the best essay would play Doughboy.
64 Dear Mr. Kilmer
By : Mr Sivakumar Al Athimulam (SMK Chi Wen)
65 Dear Mr. Kilmer
By : Mr Sivakumar Al Athimulam (SMK Chi Wen)
Answers
Worksheet 1 Worksheet 2
1. T 6. T 1. b
2. F 7. T 2. a
3. F 8. T 3. e
4. T 9. F 4. d
5. T 10. T 5. c
66 Dear Mr. Kilmer
By : Ms Zarina Mohd Hamid (SMK Bahau 2)
Worksheet 1
a) Based on the novel Dear Mr. Kilmer, state whether you like or dislike the ending of the story? Give reasons for your answer with close reference to the text. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
67 Dear Mr. Kilmer
By : Ms Zarina Mohd Hamid (SMK Bahau 2)
Worksheet 2
b) Based on the novel Dear Mr. Kilmer, write about the importance of friendship and how one character epitomised being a good friend. Give reasons for your choice with close reference to the text. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
68 Dear Mr. Kilmer
By : Ms Zarina Mohd Hamid (SMK Bahau 2)
Worksheet 3
c) Read the questions and answer the following questions. 1. Why did some of the students groan when Mrs. Hansen wanted to read a
poem?
2. In your opinion why did Joyce Kilmer volunteer for the army?
____________________________________________________________
3. Why did Richard feel that he had found a hero in Joyce Kilmer?
____________________________________________________________
4. What motivated Richard to write to Joyce Kilmer?
____________________________________________________________
5. In your opinion, why did Richard write a poem about his father?
____________________________________________________________
69 Dear Mr. Kilmer
By : Ms Zarina Mohd Hamid (SMK Bahau 2)
(Suggested answers) Question a.
The ending in Dear Mr. Kilmer by Anne Schraff makes one think deeply. While I like the ending, I also wish Mr. Kilmer didn’t have to die in the war. But life in reality is tough and as Richard’s father says, death is part of life. At the end of this novel, Hannah is the one who breaks the news to Richard that Kilmer was killed in the war. It is the most devastating news to Richard who has grown to like Kilmer very much and share good relationship with him. They both love reading and writing poems and have similar ideas about the war. They both want the end of the wars so that people do not have to die unnecessarily.
Richard writes a poem to express his pain in losing his dear friend. When Richard’s father reads the poem, he is deeply touched. The poem expresses his own pain when he lost his own brother. He speaks to Richard and both of them understand each other better and their relationship improves and goes on a better footing.
Question b.
Richard Knight is the epitome of a good friend to Hannah Schermer, a good American citizen whose family was originally from Germany. The family had a tavern and everyone was a friend to them until the war broke out. This caused the whole village too see the Schermer family as outcasts because the war was against the Germans. Despite his classmates and brother’s advice to stay away from Hannah and her family, Richard did the opposite. Someone had written ‘Dirty Hun’ on Hannah’s book cover. He could not understand why someone would do so cruel things to sweet Hannah. He did not give in to peer pressure and the pressure from the other members of his village community. Villagers had even vandalised their tavern by painting terrible things on the tavern walls.
People considered him a traitor for being a friend with her and even going to dinner at her house. However, Richard did not see it as being a traitor. He was sure that being a patriot did not mean being cruel to another person and her family simply because of them being Germans, the food they served or the language they spoke. He stood by Hannah through everything. Richard was the only one who signed the card Mrs. Hansen had bought on behalf of the class to express their regret for such terrible things happening to Hannah and her family. That action spurred Mrs. Hansen to acknowledge how proud she was for him doing that as it showed he was a person with integrity. Richard was truly a good friend to Hannah Schermer, and his words and actions demonstrated that.
Question C.
1. They did not like poetry. 2. He wanted to serve his country as he was patriotic 3. Joyce Kilmer was brave and he wrote poetry. 4. Joyce Kilmer’s poems spoke to him directly 5. This was his way of trying to understand his father
70 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
1. DEAR MR. KILMER- CHARACTERS
ACROSS
3. the History teacher who keeps the students updated about the war 5. the supportive English teacher 7. a poet, works for the New York Times 10. the main character in the novel 11. Richard’s older brother ; an ordinary boy DOWN
1. German girl. Pretty with blue eyes and blonde hair 2. The troublemaker and full of prejudice against the Schermers 4. Richards’s eldest sister; loving and patient 6. Richard’s classmate who is interested in the role of Lady Liberty 8. Hannah’s brother who joins the army 9. A loving and understanding father of Richard, Gus and Angie
71 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
2. DEAR MR. KILMER (CHARACTERS)
I THINK....
1. Split the class into 2 groups. 2. Cut handout A (make 2 copies). Put all the 6 characters’
cards on the board (2 columns, one for each group). 3. Prepare the characteristics cards in 2 different boxes (cut
handout B). 4. Give one characteristics box to each group. Allow the
students time to read all the characteristics and match the correct characteristics to the right characters. NOTES: this is only done in group.
5. Next, from each group, students take turn to paste the characteristics to the characters on the board.
6. When everyone has finished, check the answers. 7. Make copies of handout C- one copy for each student. Tell
students to copy the right answers into the personal note for reference.
VARIATION
1. Withdraw the fixed sequence of turns and invite students to play competitively.
72 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
ACTIVITY 2 (HANDOUT A)
GUS
ANGIE
JOYCE KILMER
PA
HANNAH SCHERMER
RICHARD KNIGHT
73 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
ACTIVITY 2 (HANDOUT B)
a famous poet, a friend of Richard and died in German during war
the main character who likes to write poetry Richard's dad
Richard's dad
Richard’s elder brother Richard's older sister
Richard's neighbour. She is an American German Kind, sensitive and sympathetic
Pale, slender, tall with blonde hair, resembles his mother
Brave and true to his principles
Creative and artistic
Beautiful, with blue eyes and blonde hair like corn silk
Hardworking, humble and helpful
Richard’s classmate
Sensitive and supportive
Intelligent and helpful
74 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
# teachers may refer to any workbook for the characters’ traits
Unseen character
A poet, works for The New York Times Kind, thoughtful, encouraging and brave
Honest
A loving and understanding father
Stout, dark and brawny A man of few words
A practical and hardworking farmer Determined: enlist in the army
Insensitive Loving and patient
75 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
ACTIVITY 2 (HANDOUT C)
Fill in the boxes with characteristics of each character.
RICHARD KNIGHT JOYCE KILMER
HANNAH SCHERMER GUS
ANGIE PA
76 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
Answers
Activity 1
Activity 2 RICHARD KNIGHT JOYCE KILMER
- the main character who likes to write poetry - Kind, sensitive and sympathethic - Creative and artistic - Pale, slender, tall with blonde hair, resembles his mother - Brave and true to his principles - Hardworking, humble and helpful
- a famous poet, a friend of Richard and died in German during war - Unseen character - A poet, works for the The New York Times - Kind , thoughtful , encouraging and brave - Honest
HANNAH SCHERMER GUS - Richard’s classmate - Richard's neighbour.She is an American German - Beautiful, with blue eyes and blonde hair like corn silk - Sensitive and supportive - Intelligent and helpful
- Richard’s elder brother - Determined: enlist in the army - Insensitive
ANGIE PA - Richard's older sister - Loving and patient
- Richard's dad - A loving and understanding father - Stout, dark and brawny - A man of few words - A practical and hardworking farmer
Across 3 Mr Higby 5 Mrs Hansen 7 Joyce Kilmer 10 Richard Knight 11 Gus
Down 1 Hannah Schermer 2 Abner Lewis 4 Angie 6 Peggy 8 Otto 9 Pa
77 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
3. CHARACTERS- WHO IS WHO?
1. Cut up handout A and paste them around the class. Make sure that they are visible to the students.
2. Divide the class into pairs. Give each student a copy of handout B.
3. Explain: In each pair, one student will be the writer, and one will be the runner. Only the runner can go around the class and memorize the lines. The writer will write them on handout B, in the section ‘Evidence’. Runner is not allowed to write the sentences on their palms or papers. They need to memorize the lines and tell the writers.
4. Reminder: tell students that it is okay to do it several times (back and forth) for each line.
5. Once they manage to get all evidences, in pairs, they need to match the characters to the evidences.
6. When everyone has finished, check answers in plenary. 7. Finally, students need to elaborate each evidence using
their own words. Encourage them to eleborate each point with supporting details. Tell students to find the sixth evidence of any characters in the novel.
78 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
ACTIVITY 3: HANDOUT A
Chapter 4
“I enjoyed your letter... You mustn’t let fear of ridicule imprison you ...be strong!”
Chapter 3
Slowly he picked up his pen...he had already made his decision. He signed his name.
Chapter 6
When Hannah finished reading her essay, he applauded loudly. But he realised, he was the only one clapping.
Chapter 7
She declined the role of Lady Liberty after many students were angry about her selection for the role.
Chapter 8
She baked cookies with nuts and raisins in them, while her mother knitted a scarf to Mr Kilmer for Christmas.
79 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
ACTIVITY 3: HANDOUT B- Match the characters with the lines (evidences). Complete the elaboration. Try to find another evidence of any characters from the novel.
No Evidences Characters Elaboration/Details
Richard Knight
Joyce Kilmer
Hannah Schermer
80 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
Activity 3
No Evidences Characters
1 “I enjoyed your letter.. You musn’t let fear of ridicule
imprison you ...be strong!”
Joyce kilmer
2
Chapter 3 Slowly he picked up his pen...he had already made his
decision. He signed his name.
Richard Knight
3
Chapter 6 When Hannah finished reading her essay, he applauded
louldy. But he realised, he was the only one clapping.
Richard Knight
4
Chapter 7 She declined the role of Lady Liberty after many students
were angry about her selection for the role.
Hannah Schermer
5
Chapter 8 She baked cookies with nuts and raisins in them, while her
mother knitted a scarf to Mr Kimler for Christmas.
Hannah Schermer
81 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
Activity 4 – Characters
Msytery Box
1. Before we get started, you need to have speakers, music and a box.
2. Cut handout A, fold and put them in the box. 3. Ask all students to sit in a big circle. Tell them that
they are going to play the ‘Mystery Box game’. When music is played, they need to pass the box around the circle, anti-clockwise. Keep passing the box until the music stops. The last person who holds the box need to choose a paper from the box and answer the question written on it.
4. Give students some time to think of the answer. If they could not answer the question, allow others to help.
5. Repeat the steps until all questions are done.
82 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
Activity 4 - Handout A
Richard is dark and browny. (TRUE OR FALSE?)
Richard looks like his mother. (TRUE OR FALSE?)
Richard is the youngest of 3 siblings. (TRUE OR FALSE?)
Richard’s English teacher’s name is ___________.
What is the name of the German girl?
Who wrote the poem, Trees?
Who is Joyce Kilmer?
Describe 2 physical traits of Gus.
Gus insists to join the war even though Pa does not allow it. This shows that Gus is...?
Give one evidence to show that the Schermers are patriotic Americans.
Give one evidence to show that the Schermers are patriotic Americans.
Pa is a supportive father. Give one example from the novel.
Richard is described as someone who is brave and true to his principles. Give 2 examples.
When Hannah decides to turn down the offer as Lady Liberty, it shows that she is _____
Richard’s English teacher’s name is ___________.
83 Dear Mr. Kilmer
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
Hannah is a beautiful girl. She has......
Which character from the novel that you admire most? Why?
Hannah faces a lot of challenges in the novel. Give 1 example.
Hannah faces a lot of challenges in the novel. How does she overcome the challenges?
Hannah faces a lot of challenges in the novel. How does she overcome them?
How would you describe Mrs Hansen?
Both Mr Kilmer and Richard tell us that writing poem is not a sissy thing. Do you agree? why?
What lessons did the main character learn? How did it help him to become a better person?
Give one example to show that Pa knows the importance of education.
84 Dear Mr. Kilmer
By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)
EXPLORING THE SETTINGS
OF
DEAR MR KILMER ACTIVITY 1
Where does the story take place?
x ____________________________________________________
x ____________________________________________________
x ____________________________________________________
During what time period does the story take place?
x __________________________________________________
How does the setting (place and time period) affect or contribute to the plot of the story?
x
85 Dear Mr. Kilmer
By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)
ANSWER KEY
1. Where does the story take place? x The Knights farmhouse
x The Schermer’s tavern
x Richard’s school
x The headquarters of The New York Times
x The battle trenches where American soldiers fight
x The New York Armory where Joyce Kilmer trains for war
(Choose three out of the answers above)
2. During what time period does the story take place?
x February 1917 to November 1918; before the United States joined World War I until the end of the war.
3. How does the setting (place and time period) affect or contribute to the plot of the story?
(Any relevant answer acceptable)
86 Dear Mr. Kilmer
By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)
EXPLORING THE SETTINGS
ACTIVITY 2
Based from the pictures, describe the place where the story take place?
PICTURE 1 PICTURE 2
__________________________ _____________________
__________________________ _____________________
PICTURE 3 PICTURE 4 __________________________ _____________________
__________________________ _____________________
87 Dear Mr. Kilmer
By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)
ANSWER KEY PICTURE 1
x In the woods, where Richard, Gus and Pa went for hunting. PICTURE 2
x The battle trenches where American soldiers fight. PICTURE 3
x Richard’s classroom where he reads and writes the poem. PICTURE 4
x The Knights’ farmhouse where Richard and his father work on together.
88 Dear Mr. Kilmer
By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)
EXPLORING THE SETTINGS
ACTIVITY 3
Who do you associate with these places?
Match the characters (column A) to the places (column B)
COLUMN A COLUMN B
1. A one – room newspaper office Pa
2. Pool in the forest Mrs
Hansen
3. Open countryside for horseback riding and cattle herding Gus
4. An old, leafy oak tree which overlooks a railway track Roland
5 A tavern which serves sausages, sauerkraut and beer Mr
Garrison
6. The football field Schermers
7. The New York Armoury Angie
8. El Carney, Cuba deer
9. A farmhouse kitchen Richard
10. A working desk with posters on a coming pageant Joyce
Kilmer
89 Dear Mr. Kilmer
By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)
ANSWER KEY
1. Mr Garrison
2. Deer
3. Pa
4. Richard
5. Schermers
6. Gus
7. Joyce Kilmer
8. Uncle Roland
9. Angie
10. Mrs Hansen
90 Dear Mr. Kilmer
By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )
Activity 1 : FINDING VALUES List 5 moral values that you have learnt from Dear Mr Kilmer
� Choose one value and relate the value to our daily life.
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
Ex : Family Love
poem
dear mr kilmer :
moral values
91 Dear Mr. Kilmer
By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )
Activity 2 : MATCHING DESCRIPTION Match the moral values to their description
1. War benefits no one
2. Family Relationships
3. The gift of Friendship
4. Be creative
5. The value of Education
6. Stand firm in what you believe in
A. Richard was friends with the Schermers despite receiving a lot of pressure to stay away from them.
B. Many lives were lost and the people of Turtle Lake were divided. Unity was lost because of discrimination
C. Richard and Hannah supported each other when their classmates were unkind to them. Richard also received moral support and encouragement from Joyce Kilmer
D. The Knights and Schermers care about each other and worry about each other's safety
E. Poetry writing is a form of creative expression which brings comfort to both Richard and Joyce Kilmer
F. Pa insisted that Gus finish his high school education before joining the army. Ignorance cause discrimination, as seen in the community's misconception of Germans
92 Dear Mr. Kilmer
By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )
Activity 3 : FINDING EVIDENCE
Fill in the table with appropriate moral values, description and evidence from the text.
MORAL VALUE EXPLANATION TEXTUAL EVIDENCE
Ex : We must always stand firm in what we believe in
Richard was friends with the Schermers despite receiving a lot of pressure to stay away from them.
Chapter 6/7 ( pg 78, 79) “ When Hannah finished reading, Richard claped…He was the only student in the classroom applauding…”
93 Dear Mr. Kilmer
By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )
ANSWERS: ACTIVITY 1 (Accept any possible answers) ACTIVITY 2
1. (B) 2. (D) 3. (C) 4. (E) 5. (F) 6. (A) ACTIVITY 3 Suggested Answers
MORAL VALUE EXPLANATION TEXTUAL EVIDENCE
Ex : We must always stand firm in what we believe in
Richard was friends with the Schermers despite receiving a lot of pressure to stay away from them.
Chapter 6/7 ( pg 78, 79) “ When Hannah finished reading, Richard claped…He was the only student in the classroom applauding…”
We must have integrity
Richard has shown integrity towards Hannah when no one else did. Mrs Hansen was very proud of his action. He signed the card.
Chapter 3 (pg 33) “But when he remembered pretty Hannah, who has never hurt anyone…. Despite the fact that he was tired of being different, he knew he had to sign the card
We must support family through thick and thin
The Knights and the Schermers care about each other. They support each other
Chapter 1 (pg 7) “ You don’t have to come hunting anymore…” Pa told Richard Chapter 4 (pg 54-55)
1. The Schermers support Papa’s decidion to come to Iowa.
2. They also supported Otto’s decidion to join the army
ACCEPT ANY POSSIBLE ANSWERS.
94 Pictures
95 Pictures
96 Pictures
97 Pictures
98
CONCLUSION
This module shows that teachers from Jempol and
Jelebu can work hand in hand in order to come out with
great ideas for the development of English language.
Hence, with fun activities to do during the literature lesson,
it is hoped that students are able to understand and learn
better.
This teacher collaboration will hopefully bring great
results to the teaching community. Therefore, more
collaboration between teachers from Jempol and Jelebu
as well as teachers from all around the globe should be
carried out from time to time in order to produce more
creative materials that may be used in the classrooms.
Thank you for your support.