LITERATURE COMPONENT FOR FORM 1

Short Story

Flipping Fantastic
By Jane Langford

Table of Contents
Introduction
About Short Stories
Synopsis
Elements
Activities
Beyond The Text
Assessment
Answer Key
Glossary
Panel of Writers

Curriculum Development Division. Ministry of Education Malaysia. 2009 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!

2
SHORT STORY

About 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
3
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.
 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.

4
Irony

1. Irony refers to a contrast, usually between what is expected or intended and what is
actual or real.
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.

5
SHORT STORY

Synopsis

‘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.

6
SHORT STORY

Elements
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

7
Independence, concern, gratefulness, appreciation, consideration, helpfulness
LITERARY DEVICES

Point of View

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

8
Questions that require no answer. e.g. How can I tell Mum?

FLIPPING FANTASTIC ACTIVITY

SS1

Character Traits

Aim
Aim

To identify the similarities and differences between two 40 minutes

40 minutes
main characters in the story.
.

Materials
Materials

Worksheet SS1
Worksheet SS1

Steps
Steps


Distribute a copy of the Character Trait Venn
Diagram to each student. Notes
.


Students use the Venn Diagram to write down Teacher can provide
the similarities and differences of the two main word cards for weak
characters in the story. students to
. complete the Venn


In the circle next to each character, students Diagram.
write words and phrases that describe the traits
of the character. Students can work
in pairs


Students write common traits of the two main
characters in the intersection of the circles.

9
FLIPPING FANTASTIC WORKSHEET
SS1

Character Traits

Complete the diagram below with the similarities and differences between the two
characters in the story.

James

10
Tristan
FLIPPING FANTASTIC ACTIVITY
SS2

Who S aid What?

Aim
Aim

To be able to recognise and analyse the characters in the 40 minutes

40 minutes
story.

Materials
Materials

Worksheet
WorksheetSS2
SS2

Steps
Steps


Distribute a copy of worksheet to each student.
Notes


Students read the statements in the box.
Get students to
read with correct

Students choose the statements from the box
above and match them with the character in the intonation and
picture. expressions.


Write the sentences in the speech bubbles
provided.

11
FLIPPING FANTASTIC WORKSHEET
SS2

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. ___________________________
1. ___________________________
___________________________
___________________________
2. ___________________________
2. ___________________________
___________________________
___________________________
3. ___________________________
3. ___________________________
________________________
________________________

12
 1. _____________________________________________
1. _____________________________________________
_____________________________________________
_____________________________________________
2. _____________________________________________
2. _____________________________________________
_____________________________________________
_____________________________________________
3. _____________________________________________
3. _____________________________________________
_____________________________________________
_____________________________________________

1. ______________________________________
1. ______________________________________
______________________________________
______________________________________
2. ______________________________________
2. ______________________________________
______________________________________
______________________________________
3. ______________________________________
3. ______________________________________
______________________________________
______________________________________

13
FLIPPING FANTASTIC ACTIVITY
SS3

Search and Match

__Who Said
Aim
Aim

To explore new vocabulary. 80 minutes

80 minutes

Materials
Materials
Materials
Materials

Worksheet
WorksheetSS3 Handout
SS3 HandoutSS3
SS3

Steps
Steps

 Teacher list down words taken from the text (as

many as possible).


Make word cards and stick them on the wall
around the classroom. Notes


Divide the class into small groups of three or four.
Reward groups
that come up


Distribute Worksheet 3 to each group. with the most
correct answers.


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.
14
FLIPPING FANTASTIC WORKSHEET
SS3

Search and Match

__Who Said
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

We are pretty much stuck together. Wherever he goes, I go and

5 wherever I go, he goes. How will I cope at my new school without
him?
He’s far smarter than me. He always gets ‘A’s in his homework He
6 understands how computer works
My two sons were the stars of the school play. They were
7 wonderful.
I’ve been really worried about how he’ll find his way around without
8 Tristan to help him

9 Today, I feel like a tyre that has burst, totally deflated

She’s moving out to a different school and I don’t have to worry

10 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

Me and my big mouth! Why did I ever go and talk to Tristan about
13 his new school?

14 I can’t wait to see Tristan at the weekend to tell him all about

I don’t know who invented the ‘dis’ word, she says. I’m not
15 interested in what you can’t do. I’m only interested in what you can

15
 do.

FLIPPING FANTASTIC HANDOUT SS3

Search and Match

__Who Said
Sample word cards

ECSTATIC DEPRESSED

ACTIVE RELIEVED

AWFUL CONCERNED

EMBARRASSING CONFUSED

DEPENDENT REGRET

INFERIOR DETERMINED

PRIDE EAGER

INTER-DEPENDENT

16
FLIPPING FANTASTIC ACTIVITY
SS4

Fun with Pictures

__Who Said
Aim
Aim

To analyse the story by studying the pictures in the short 80 minutes

80 minutes
story.

Materials
Materials
Materials
Materials

Worksheet
WorksheetSS4
SS4

Steps
Steps

 Students study the illustrations in the short story. Notes


Students identify and describe the people, places, activities, and actions in the
Ask students to
pictures.
colour the
pictures in the
 Get students to fill up the ‘Fun With Pictures’ graphic organizer. Students write a
short story book.
list of nouns and verbs that they see in the pictures.

17
FLIPPING FANTASTIC HANDOUT SS4

Fun with Pictures

__Who Said
Study the pictures in the short story. Fill in each magnifying glass with
suitable words or phrases.

18
FLIPPING FANTASTIC ACTIVITY SS

Alien Attack
__Who Said
Aim
Aim

To explore the meanings of new vocabulary. 80 minutes

80 minutes

Materials
Materials
Materials
Materials

Worksheet
WorksheetSS5 Dictionary or Thesaurus
SS5 Dictionary or Thesaurus

Steps
Steps

 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

their own words in the space provided.
dictionary and write it in
Notes

 Students
Students write a synonym and an antonym of the word incan
the spaces provided.
create more than
Students write a sentence from the text. one sentence.




FLIPPING FANTASTIC WORKSHEET

SS5

Alien Attack
__Who Said 19
Feed the alien’s tummy with relevant information.

WORD

DEFINITION

SYNONYM

ANTONYM

SENTENCE

20
FLIPPING FANTASTIC ACTIVITY
SS6

The Place To Be
__Who Said
Aim
Aim

To analyse the setting of the story. 80 minutes

80 minutes

Materials
Materials

Worksheet
WorksheetSS6
SS6

Steps
Steps

Notes

 Distribute copies of the worksheet.

Students study the pictures carefully. Teacher can
provide
Students fill in the boxes provided with appropriate words or phrases with close
 reference to the text. scrambled letters
of the words.


FLIPPING FANTASTIC WORKSHEET

SS6

21
 The Place To Be
__Who Said
Fill in the boxes with suitable words or phrases

FACILITIES IN
CHESTERLEA GRANGE

Fill in the boxes with suitable words or phrases

22
SPORT ACTIVITIES IN CHESTERLEA
GRANGE

23
FLIPPING FANTASTIC ACTIVITY
SS7

Tell Me
__Who Said
Aim
Aim

To sequence the events of the story 80 minutes

80 minutes

Materials
Materials

Worksheet
WorksheetSS7
SS7

Steps
Steps

 Distribute a copy of the worksheet to each

student.

 Students study the sentences carefully.

Notes
Students arrange the sentences according to the structure of the story.

 Students complete the zig-zag timeline on the right

the left.
by asequencing
Write summary the events on
of the story by

 sequencing the
events given
below.

FLIPPING FANTASTIC WORKSHEET

SS7

24
 Tell Me
__Who Said
Write the correct sequence of the story in the ‘zig-zag’ timeline. The first one
has been done for you.

ZIG ZAG
TIMELINE

1. James feels nervous about being alone

in Highfields without Tristan to help his
way around.
2. Tristan changes his mind about going 6
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.

25
FLIPPING FANTASTIC ACTIVITY
SS8

Story Block
__Who Said
Aim
Aim

To analyse how the story leads towards a climax and resolution 80 minutes
80 minutes

Materials
Materials

Worksheet
WorksheetSS8
SS8

Steps
Steps

 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 Notes

show how a story builds
over time, leading to a climax and then to a conclusion.
 This lesson can
Teacher distributes a copy of the worksheet toalso
eachbestudent.
carried
out as a group
activity.
Students complete the story wheel with relevant details from the short story.


FLIPPING FANTASTIC
WORKSHEET SS8

Story Block 26

__Who Said
Complete the story blocks with relevant details from the story

_________________________
_________________________
_________________________
_________________________
_________________________

CLIMAX
_______________________ _________________________
_______________________ _________________________
_______________________ _________________________
_______________________ _________________________
_______________________ _________________________
_______________________ ___________________

RISING ACTION FALLING ACTION

_______________________ _____________________
_______________________ _____________________
_______________________ _____________________
_______________________ _____________________
__________________ _____________________

BEGINNING
ENDING

27
FLIPPING FANTASTIC ACTIVITY
SS9

Show Me The Evidence

Aim
Aim

To identify and analyse the themes in the short story. 80 minutes

80 minutes

Materials
Materials

Worksheet
WorksheetSS9
SS9

Steps
Steps

 Distribute a copy of the worksheet to each student.

Notes

Students read and analyse the textual evidence
from the story.
Students can


Match the themes provided with the textual write a prose on
evidence. the theme of
Brotherly Love.

FLIPPING FANTASTIC ACTIVITY SS9

Show Me The Evidence

28
Match the themes with the textual evidence provided.

Fear for the unknown Inferiority Complex

A mother’s pride Inferiority Complex Caring for the disabled

Next
Next term
term will
will be
be
different
different but
but II
don’t
don’t want
want toto think
think
about
about that right
that right
now.
now. It’s
It’s too
too
horrible
horrible for
for words.
words.
Mr.
Mr. Sewell
Sewell has
has to
to
carry me while
carry me while
James
James lifts
lifts my
my
wheelchair
wheelchair
C
II don’t
don’t know
know how how hehe
manages
manages to to learn
learn all
all those
those
lines.
lines. All
All II had
had toto do
do was
was
say
say one one merely
merely line.
line. Could
Could
II remember
remember it? it? No,
No, of
of
course
course not.not. One
One tiny,
tiny, little
little
line
line consisting
consisting of of just
just
seven
seven words and II got
words and got itit
wrong.
wrong.

My two beautiful sons were

the stars of the school play. FLIPPING FANTASTIC
Tristan was wonderful as ACTIVITY SS10
Tom Sawyer. The woman in
the seat behind me said
she could hear every word
and Mr. Sewell said he was
Amazing Maze
a real ‘pro’.

29
 Aim
Aim

Identifying values in the story 80 minutes

80 minutes

Materials
Materials

Worksheet
WorksheetSS10a
SS10aand
andSS10b
SS10b

Steps
Steps


Distribute the worksheet to each student.
Study the clues given carefully.
Notes
 Unscramble the words beside the clues provided.
Use of different
colours can be
 Locate and highlight the words in the word maze encouraged to
identify the
values in the
word maze

FLIPPING FANTASTIC WORKSHEET

SS10a

Amazing Maze

Unscramble the words using the clues. Then, locate the values in the word maze
provided.

30
 tegaflur
1. ____________________
I can
help
him
with phleulf
his
wheelc
At the 2. ____________________
hair up
end of
all the
the
ramps
play
in the
I’ve
corrid
oncerdenc
got to
ors
thank
3. ____________________
Mr.
Sewell,
our appcitveirea
English
teache
r How 4. ____________________

will
he
cope termidend
at
his
Nothing 5. ____________________
new
will be
scho
the
ol at
same
with
the new
out
school. I
me? as
feel
ifHe I’m
actuall
losing
y
somethi
ngstood
very
up in
special.
front
of the 31
whole
audien
ce and
 his line

FLIPPING FANTASTIC WORKSHEET SS10b

Amazing Maze

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

32
FLIPPING FANTASTIC BEYOND THE TEXT SS1

Try This

Find
Findout
outmore
moreabout
aboutthe
theauthor
authorofof‘Flipping
‘FlippingFantastic’,
Fantastic’,Jane
JaneLangford
Langford
and
andwhat
whatinspired
inspiredher
hertotowrite
writethis
thisstory.
story.

Think
Think about
about the
the similarities
similarities and
and differences
differences between
between your
your primary
primary
school
schooland
andthe
thepresent
presentschool.
school.Which
Whichdodoyou
youprefer
preferand
andwhy?
why?

Write
Writean
aninteresting
interestingtelephone
telephoneconversation
conversationbetween
betweenTristan
Tristanand
andKiara.
Kiara.
Suggest
Suggestwhat
whatTristan
Tristanwould
wouldhave
havetold
toldKiara
Kiarawhen
whenhe
heasked
askedher
herfavour
favour
totobe
beaaspecial
specialfriend
friendtotoJames
JamesininHighfields.
Highfields.

33
FLIPPING FANTASTIC BEYOND THE TEXT SS2

It’s Fantastic Here

1.1. Ask
Askstudents
studentstotoform
formsmall
smallgroups.
groups.Students
Studentswho
whocome
comefrom
from
the
thesame
sameprimary
primaryschool
schoolcan
canform
formaagroup.
group.
2.2. Select
Selectaaleader
leadertotofacilitate
facilitatethe
theactivity
activity
3.3. Students
Studentsgather
gatherpictures,
pictures,magazines,
magazines,video
videoclips
clipsofoftheir
their
primary school and their secondary school.
primary school and their secondary school.
4.4. Students
Studentsget
gettogether
togetheriningroups
groupstotocompare
compareand
andcontrast
contrasttheir
their
former
formerand
andpresent
presentschool
schoolenvironment.
environment.Power
Powerpoint
pointpresentation
presentationisis
encouraged.
encouraged.

34
FLIPPING FANTASTIC BEYOND THE TEXT SS2

It’s Fantastic Here

1.1. Ask
Askstudents
studentstotoform
formsmall
smallgroups.
groups.Students
Studentswho
whocome
comefrom
from
the
thesame
sameprimary
primaryschool
schoolcan
canform
formaagroup.
group.
2.2. Select
Selectaaleader
leadertotofacilitate
facilitatethe
theactivity
activity
3.3. Students
Studentsgather
gatherpictures,
pictures,magazines,
magazines,video
videoclips
clipsofoftheir
their
primary school and their secondary school.
primary school and their secondary school.
4.4. Students
Studentsget
gettogether
togetheriningroups
groupstotocompare
compareand
andcontrast
contrasttheir
their
former
formerand
andpresent
presentschool
schoolenvironment.
environment.Students
Studentspresent
presenttheir
theirwork
work
on
ondisplay
displaypapers
papers
5.5. Students
Studentspaste
pastetheir
theirwork
workon
onthe
thewalls
wallsofofthe
theclassroom
classroom
6.6. Students
Studentsmove
movearound
aroundtotobrowse
browseother
othergroups’
groups’work.
work.
7.7. Students
Studentscompare,
compare,contrast
contrastand
andrespond
respondduring
duringthe
thepresentations.
presentations.

35
FLIPPING FANTASTIC BEYOND THE TEXT SS3

Making It Works

1.1. Surf
Surfthe
thenet
nettotofind
findout
outthe
thevarious
variousjob
jobopportunities
opportunitiesfor
forpeople
people
with
withspecial
specialneeds
needsininourourcountry.
country.
2.2. List
Listdown
downthe
thecompanies
companiesororgovernment
governmentagencies
agenciesthat
thatprovide
provide
the jobs.
the jobs.
3.3. Collect
Collectinformation
informationon
ontraining
trainingprogrammes
programmestotohelp
helpthese
these
people
peoplewith
withspecial
specialneeds.
needs.

36
FLIPPING FANTASTIC BEYOND THE TEXT SS4

Caring Society

1.1. Students
Studentsbrowse
browsethethenet
nettotoobtain
obtaininformation
informationabout
aboutspecial
special
schools
schoolsfor
forchildren
childrenofofspecial
specialabilities
abilities(gifted).
(gifted).
2.2. Students
Studentsdownload
downloadthe
thecharitable
charitableorganisations
organisationsthat
thatrun
runthese
these
special schools.
special schools.
3.3. Students
Studentsworkworkininpairs
pairstotodiscuss
discussthe
thefacilities
facilitiesand
andactivities
activities
available
availableininthese
theseschools.
schools.
4.4. Students
Studentspresent
presenttheir
theirfindings.
findings.

37
FLIPPING FANTASTIC ASSESSMENT 1

True or False?

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.

38
FLIPPING FANTASTIC ASSESSMENT 2

Choose One!

1. Which word describes James’s feeling of being alone in Highfields?

A. hilarious
B. confused
C. nightmare

‘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.’

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.

39
FLIPPING FANTASTIC ASSESSMENT 3

Have I Understood?

Practice
Practice11

Read the extract and answer the questions below.

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.

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.

__________________________________________________________________

__________________________________________________________________

40
 Practice
Practice22

Read the extract and answer the questions below.

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.

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?

_________________________________________________________________

_________________________________________________________________

41
 Practice
Practice33

Read the extract and answer the questions below.

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.

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 he
likes 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

42
 Authentic Assessment

Role
RolePlay
Play

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.

Creating
CreatingAAFolio
Folio

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.

Scrapbook
Scrapbook
43
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.

Forum
Forum

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

Answer Key 44
 Worksheet
WorksheetSS1
SS1

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)

Worksheet
WorksheetSS2
SS2

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

45
 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?

Worksheet
WorksheetSS3
SS3

1 .Ecstatic 9. Depressed

2. Active 10. Relieved

3. Awful 11. Interdependent

4. Embarrassing 12. Confused

5. Dependent 13. Regret

6. Inferior 14. Eager

7. Pride 15. Determined

8. Concerned

Worksheet
WorksheetSS4
SS4

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

46
ACTIONS : Acting, Watching, Clapping, Cheering, Browsing, Pushing,
Kicking, Playing, Drinking, Reading, Talking, Laughing, Standing,
Walking, Playing, Running, Riding, Folding

Worksheet
WorksheetSS5
SS5

(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

Worksheet
WorksheetSS6
SS6

FACILITIES : SWIMMING POOL

GAMES ROOM

ARCHERY CONTESTS

PADDOCK

WHEELCHAIR GAMES

DRAMA STUDIO

ACTIVITIES : BASKETBALL TOURNAMENT

SWIMMING

47
 Worksheet
WorksheetSS7
SS7

Answers: 6, 3, 4, 9, 1, 2, 10, 5, 7, 8

Worksheet
WorksheetSS8
SS8

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 separated
Their 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
around
James 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 schools
James 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 Highfields
The boys realise that they have make the right decision and are very happy in their new
school environment.

Worksheet
WorksheetSS9
SS9

A. Fear for the unknown

B. Caring for the disabled
C. Inferiority complex
D. A mother’s pride

Worksheet
WorksheetSS10a
SS10a
48
1. GRATEFUL
2. HELPFUL
3. CONCERNED
4. APPRECIATIVE
5. DETERMINED

Worksheet
WorksheetSS10b
SS10b

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

Assessment
AssessmentSS1
SS1
49
a. FALSE f. FALSE

b. TRUE g. TRUE

h. TRUE
c. FALSE
i. TRUE
d. FALSE
j. TRUE
e. TRUE

Assessment
AssessmentSS2
SS2

1. C

2. B
3. B
4. C

Assessment
AssessmentSS3
SS3

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

50
 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

Glossary
51
 No. Word Page Meaning

showing or feeling great enthusiasm,

1 Ecstatic 25
happiness or excitement

something that is very confusing and difficult to

2 Bewildering 29
understand

something that is extremely funny and makes

3 Hilarious 33
you laugh a lot

4 Persuade 36 influence or convince someone or oneself

a sports competition in which players who win

a match continue to play further matches in
5 Tournament 31
the competition until just one person or team is
left.

a good feeling of happiness and eagerness for

praise which you have when you or people
6 Pride 23 that you like have done something good or
when you own something that you think is
good.

find it difficult to say the first sound of a word,

7 Stutter 23 and often hesitate or repeat it two or three
times

a sloping surface that connects two places

that are at different levels; e.g one that has
8 Ramps 32
been built so that it can be used by cars and
wheelchairs

someone who is bad-tempered often because

9 Grump 33 they are slightly angry, disappointed or
pessimistic

SHORT STORY

Panel of Writers
52
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)

53