NiE Lit 2017 (Vol 459)

Vol 459

Wednesday 8 March 2017

Elementary Going places Advanced Courage in the face of death Earn Your Band 6 Beware of selfies

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

right e r ’ e W here!

Contest The Star’s Step Up pullout for primary pupils is running a storytelling contest for Years Five and Six soon.

Facing rejection >4 Supported by the Ministry of Education

To participate:

Look out for the contest template in Step Up on March 14 and 16, and in NiE on March 15.

Exciting prizes await!

Win theme park tickets and a two-day, one-night trip courtesy of Resorts World Genting. Schools with the highest entries will be awarded books from Scholastic.

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-NiE ,

8 March 2017

Elementary Poem

Note to the teacher

century

Going places

HOLIDAYS! Who doesn’t look forward to holidays? Even if you don’t have anywhere special to go or anything exciting to do, holidays are a good time to lie back and relax.

The persona in the poem Holiday Memories seems to have had some really wonderful holiday experiences. He remembers wrestling with a jaguar, journeying into deep jungles, visiting the planets, among other amazing things.

Although it is hard to believe that his holiday memories were true, wouldn’t it be wonderful if they actually were?

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.

NiE Activity 1 Critical thinking l Identify l Organise

Creative thinking l Imagine l Brainstorm l Connect l Invent

Problem solving l Recreate l Present

Critical thinking l Identify l Reason l Measure l Organise

Creative thinking l Imagine l Brainstorm

Communicating l Oral l Non-verbal l Aural

Collaborating l Listen l Contribute respectfully l Compromise l Attain goal

l Connect l Invent

Problem solving l Question l Research l Recreate l Present

Communicating l Oral l Non-verbal

When you are all alone in a dark room, it can feel a little scary. You can’t see things clearly. Even the ordinary things seem strange and mysterious. It feels a lot better when you are safely tucked under your bedclothes.

l Aural

l Listen l Contribute respectfully l Compromise

Holiday Memories When I was on holiday I went to Timbuktu, I wrestled with a jaguar And boxed a kangaroo.

I journeyed into jungles, I swam the deepest sea, I climbed the highest mountain And a monkey-puzzle tree, I chatted to a seagull, I met a big baboon, I floated on a moonbeam Until I reached the moon.

I visited the planets, I lit up all the stars, I gossiped to a parrot Travelling to Mars.

In groups of four, look for words or phrases from The Star to replace the missing words in the following verses. Then, use pictures from The Star to illustrate your new poem. Do this activity on a sheet of A3 paper.

Take turns to read and act out your poem in class. Finally, display your work on your classroom board.

When I was on holiday I went to ____________ I wrestled with a ____________ And boxed a ____________ I journeyed into ____________, I swam the deepest sea, I climbed the highest ____________ And a ____________.

Read the poem and complete the activity.

Paste pictures here

I chatted to a ___________, I met a big _____________, I floated on a ___________ Until I reached the ____________.

I sailed across the ocean, I drove a Greyhound bus, I rode across the desert On a hippopotamus.

I heard a mermaid singing, I fought a killer shark, I grappled with a Grizzly In a wild Safari Park.

I chased a band of pirates Completely round the bend.

And now the summer’s over And so is this – ThE END. – June Crebbin

l Written

Collaborating

Read the poem and complete the activity.

The Dark I don’t like the dark coming down on my head It feels like a blanket thrown over the bed I don’t like the dark coming down on my head I don’t like the dark coming down over me It feels like the room’s full of things I can’t see I don’t like the dark coming down over me There isn’t enough light from under the door It only just reaches the edge of the floor There isn’t enough light from under the door I wish that my dad hadn’t put out the light It feels like there’s something that’s just out of sight I wish that my dad hadn’t put out the light But under the bedclothes it’s warm and secure You can’t see the ceiling, you can’t see the floor Yes, under the bedclothes it’s warm and secure So I think I’ll stay here till it’s daylight once more.

– Adrian Henri

NiE Activity 2 Creative thinking

Communicating

Collaborating

l Oral l Written l Aural

l Imagine l Brainstorm l Connect l Invent

l Listen l Contribute respectfully l Compromise l Attain goal

In groups of four, look for five words and/or pictures from The Star which describe or show darkness. Cut them out and paste them on a sheet of A4 paper. But you must write down two extra words of your own.

Then, think of four other ways to describe what it feels like when it gets dark. Display your work on your classroom board.

ExAMPlE I don’t like the dark coming down on my head It feels like Dracula breathing down my neck

I don’t like the dark coming down on my head • It feels like _________________.

• It feels like _________________.

• It feels like _________________.

• It feels like _________________.

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/ Short story

8 March 2017

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In a messy whirl HAVE you seen young children trying to eat on their own? In the poem My Sister’s Eating Porridge, the poet captures the action very well.

NiE Activity 1 Creative thinking

Critical thinking l Identify l Reason

l Organise

l Imagine l Brainstorm

Read the poem and complete the activity.

My Sister’s Eating Porridge My sister’s eating porridge It’s going everywhere.

Up her nose and down her front; A dollop in her hair.

My sister’s eating porridge, She’s missed her mouth again.

Now it’s dripping off her spoon Like lumpy porridge rain.

Problem solving

l Connect l Invent

l Recreate

Collaborating

Communicating

l Research

l Oral

l Listen l Contribute respectfully

l Written

The Star to give your special porridge a name.

Then, cut out and paste the picture of a person from The Star next to your recipe. In a speech balloon, write down something he might say about your porridge. Finally, display your work on your classroom board and take turns to view the gallery. Do this activity on a sheet of A3 paper.

Do you enjoy eating porridge? What is your favourite? In groups of four, create a recipe for the most delicious porridge that you can imagine. Your recipe must include at least five ingredients and one of them must be from The Star. Don’t worry if your porridge seems a little unusual or even weird.

Next, list out five steps to show how the porridge is cooked. Use words from

ExAMPlE Pineapple Petai Porridge

Steps:

Ingredients:

1. ____________________________

• One ripe medium-sized pineapple • One handful of fresh petai seeds • Two tablespoons of milk powder • One cup of rice • One tablespoon of honey • One teaspoon of salt

l Compromise l Attain goal

2. ____________________________ 3. ____________________________

I still remember the Pineapple Petai Porridge my mother used to make. It was so delicious when eaten with durian. I’d say it’s the best dish in the world!

4. ____________________________ 5. ____________________________

My sister’s eating porridge And most is on the floor.

No wonder she is hungry And crying out for, ‘More!’

NiE Activity 2

– John Coldwell

Critical thinking l Identify l Reason

l Organise

The Jungle Book by Rudyard Kipling is about a young boy Mowgli who is raised by wolves in the jungles of India. Although life is exciting, it is also dangerous.

Together with his other good friends, Bagheera the panther and Kaa the rock python, Mowgli goes on many adventures. He also learns many lessons from Baloo the bear, who teaches him the laws of the jungle.

Read the extract of a conversation between Mowgli and Bagheera.

Creative thinking l Brainstorm

Problem solving

l Connect

l Question l Present

l Research

Communicating l Oral l Non-verbal

l Aural

Collaborating l Listen l Contribute respectfully

Bagheera: Come Mowgli, we must speak. Beware, Mowgli. Shere Khan has turned the younger wolves against you.

Mowgli: But why?

Bagheera: He fears humans and the power they have. I know that power very well. I had to live in a cage and wear a collar. I still have the scar.

Mowgli: What can I do?

Good use of power Bagheera knows the power humans have because he was once caged and made to wear a collar, which left a scar on his body.

In groups of four, look for an article or picture from The Star that portrays the use of power in a good way. Find another one that portrays it in a negative way.

Cut them out and paste them on separate columns on a sheet of A4 paper. Discuss the reasons for your choices and take turns to present them in class. The other students can ask you questions or comment on your presentation.

Paste article/picture here

Bad use of power

Paste article/picture here

l Compromise l Attain goal

4

-NiE ,

8 March 2017

INTERMEDIATE Poem

The voice of the forgotten

THE tone of the poem Sad I Ams is one full of sadness. It reminds us of the things we once considered useful but later forgot.

NiE Activity 1

l Imagine l Brainstorm

Critical thinking l Identify

Creative thinking

Problem solving

l Connect

l Recreate

l Present

l Organise

Communicating l Oral l Written

l Aural

Collaborating l Listen l Contribute respectfully

l Compromise l Attain goal

NiE Activity 2 Critical thinking l Identify l Reason

Communicating l Measure

Problem solving l Question l Research

l Oral l Written

l Aural

Collaborating l Present

When we think about a certain colour, we usually have images in mind related to that colour.

Sometimes, different colours give us different kinds of feelings. Colours can bring up certain memories, too. This poem describes the many images and feelings associated with the colour red.

Read the poem and complete the activity.

l Listen l Contribute respectfully

l Compromise l Attain goal

Sad I Ams Read the poem and complete the activity.

Several things are mentioned in the poem, such as “the battery with no charge left” and “the dried-up liquid paper”.

In groups of four, look for things in The Star that you once owned but later discarded or shelved away. Cut them out and paste them on a sheet of A4 paper.

Then, exchange papers with another group. Based on the pictures, form a new verse for the poem. Return the papers and take turns to recite the new lines in class.

ExAMPlE

What Is Red? Red is a sunset Blazing and bright.

Red is feeling brave With all your might.

Red is a sunburn Spot on your nose.

Sometimes red Is a red red rose.

Red squiggles out When you cut your hand.

Red is a brick And the sound of a band.

Red is hotness You get inside When you’re embarrassed And want to hide.

Fire-cracker, fire-engine Fire-flicker red — And when you’re angry Red runs through your head.

Red is an Indian, A Valentine heart.

The trimmings on A circus cart.

Red is a lipstick Red is a shout Red is a signal That says: ‘Watch out!’

Red is a great big Rubber ball.

Red is the giantest Colour of all.

Red is a show-off, No doubt about it — But can you imagine Living without it?

– Mary O’Neill

I am the black and white movie that nobody wants to watch the cupcake holder box after the cupcakes are gone the bag with the broken strap that is not worth repairing the news of bad events that people turn away from.

I am the ring from an empty Cola can the scrapings from an unwashed porridge pan the severed arm of last year’s Action Man. I am the envelope on which the gum is gone the Sellotape where you can’t find the end the toothless stapler, springless bulldog clip the dried-up liquid paper that mars instead of mends the stamped addressed reply that you forgot to send.

I am the battery in which no charge is left the starter motor which remains inert the tyre on which the tread is worn the sparking plug which shows no sign of spark the carburettor choked by bits of dirt the chromium trim from which the shine has gone I am a garden overgrown with weeds a library book that no one ever reads a stray which no one thinks to feed the piece of good advice which no one seems to need.

– Trevor Millum

Red is a signal That says: ‘Watch out!’

Red is a colour usually used to warn and caution people of possible danger.

In groups of four, look for a picture, article or news report in The Star which is related to some form of danger or dangerous situation. Cut it out and paste it on a sheet of A4 paper.

Then, write a brief description of the kind of danger that is involved and take turns to present your work in class.

ExAMPlE

Bullying beyond playgrounds CYBERBULLYING involving children is a serious issue that unfortunately sometimes slips under the radar.

According to Norton by Symantec’s 2016 Norton Cyber Security Insights Report: Family Edition, this is mainly due to parents’ inability to recognise signs of cyberbullying.

The report indicates that only 10% of Malaysian parents reported cyberbullying involving their child last year.

– Star2, Jan 30, 2017

-NiE ,

INTERMEDIATE Short story

NiE Activity 1 Critical thinking l Identify l Reason

l Measure

Problem solving l Question l Research

l Present

Communicating l Oral l Written

8 March 2017

9

The story of an outcast BORN with a serious physical deformity, Joseph Merrick was labelled the Elephant Man. He was kept in a cold, dark and smelly room in a shop. The owner Simon Silcock charged people twelve pence to come and view him.

One day, Dr Frederick Treves, a doctor at the London hospital, caught sight of a poster advertising the Elephant man. After meeting Merrick, Dr Treves took him to the hospital to examine him. He then gave him his card.

Merrick subsequently went missing. Two years later, the police found him and brought him to the London Hospital. After Dr Treves told his hospital chairman Mr Carr Gomm about Merrick, the chairman wrote a letter to The Times.

As a result, donations poured in for Merrick, allowing him to live in the hospital for the rest of his life. Merrick made friends for the first time and many important people visited him, including the Queen of England.

In April 1890, Merrick was found dead in his bed. He had broken his neck because he was trying to sleep on his back instead of his usual position.

– The Elephant Man, retold by Tim Vicary

l Aural

Collaborating l Listen l Contribute respectfully

l Compromise l Attain goal

In the story, the hospital chairman wrote a letter to the editor of The Times newspaper, highlighting Merrick’s situation. The following is an extract from the letter.

The Times, December 4th, 1886 A Letter to the Editor Dear Sir, I am writing to you about a man in our hospital. He needs your help. His name is Joseph Merrick, and he is 27 years old. He is not ill, but he cannot go out of the hospital because he is very, very ugly. Nobody likes to look at him, and some people are afraid of him. We call him the ‘Elephant Man’.

But he is a very interesting man. He can read and write, and he thinks a lot. He is a good, quiet man. Sometimes he makes things with his hands and gives them to the nurses, because they are kind to him.

Can the readers of The Times help us? This man is not ill, but he needs a home. We can give him a room at the hospital, but we need some money.

Don’t worry, Merrick. It’s what you are inside that really counts.

The readers of The Times responded to the letter in the form of donations. This enabled Merrick to have a permanent home in the hospital.

In groups of four, scan The Star for an article, report or picture that highlights a worthy cause that you feel strongly about. Cut it out and paste it on a sheet of A3 paper.

On the same page, write a letter to the editor of The Star, seeking help from the readers for this cause. Then, exchange papers with another group. Read the group’s letter and decide how you would contribute to the cause highlighted.

In the story, Merrick felt sad when he found people being repulsed by his appearance. The following is an extract from the conversation he had with Dr Treves.

If people call you ugly, then they have ugly hearts.

– AFP

Everyone has imperfections.

– File photo

I think you are a kind and loving person.

‘I would like to live in a lighthouse, after the hospital, please. A lighthouse, or a home for blind people. I think those are the best places for me.’‘ What do you mean,’ I asked.

‘Why?’ He did not look at me. He put the flower on the picture and looked at it carefully.

‘Lighthouses have sea all around them, don’t they?’ he said. ‘Nobody would look at me in a lighthouse, so I would be happy there. And blind people can see nothing, so they couldn’t see me, could they?’

If Merrick was living in today’s world, how do you think people would react to him?

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

In speech bubbles, write something they may say that is encouraging or helpful to Merrick and those who suffer from physical disfigurement like him.

Display your work on your classroom board and take turns to view or comment on the work posted by other groups.

– File photo

– AP

NiE Activity 2 Creative thinking l Imagine l Brainstorm

l Invent

Problem solving l Question l Recreate

l Present

Communicating l Oral l Written

l Aural

Collaborating l Listen l Contribute respectfully

l Compromise l Attain goal

10

-NiE ,

8 March 2017

ADVANCED Poem

NiE Activity 1

Courage in the face of death

THE Charge of the Light Brigade commemorates the bravery of the British light cavalry during the Battle of Balaclava in 1854.

The Light Brigade comprised 600 soldiers on horseback who charged against a Russian army. Lord Raglan, the overall commander of the British forces, wanted the brigade to pursue a retreating Russian artillery train.

Due to miscommunication, a grave mistake was made. The brigade ended up making a frontal assault against another Russian artillery battery, which was heavily fortified and well-prepared.

Although the soldiers realised that they were possibly riding to their own deaths, they rode on valiantly without losing courage.

Critical thinking

l Identify l Reason

Problem solving l Research

Read the poem and complete the activity.

l Present

Communicating

NiE Activity 2

The Charge of the light Brigade

l Oral l Written

(an extract) Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred.

“Forward, the Light Brigade!

Charge for the guns!” he said.

Into the valley of Death Rode the six hundred.

l Aural

Collaborating l Listen l Contribute respectfully l Compromise l Attain goal

Critical thinking l Identify l Reason

Cannon to right of them, Cannon to left of them, Cannon in front of them Volleyed and thundered; Stormed at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred.

– Alfred, Lord Tennyson

l Imagine l Brainstorm l Connect

l Question l Research l Present

ExAmPlE

Theirs not to make reply, Theirs not to reason why

CHARGE OF THE ANTI-SmOKING PATROl

Were there situations in your life where you had to obey orders without questioning the person who had given them? Who are the people in your life whose decisions you would trust without questioning? Who are those you would not?

In groups of four, scan The Star for the names or pictures of three people and/ or organisations whose decisions; a. You would most likely accept; b. You would not be completely sure of; and c. You would most likely not accept.

Cut them out and paste them on a sheet of A4 paper. Then, write brief reasons for your selection and take turns to share them in class.

ExAmPlE

Problem solving

The Light Brigade charged against a Russian army during the Battle of Balaclava. Throughout the ages, armies from conflicting countries have charged against each other.

What if you were to make a “charge” of a different kind against the “enemies” of society? What would you call your “army”?

In groups of four, scan The Star for a picture or article showing a trend or phenomenon that you feel is a menace to the world. Cut it out and paste it on a sheet of A4 paper. Discuss the issue you have chosen using the following as a guide: l What is the issue? l Why do you consider it a threat to society or the world? l What can you do about it? l What do you hope to achieve?

When you’re done, present it in class. Have your friends vote and begin an action plan on the chosen issue.

“Forward, the Light Brigade!”

Was there a man dismayed?

Not though the soldier knew Some one had blundered.

Theirs not to make reply, Theirs not to reason why, Theirs but to do and die.

Into the valley of Death Rode the six hundred.

The Light Brigade continued their charge against the enemy because they had been ordered to. They were not in the position to ask questions or make decisions.

Creative thinking

Our “charge” is against people who smoke in public places like parks and R&R areas.

It is bad enough that they don’t seem concerned about their own health.

What’s worse, they are not even bothered about the law against smoking in public places and the threat they pose to others. Passive smoking is just as bad, if not more dangerous.

Our team aims to form a patrol, which will observe the activities of these smokers in certain public places near us. Once we have established a pattern, we will inform the law enforcement authorities to nab the offenders.

We hope that this will reduce the cases of public smoking and make the air cleaner for everybody.

Decisions I eould... most likely accept

not be completely sure of

Reason

Reason

most likely not accept

Reason

Communicating l Oral l Written l Aural

Collaborating l Listen l Contribute respectfully l Compromise l Attain goal

-NiE ,

ADVANCED Poem

8 March 2017

A sudden departure

IN the poem What Has Happened To Lulu?, we hear the voice of a child asking her mother about the whereabouts of her sibling. Lulu’s bed is empty and her money box has disappeared. The child heard voices and the roar of an engine the night before. She wonders if that had anything to do with Lulu’s disappearance.

There is also a note that is presumably left by Lulu but her mother crumples it up and throws it into the fire. Although her mother tries not to reveal her emotions, it is obvious that she is deeply troubled. The child’s questions and description of the situation give the impression that Lulu is the older child who has left home after a disagreement.

NiE Activity 2 Critical thinking

l Identify l Reason l Organise

Creative thinking

Problem solving

l Imagine l Brainstorm l Connect l Invent

l Question l Research l Present

Communicating l Oral l Non-verbal l Written l Aural

Collaborating

Read the poem and complete the activity.

l Listen l Contribute respectfully l Compromise l Attain goal

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.

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?

e is a A y t i from hom hat do you v y i a t w a c s A o run nt. W child wh any pare think

Having a g experience for se? Why do you a distressinpened in Lulu’s c for p a le reason think h ome? ib s s o p fa h she left s of four, think o n, write a short he p e rt u h T ro . g d e In er mothe h appen d h n e a v a lu h this to ion between Lu m The t . conversa re she ran away or sentences fro roles fo to night be ast four phrase hen, take turns Use at le conversation. T ur Star in yo cene in class. s e h t play

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

ActivitythBink the younger sibling lfeenelstr?y Inof the How do you write a diary or journa about the ur, gs groups of fo g expressing her feelin illustrate to lin r b si ta S r e m The young pictures fro rns to read it out in se U . n o ti a situ ke tu entry and ta the journal class.

ExAmPLE

Dear Diary, Today is the saddest day of my life.

Lu is gone! I don’t know where she is now. Mummy doesn’t know where she is either. I have asked her about 11 times and all she does is give me a strange look. Lu left Bonnie, too. She said she would never ever part with Bonnie and now she’s left her.

Activity C ily friends have written shffoertr their t fam ther, and o Imagine tha rt Lulu’s mo were one of the fo m co to s e t. You messag couragemen e of encouragement n e d n a rt o supp essag ficult time. te a short m friends. Wri mother through this dif ’s to help Lulu

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star-nie

Wednesday 8 March 2017