NiE Lit 2017 (Vol 456)

Vol 456

WEDNESDAY 15 FEBRUARY 2017

Elementary Playing with the senses Intermediate Even the brave have fears Earn Your Band 6 Real news vs fake news

Tel: 03 7967 1388 Fax: 03 7955 4039 thestar.com.my/education

Masking true intentions >11 Supported by the Ministry of Education

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-NiE ,

15 FEBRUARY 2017

Elementary Poem

Note to the teacher

century learning skills

OUR children are riding the great wave of technology today. They now have facts and procedures at their fingertips.

Teachers have to equip their students with a new set of skills that allow them to thrive in today’s global economy.

The activities in The Star’s Newspaper-in-Education pullout combine literacy skills with content to build this set of skills.

The key below indicates the skills integrated into the activities in this pullout.

Playing with the senses DO you remember a time when you held a seashell close to your ear and heard the sound of the ocean? Perhaps you have listened to the sounds from other objects like those mentioned in the poem Sounds Like Magic.

Although these sounds are actually caused by something called resonance from the noise around you, there is nothing wrong in imagining other more exciting reasons.

Read the poem and complete the activities.

NiE Activity 1

Sounds Like Magic

Creative thinking

I listened to a seashell and thought I could hear the rushing of the waves inside my ear.

l Imagine l Brainstorm l Invent

I held an empty eggshell close against my head and thought I heard a pecking chick hatching from its bed.

Problem solving l Recreate l Present

I found a hollow coconut and listened for a sound and thought I heard horses’ hooves pounding on the ground.

Communicating l Oral

I took an empty teacup to see what I might hear and thought I heard a giant’s voice booming in my ear.

– Celia Warren

l Written

Collaborating Critical thinking l Identify

l Contribute respectfully l Compromise l Attain goal

l Reason l Measure l Organise

Creative thinking l Imagine l Brainstorm l Connect

Problem solving l Question l Research

The person in the poem thought he heard the sound of horses’ hooves when he listened through a hollow coconut. What do you think you will hear when you do the same thing?

I found a hollow coconut and listened for a sound and thought I heard ........ .................................................

l Recreate l Present

Communicating l Oral l Non-verbal l Written l Aural

Collaborating l Listen

Activity B

Activity A

l Invent

In groups of four, use words and phrases from The Star to complete the last two lines of the verse above on a sheet of A4 paper. Then, exchange papers with another group.

Your group will have to use pictures from The Star to illustrate the new verse.

Hand the papers back when you have finished and take turns to read the verse out to the class.

EXAMPLE

If we use our imagination, we can also “see” different images when we look at quite ordinary things.

In groups of four, look for four objects from The Star that you see in your daily life.

Cut them out and paste them on a sheet of A3 paper. (Refer to the template provided.)

Use your imagination to “see” something different when you look at these objects.

Then, create new verses using the poem as a guide. Display your work and take turns to view what other groups have done.

EXAMPLE I found a hollow coconut and listened for a sound and thought I heard a mobile phone falling to the ground.

No Picture from The Star

Verse

1

I looked at a football field and thought I could see people in pyjamas cheering for me.

2

I held a green apple close to my face and thought I saw an alien from outer space.

I took an empty teacup to see what I might hear and thought I heard a giant’s voice booming in my ear.

Activity C

Imagine you were the person in the poem and had heard someone else’s voice instead of a giant’s.

In groups of four, look for pictures of four people from The Star. Cut them out and paste them on a sheet of A4 paper.

In speech bubbles, write down something you think they may have said when you heard them speak from the teacup.

l Contribute respectfully l Compromise l Attain goal nie editorial manager: SHARON OVINIS senior nie executive: ROWENA CHUA writer: DR MALLIKA VASUGI layout designer: SHOBA illustrator: HASSAN BAHRI To order The Star for NiE lessons, call: Sundarrajan 03-7967 1388 ext 1437 or 016-288 3682 We welcome feedback; write to: Star-NiE, Star Media Group, 15 Jalan 16/11, 46350 Petaling Jaya or e-mail us at: starnie@thestar.com.my

-NiE ,

Elementary Poem

Seeing images in poetry

DO you know of anyone who has a strange or unusual pet? Imagine having an octopus for a pet!

Although it may sound really strange, Miss Antrobus in the poem seems to love her pet octopus very much.

Miss Antrobus

NiE Activity 2

I love my octopus because It hugs me and it wriggles.

I love my octopus because Its wriggles give me giggles.

I love my octopus because It juggles jars of pickles.

I love my octopus because It tickles, oh, it tickles.

Critical thinking l Identify

Problem solving l Question

l Oral

l Imagine

l Invent

l Brainstorm

l Research

Communicating

l Reason

Creative thinking

15 FEBRUARY 2017

l Written

Why do you love your octopus, Miss Antrobus, Miss Antrobus?

Why do you love your octopus, Miss Antrobus, my dear?

– Richard Edwards

Collaborating l Contribute l Attain goal respectfully l Compromise

In groups of four, look for a picture of an animal from The Star which you think would make an unusual pet. (You could even create a “pet” using a montage of different pictures.)

Then, find a picture of a potential owner for the pet. Cut both pictures out and paste them on a sheet of A4 paper. Create a name for the pet and the owner, and write down three reasons why he or she would want to have it.

Next, display your work in class. Take turns to view your friends’ work and leave a comment using sticky notes.

EXAMPLE Pet: Alaudin the Alligator

Owner: Bahamanis Alluwan I would want to have Alaudin as my pet alligator because I could use him to: • Guard my house against other animals; • Scare away all my enemies; and • Observe alligator behaviour.

EXAMPLE

NiE Activity 3 Creative thinking l Imagine

l Connect

l Brainstorm l Invent

Problem solving l Recreate

l Present

Communicating l Oral

l Written

Collaborating l Contribute l Attain goal respectfully l Compromise

A Garden If I should have a garden I know how it would be, There’d be daisies and buttercups And an apple tree.

A dog would chase a ball there, A bird would sit and sing, And a little cat would play with A little piece of string.

And in the very middle I’d only have to stand For ladybirds and butterflies To settle on my hand.

– Leila Berg

A garden like the one described in the poem can be a wonderful place for someone to relax and enjoy the beauty of nature.

What would your dream garden look like? In groups of four, look for pictures from The Star to create your dream garden. Cut them out and paste them on a sheet of A3 paper, as shown in the template.

Then, based on the overall image, describe your dream garden in poetry form by filling in the blanks. Take turns to present your work in class.

Paste your pictures here

My Dream Garden If I should have a garden I know how it would be, There’d be _____ and _____ And an _______________.

A _______________ there, A __________________, And _________________ ____________________.

And in the very middle I’d only have to ___________ For ___________________ To ____________________.

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-NiE ,

15 FEBRUARY 2017

Up to no good

INTERMEDIATE Poem

IN the poem News Break, we hear the surprise in a parent’s voice when he finds a sudden change in his child who has become affectionate, helpful and well-behaved.

The parent wonders at the reasons for this remarkable change until the child takes out his unsatisfactory report card.

NiE Activity 1

Creative thinking

Critical thinking l Identify

l Organise

l Imagine l Brainstorm

Problem solving

l Connect l Invent

l Question l Present l Recreate

l Reason

Communicating l Oral l Aural

Read the poem and complete the activities.

Collaborating

l Written

l Contribute l Attain goal respectfully l Compromise

Activity A News Break Now why so loving, darling, And why the sudden kiss?

You’d help me with some little jobs?

For goodness sake, what’s this?

Your face is clean for once, dear.

Your clothes without a crease.

You saved your luncheon money?

Will wonders never cease?

No dropping of your school books, No shrieking, childish treble.

Today you are a lamb, love, Where yesterday a rebel.

But surely you’re some stranger, No rage or hullaballoo.

Come closer, let me look dear, Can this be REALLY you?

Now were you struck by lightning Or were you stunned at sport?

Ah … now I see the reason, You’ve brought your school report!

– Max Fatchen

EXAMPLE Phrase from poem

From the poem, what are the changes in behaviour which the parent finds extraordinary in the child?

How do you think the child usually behaves?

Complete the table.

Write down three changes, referring to lines or phrases from the poem as evidence. An example has been provided for you.

Sudden change in behaviour

Evidence from poem

Probable usual behaviour

l The child is unusually willing to

l You’d help me with some little

l He is probably not too eager to

help the parent.

Activity B In groups of four, look for phrases, words, pictures or headings from The Star that are related to any four of the following phrases from the poem.

Cut them out and paste them on a sheet of A4 paper.

Exchange papers with another group who will then add another related phrase, word, Your group: Relevant picture and phrase from The Star

No rage or hullaballoo

jobs?

help out with the chores at home.

Activity C picture or heading from The Star before they hand it back to you. l But surely you’re some stranger l No rage or hullaballoo l Why so loving, darling l You’d help me with some little jobs? l Where yesterday a rebel Another group: Relevant picture and phrase from The Star Road rage leaves two injured

In groups of four, create a short conversation (with each person speaking at least three lines) between the child and the mother based on any

EXAMPLE Conversation between child and mother:

of the verses in the poem.

Use at least 10 words or phrases from The Star. Then, role-play your conversation in class.

Verse from the poem: Your face is clean for once, dear.

Your clothes without a crease.

You saved your luncheon money?

Will wonders never cease?

Mum: I can’t believe it. Your face is so clean today.

Child: Yes, mum, I didn’t go out and play with the other boys during the break. I sat quietly and read a book, instead.

Mum: Really! That’s amazing! And your shirt is still white and neat.

Child: I didn’t get into any fights either, mum. And see, I still have my lunch money.

Mum: You didn’t have lunch?

Why so loving, darling

You’d help me with some little jobs?

A journey of shared love

Santa’s little helpers

Child: No, mum. I decided that from now on, I’m going to save my lunch money so that I can buy you a really nice present for your birthday next month.

Let’s do what we can to make their lives better

Mum: Hmm…

-NiE ,

INTERMEDIATE Poem

THE dad in the poem My Hero is considered a real hero because he seems to be unafraid of almost anything. He isn’t afraid of the dark, horror movies, ghosts or monsters. However, there’s something he’s afraid of – spiders in the tub, which Mum has to remove.

15 FEBRUARY 2017

Even the brave have fears NiE Activity 2

Creative thinking

Critical thinking l Identify

l Organise

Problem solving l Question l Present

l Imagine l Connect l Brainstorm l Invent

l Recreate

l Reason

Communicating l Oral l Written l Non-verbal

My Hero

Collaborating l Contribute l Attain goal respectfully l Compromise

In groups of four, create a poster profile on a sheet of A3 paper for the dad in the poem. You should include at least three pictures and six words from The Star.

Then, present your poster in class with one member acting as “dad”.

Activity A

My dad’s as brave as a dad can be, I rate him Number One, He’s not afraid of the dead of night, Or anything under the sun.

EXAMPLE

He’s not afraid of a late-night film, Full of horrors on the telly, And is he afraid of skeletons?

Not dad, not on your Nelly!

Read the poem and complete the activities.

NUMBER ONE DAD bravest dad in the world

Amazing

He’s not afraid of meeting ghosts He’d even smile and greet ‘em, And things that scare most dads the most, My dad could just defeat ‘em.

Not afraid of the dark

He’s not afraid of vampires, Or a wolf-man come to get him, If Frankenstein’s monster knocked on our door,, He wouldn’t let that upset him.

My dad’s as brave as a dad can be, And he’s always ready to prove it.

So why when a spider’s in the bath, Does Mum have to come and remove it?

– Willis Hall

Horror movie?

Hahaha!

Has tea with ghosts

Laughs at horror movies

How about a game of golf?

Spiders!

Yeugh!

Not crazy about bugs

Plays golf with skeletons

Activity B

EXAMPLE

The dad in the poem is not afraid of late-night horror movies on television but is afraid of spiders in the bathtub.

In groups of four, write a synopsis of about 100 words for a horror movie involving spiders for the What to Watch Today page in Star2.

Create the name of your own TV channel and include the viewing time plus names of the main actors.

Illustrate your TV movie with a picture from The Star. Do this activity on a sheet of A3 paper.

Then, act out a scene from your “movie” in class. Finally, have a class vote for the best horror movie.

Spidestroy TV3 Arif Ch 109, 11.30pm

Megan Charpentier in a scene from the horror film Mama. – AP

Successful CEO Ian Callum of the Spidestroy pest control company comes home to his luxurious apartment after a good day at the office. As he gets ready to relax in the bathtub, he finds a little spider crawling up the tub. He squishes it and to his surprise, it divides into two similar crawling spiders.

Suddenly, they multiply again and in a few seconds, Callum finds thousands of spiders crawling all over him. He screams for his daughter to bring his Spidestroy spray. She appears at the door with the spray but her whole body is covered completely with spiders except for her mouth, which curves in a strange smile. Cast: Orlando Bloom, Megan Charpentier

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-NiE ,

15 FEBRUARY 2017

ADVANCED Poem

NiE Activity 1 Critical thinking l Identify

l Reason

Creative thinking l Imagine l Brainstorm

l Connect l Invent

Problem solving l Question

l Present

Communicating l Oral

l Written

l Aural

Collaborating l Contribute respectfully

l Attain goal

l Compromise

Treasure your loved ones THE voice of the persona in the poem The Living Photograph describes what she sees in an old photograph of herself as a child of three with her grandmother. In the photograph, her grandmother appears well-groomed, strong, sharp and confident.

The persona remembers her grandmother growing older, and becoming stooped and frail. She is no longer as sharp and active as she used to be.

In the photo, however, and in the persona’s memory, the grandmother remains alive and as vibrant as she once was.

Read the poem and complete the activities.

The Living Photograph My small grandmother is tall there, straight-back, white broderie anglaise shirt, pleated skirt, flat shoes, grey bun, a kind, old smile round her eyes.

Her big hand holds mine, white hand in black hand.

Her sharp blue eyes look her own death in the eye.

It was true after all; that look.

My tall grandmother became small.

Her back round and hunched.

Her soup forgot to boil.

She went to the awful place grandmothers go.

Somewhere unknown, unthinkable.

But there she is still, In the photo with me at three, The crinkled smile is still living, breathing.

– Jackie Kay

Activity B

She went to the awful place grandmothers go.

Somewhere unknown, unthinkable.

In groups of four, look for a place, condition or situation in The Star which fits the description of “an awful place” or “somewhere unknown, unthinkable”.

Cut it out and paste it on a sheet of A4 paper. Have a short discussion on how you could turn the situation or condition around so that it would become positive. Write down three suggestions on the same page. Then, add three words or phrases from The Star related to your positive suggestions. Finally, display your work in class.

EXAMPLE

We’re here for you!

Activity A In groups of four, choose pictures of four people from The Star. Cut them out and paste them on a sheet of A4 paper. Study the photos carefully. Which part of them seems most alive to you?

Using the last line of The Living Photograph as a guide, write an expression for each of the persons in the pictures.

But there she is still, In the photo with me at three, The crinkled smile is still living, breathing.

Be strong!

Keep your spirits up. l We have to support campaigns to help flood victims by contributing what we can. l We can organise groups to go to flood-hit places and help with the cleaning up.

EXAMPLE

l We can try to get in touch with the victims and give them the emotional support they

need to get through this difficult period.

Activity C

The strong arms are still muscular, powerful.

The golden hair is still wavy, soft.

An activity she may have enjoyed An article that may have interested her Someone she would have admired A movie or television programme she would have liked to watch Somewhere she would have liked to visit Something she may have said to you Something that would have made her smile Something that would have annoyed her

In the first stanza, the persona remembers her grandmother as someone younger who is kind and strong. The second stanza, however, describes the grandmother’s decline of health with age.

What activities do you think the persona’s grandmother would have enjoyed when she was younger? Who were her friends and what were the places she would have visited?

In groups of four, complete the table using pictures, articles or words from The Star.

Then, exchange papers and take turns to view other groups’ work. Do this activity on a sheet of A3 paper.

-NiE ,

15 FEBRUARY 2017

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Under false pretences

ADVANCED Poem

THE possible consequences of harbouring unresolved feelings of bitterness or anger are portrayed in the poem A Poison Tree. In the first two lines, the persona relates how his feelings of anger towards a friend are resolved after they talk it over.

However, when he is angry with someone he considers his enemy, he does not approach him immediately. Instead, he bottles it inside until the resentment takes root and grows into something poisonous.

He harbours his resentment and secretly plots his foe’s downfall while pretending that nothing is wrong, hence putting on a false front of friendliness. The unsuspecting person is fooled by the deceit and is finally destroyed.

NiE Activity 2

Creative thinking

Critical thinking l Identify

l Reason

Problem solving

l Imagine l Connect l Brainstorm l Invent

Communicating Read the poem and complete the activities.

l Oral

l Recreate l Present

Collaborating

l Written

l Contribute l Attain goal respectfully l Compromise

Activity A

A Poison Tree 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, 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.

And I sunned it with smiles, And with soft deceitful wiles.

The persona talks about how he tries to hide his true feelings. Have you ever felt like the person in the poem?

Have there been instances in your own life where you didn’t want to let someone know that you were upset by what he had said or done?

In groups of four, use pictures from The Star to create a scene of two or more people having a conversation. In

speech balloons, write down what they are saying aloud.

Exchange papers with another group.

You will now have to add thought bubbles to each person. Fill them with thoughts of resentment towards the other people around them. Finally, hand the paper back to the original group and read the destructive “thoughts”. Complete this activity on a sheet of A4 paper.

He is so good-looking.

I wish I had a boyfriend like him.

Oh no, another evening spoilt! Why does she have to be here?

– William Blake

Glad to see both of you are getting on so well.

It’s really great that you could join us today, Sue.

Activity B There may be times when we are unhappy with the service or treatment we have received from a certain party. However, we are not able to express it personally to the person(s) involved.

Sometimes we grumble or complain about the annoying and inconsiderate habits of other people in public places but we don’t tell them about it. Therefore, no further steps are taken.

One way we can express our dissatisfaction against the inconsiderate behaviour of the public is by writing to the editorial section of a newspaper. On the right is a letter written to The Star by someone who is fed up of litterbugs strewing cigarette butts everywhere. Read the excerpt.

Litterbugs are a pain in the butt

THEY are strewn all over whenever these people converge at stalls or anywhere else for a chit-chat. I am referring to the cigarette butts and ashes on the ground or floor left by smokers. Ashtrays may be provided but they are ignored.

Smokers are mostly litterbugs. We often see them tossing their cigarette butts into the drains, on the five-foot ways while walking, and on the roads and highways while driving.

– Views, The Star, Dec 27, 2016

In groups of four, discuss what you think the person writing the letter must have felt. What did he hope to achieve by writing the letter?

Think of one form of behaviour in public that is inconsiderate and that affects other people negatively. Write a letter to The Star to express your feelings about this. Take turns to read your letters out to the class and discuss with your teacher the possibility of mailing them to The Star.

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-NiE ,

15 FEBRUARY 2017

Unscramble the words to find the idioms: ● Picture: living out a scratch work hard but have just enough money to buy food and to exist

by John & Ching Yee Smithback

● Across: together scratch something find, collect together (people, things) from various places or sources ● Down: to up scratch meet the standards we expect

Fill in the correct one from the list below: “Once I had a nice home in warm surroundings,” Oscar sighed, “but my fortunes have changed. Today I am

barely able to 1) _____. Furthermore, my boss complains that my work is not 2) _____. I wonder if I can 3) _____ to start my own business?” a) up to scratch b) scratch enough money together c) scratch out a living

A BAD OR ROTTEN APPLE

If you have one spoiled apple in a box with a lot of good apples, the bad one will soon damage the others. Because a bad person can have a negative influence on those around him or her, he or she is called a bad or rotten apple.

Fill in: 1) c 2) a 3) b Answers: Picture: scratch out a living Across: scratch something together Down: up to scratch

● “Every school has a couple of bad apples who damage our reputation,” Danny said. “Joseph is the rotten apple in our school.”

By: Dean Pitchford

When I got to school that morning, the playground was packed with kids running around.

Hey, JJ.

Episode 2 Ooh, I like this one.

What’s his name?

Wait, wait, wait! Don’t tell the story yet!

Commendable

worthy of praise or admiration

Halloween

JJ taught herself to read at the age of three.

A celebration practised in the United States and Canada on Oct 31. Children wear costumes and go “trick or treating”.

CECIL: All right, let’s have it! Who’s

today’s superfreak?

NEWT: I’m calling this one Guy Wire.

JJ:

Highly commendable.

CECIL: Highly what?

Cecil’s dream is to be a drummer and he is determined to practise every chance he gets.

CECIL: It’s Halloween this Sunday.

JJ:

I’m bored with Halloween. And besides, our costumes always suck.

CECIL: Okay, how’s this? We’ve got three days.

We make our own costumes. No more can’t, won’t, don’t.

NEWT: That’d be so cool. Let’s do it for us.

QUESTION In Chapter 2 of the novel Captain Nobody, what do you think Cecil means when he says, “To everybody in this school, we are invisible”?