NiE Lit 2019 (Vol 480)

Vol 480

WEDNESDAY 13 SEPTEMBER 2017

Elementary The wonders of magic Intermediate A turn of events Earn Your Band 6 The road to safety

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

Into the jaws of death >11 Supported by the Ministry of Education

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-NiE ,

13 SEPTEMBER 2017

Elementary

Stories in songs Note to the teacher

century

Telling stories with songs HAVE you ever sung a song and then realised that it may be telling a story? Have you wondered about the characters in it and their lives? Here’s a very famous song for children that you may have learnt in kindergarten.

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 new 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 current content to build this set of skills.

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

Mary had a little lamb Its fleece was white as snow And everywhere that Mary went The lamb was sure to go It followed her to school one day Which was against the rule It made the children laugh and play To see a lamb at school The story in that song is about a girl named Mary who had a lamb. You may ask questions about the song. For example: How old was Mary? Where did she live? How did she get the lamb? What was the name of her lamb? Why did the lamb follow her to school? How did Mary feel? What did the teacher say? What happened after that?

NiE Activity 1 Critical thinking ● Identify ● Organise

Creative thinking ● Imagine ● Brainstorm

Problem solving

● Recreate ● Present

Communicating ● Oral ● Written ● Aural

Collaborating ● Listen ● Contribute respectfully ● Attain goal

In groups of four, complete the story below by filling in the blank spaces. Do it on a sheet of A4 paper. You must use at least 10 words from The Star. When you are done, illustrate your page with pictures from The Star. Then, take turns to read out your story in class.

Critical thinking ● Identify ● Reason ● Measure ● Organise

Creative thinking ● Imagine ● Brainstorm

Once upon a time, there was a girl named Mary ____________________. She lived in a little village in ____________________. Her father was a ____________________. On Mary’s ____________________ birthday, her ____________________ gave her a little lamb as a present.

Mary loved her lamb very much. She called it ____________________. Every day, Mary would take her lamb to ____________________ and feed it ____________________ after she came back from school. One day, Mary’s mother forgot to lock the front gate. Mary’s lamb followed her all the way to school. All the children were so excited to see the lamb and started ____________________. Mary’s teacher was also very ____________________. She said, “____________________.” Mary felt very ____________________.

● Connect ● Invent

Problem solving ● Question ● Research

NiE Activity 2 Critical thinking ● Identify ● Organise

● Recreate ● Present

Creative thinking ● Imagine ● Brainstorm ● Connect ● Invent

Problem solving

● Recreate ● Present

Communicating ● Oral ● Non-verbal ● Written ● Aural

Collaborating ● Listen ● Contribute respectfully ● Attain goal

In groups of four, choose any cartoon from the Comics pages of Star2. Cut it out and paste it on a sheet of A4 paper. Based on the cartoon or its characters, create at least one verse of a song. Write the lyrics on the same paper and take turns to perform the song in class. You may sing your song to any tune you are familiar with.

EXAMPLE

Communicating ● Oral ● Non-verbal ● Written ● Aural

Collaborating ● Listen ● Contribute respectfully

(The Star, Aug 2, 2017)

● Compromise ● 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 The Wonderful Wizard of Oz

13 SEPTEMBER 2017

The wonders of

DOROTHY lives on the Kansas prairie with her Aunt Em and Uncle Henry. One day, a cyclone blows her house away. It lands on the Land of the Munchkins, killing the Wicked Witch of the East who has ruled the Munchkins for years. Dorothy and her dog Toto need to find their way home again.

The Good Witch of the North tells Dorothy to seek advice from the Wizard of Oz, who lives in the Emerald City. As Dorothy and Toto set out for the journey, they have many exciting adventures and meet three interesting characters: the Scarecrow, the Tin Man and the Cowardly Lion.

A scene from the 1939 movie adaptation of The Wonderful Wizard of Oz.

NiE Activity 1 Creative thinking

Critical thinking

● Imagine ● Brainstorm ● Connect

● Identify ● Reason

Problem solving

● Question ● Recreate

Communicating ● Oral ● Written ● Aural

Collaborating ● Listen ● Contribute respectfully ● Attain goal

EXAMPLE

The three characters who join Dorothy and Toto on their journey to the Emerald City are: ● The Scarecrow, who is looking for a brain; ● The Tin Man, who is looking for a heart; and ● The Lion, who is looking for courage.

Character from The Star

Looking for

Solution from The Star

Reason

Each of them is looking for something that is missing in their lives. They hope that the Wizard of Oz would help them find it.

Imagine that Dorothy and Toto are joined by three other characters who are also looking for something that is missing in their lives. In groups of four, look in The Star for these three characters.

Cut out their pictures and paste them on a sheet of A4 paper. Write down what they are looking for.

Then, exchange papers with another group. You will now have to find a solution (it could be a person, organisation or object) from The Star that can help each of the characters. Write reasons for your choices. Next, hand the paper back to the original group.

Finally, display your work on the classroom walls and do a gallery walk.

NiE Activity 2 Critical thinking ● Identify ● Reason

Creative thinking ● Imagine ● Invent

Problem solving

● Recreate ● Present

Communicating ● Oral ● Written

Collaborating ● Contribute respectfully ● Compromise

After a long journey, Dorothy finally meets the Wizard of Oz. Here’s a conversation between the two characters.

Wizard of Oz : I am Oz, the Great and Terrible. Who are you, and why do you seek me?

Dorothy

: I am Dorothy, the small and meek. We’ve come to ask you for help.

In groups of four, look for pictures from The Star to represent the Wizard of Oz and Dorothy. Cut them out and paste them on a sheet of A4 paper. Use words from The Star to replace the missing words in the speech bubbles below. Create an extra speaking line for both the Wizard and Dorothy on the same page.

When you are done, take turns to role-play in class.

I am Oz, the _____ and _____. Who are you, and why do you seek me?

I am Dorothy, the _____ and _____. We’ve come to ask you for help.

Paste the picture of the Wizard of Oz here

Paste the picture of Dorothy here

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-NiE ,

13 SEPTEMBER 2017

INTERMEDIATE Novel

The silver lining IN Tim Vicary’s The Elephant Man, we see the two sides of humans: good and evil. Shop owner Simon Silcock takes advantage of Joseph Merrick’s deformity. He keeps Merrick in a room in his shop, and charges people 12 pence to come and view the man. Dr. Frederick Treves, on the other hand, represents the good side of humanity. He reaches out to Merrick, taking him to the London Hospital for a medical examination. Later in the story, Dr. Treves – with the help of the hospital chairman Mr. Carr Gomm – makes sure that Merrick has enough funds to live in the hospital.

NiE Activity 1 Critical thinking ● Identify

● Reason

Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent

Problem solving ● Question

Collaborating

Communicating

● Present

● Oral ● Written

The hospital chairman Mr. Carr Gomm writes a letter to The Times, after hearing about Merrick. As a result, donations pour in for Merrick from the readers of the newspaper.

With the donations, Dr. Treves is able to arrange for Merrick to live in the hospital. Read the following extract from The Elephant Man.

The second room had a bed, table, and chairs. I visited him every day, and talked to him. He loved reading, and talking about books. At first he did not know many books: the Bible, and one or two newspapers, that’s all. But I gave him some books of love stories, and he liked them very much. He read them again and again, and talked about them often.

● Aural

● Listen ● Attain goal ● Contribute respectfully

Herman Melville’s Moby Dick is about Captain Ahab’s blind pursuit of revenge after having lost his leg to a white whale in a fight. In his hunt for Moby Dick, the whale, he has no qualms about endangering the lives of the crew aboard his ship.

NiE Activity 2 Critical thinking ● Identify

If Merrick was given The Star to read, which part do you think would interest him the most? In groups of four, find an article from The Star which would fit the bill. Cut it out and paste it on a sheet of A4 paper. Imagine you were Merrick. In 150 words, write your thoughts on the article in the form of a diary entry. Finally, take turns to read your diary entry aloud in class.

● Identify

● Reason

Communicating ● Oral

● Written

● Brainstorm ● Invent ● Connect

Problem solving ● Recreate

● Present

The story is narrated by Ishmael, a young sailor who is aboard the ship with Captain Ahab. The following is an extract from the beginning of the novel.

Communicating ● Oral ● Written

● Aural

Collaborating ● Listen ● Attain goal ● Contribute respectfully

My name is Ishmael and this is my story. I’m a sailor and I work on different ships. I love my life on the ocean. It’s sometimes dangerous but never, never boring. I feel sad when I’m not on a ship.

NiE Activity 3 Critical thinking

● Organise

Creative thinking

Creative thinking ● Brainstorm ● Connect

Problem solving ● Question

● Recreate

Collaborating ● Contribute ● Attain goal respectfully

In groups of four, look for someone from The Star who has an occupation which you find interesting.

Cut the person’s picture out and paste it on a sheet of A4 paper. On the same page, complete the paragraph below with your own words. Then, add a few more sentences so that your paragraph is not less than 100 words in length. When you are done, present it in class.

My name is _______________ and this is my story. I’m a _______________ and I work _______________. I _______________ my life _______________. It’s sometimes _______________ but never, never _______________. I feel _______________ when I’m not _______________.

At the end of the story, Captain Ahab has his final battle with Moby Dick. Here’s an extract from the novel showing their face-off.

Then Captain Ahab’s face was suddenly angry. He slowly brought his harpoon up.

When he talked to the white whale, his face was the face of the Devil.

“You can kill me, but you CANNOT WIN!” He threw the harpoon hard and fast. It hit Moby Dick below his small black eye.

In groups of four, scan The Star for an article or picture featuring a person (or a group of people) showing antagonistic feelings. Cut it out and paste it on a sheet of A4 paper. Then, write a brief description of the situation before exchanging papers with another group. The group will now provide a suggestion to help improve the situation. When they hand the paper back to you, decide if you agree with the suggestion. If not, recommend another way of improving the situation.

Description of the situation:

Paste the article or picture here

Suggestion:

-NiE ,

INTERMEDIATE Novel

13 SEPTEMBER 2017

9

A turn of events

IN Arthur Ransome’s We Didn’t Mean to Go to Sea, four children – John, Roger, Susan and Titty – sail across the cold North Sea without the company of an adult.

It all begins when they accept Jim Brading’s invitation to sail aboard the Goblin.

They are supposed to keep the trip short and to stay safely in the harbour. But on their return journey, the yacht runs out of fuel. Jim has to row back ashore – separately in a little boat – to get some petrol. He promises to be back in 10 minutes and puts John in charge. Hours pass and there is no sight of Jim. Meanwhile, a fog descends and the tide rises. The Goblin loses its anchor and drifts into the open sea. That is how the children’s adventure starts.

NiE Activity 1 Critical thinking ● Identify

● Reason

Creative thinking ● Imagine ● Connect ● Brainstorm

Communicating ● Oral

● Written

Collaborating ● Listen ● Attain goal ● Contribute respectfully

When an unexpected fog descends, John tries to pull out more chain, but loses the anchor.

The yacht drifts out beyond Beach End into the North Sea. John, who is now the captain of the boat, has to make some important decisions.

The Goblin was all right; she hadn’t hit any buoys or shoals or ferries. Susan and Titty and Roger were all safe. He had done his best. There was a happy smile on John’s face, but nobody to see it. Above him the sky was full of stars, and all around him was the loneliness of the sea.

If John had been given the opportunity to take someone along to replace Jim Brading, who would he have chosen? In groups of four, choose someone from The Star who would be a suitable sailing companion for the children in the Goblin. Cut the picture out and paste it on a sheet of A4 paper. Write down a reason for your choice on the same page. When you are done, display your work on the classroom walls. Take turns to view the work of other groups and leave a comment.

EXAMPLE

NiE Activity 2 Critical thinking ● Reason

● Organise

● Imagine

● Invent

Problem solving ● Recreate

Collaborating ● Listen ● Attain goal ● Contribute respectfully

● Present

Communicating ● Oral

● Written

When Jim Brading does not return with the petrol for the boat, the children begin to wonder what has happened to him. It is only at the end of the story that they find out that Jim had been knocked unconscious due to an accident.

Jim Brading woke up. Where was he? He remembered some things – someone putting him to bed, someone giving him food to eat, but where was he? He tried to sit up, and found that he had the most terrible headache.

The door opened and a nurse came in.

“Ah, you’re awake. That’s better,” she said. “Now, just lie there until the doctor comes.”

Jim looked at her. “Doctor? What doctor? Where am I?” “In hospital,” said the nurse, “And you’ve been very lucky. The doctor says you’ve got a good hard head.”

– File photo

Imagine a visitor who does not know what had happened but wants to answer Jim’s questions. In groups of four, create a short conversation between the visitor and Jim. In the conversation, the visitor has to make up an explanation for why Jim is in the hospital. When you are done, role-play the scenario in class. Your classmates will rate your group according to how convincing your “visitor’s explanation” sounds. At least 10 words in your conversation must be from The Star. Do this activity on a sheet of A4 paper.

EXAMPLE

Reason:

Creative thinking

Comment from Group Superheroes:

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-NiE ,

13 SEPTEMBER 2017

ADVANCED

In the heat of the moment

Poem

THE voice of the persona in the poem is probably that of a younger sibling. She wonders what has happened to her older sister, who seems to have disappeared. Her sister’s bed is empty, except for an old ragdoll and a shoe. Even her money-box is gone. The persona’s simple questions show her bewilderment of the situation. We can deduce that Lulu and her mother may have had a quarrel. The persona hears voices and some kind of disagreement the night before.

There is also the roar of an engine, which signifies her sister leaving the house.

Although her mother tries not to reveal her feelings, it is obvious she is deeply troubled.

ed to Lulu?

pen What Has Hap

other? ened to Lulu, m What has happ ? ened to Lu What has happ old rag-doll her bed but an in g in th no s e’ Ther a shoe.

And by its side her, dow wide, mot Why is her win , ing free The curtain flapp e dusty shelf th on le And only a circ ox used to be?

-b ey on Where her m other, rn your head, m Why do you tu ll? fa ps e tear-dro And why do th te on the fire no at th u crumple yo do hy w d An thing at all?

And say it is no late last night, I woke to voices ne roar.

I heard an engi ard e the things I he m ll te u yo do hy W ore? and nothing m Were a dream y cry, mother, I heard somebod in, In anger or in pa why, mother, u yo k But now I as a gust of rain.

You say it was

ough der about as th Why do you wan what to do?

You don’t know other? ened to Lulu, m What has happ ened to Lu? What has happ

NiE Activity 1 Critical thinking

y Charles Causle

● Identify ● Reason

Problem solving

Creative thinking

● Organise

● Imagine ● Connect ● Brainstorm ● Invent

● Question ● Recreate

● Present

Communicating ● Oral ● Non-verbal

● Written ● Aural

Collaborating ● Listen

● Attain goal

● Contribute respectfully

Part A The poem does not provide the reasons behind Lulu’s disappearance. However, we get the picture that there must have been some kind of quarrel between Lulu and her mother (or parents). The roar of the engine suggests that Lulu left by car.

Stories of children leaving home after a quarrel with their parents are not unusual. Sometimes, the stories end happily when the children return home on their own. Some endings are sad when they never return.

In groups of four, discuss the following questions: ● What do you think is the most possible reason for Lulu to have left home? ● Do you think Lulu would be reunited with her

mother (or parents) one day?

The following are different descriptions about what may have taken place. a) Lulu’s parents did not approve of her boyfriend.

They felt she was too young to be involved in a relationship. Moreover, they had serious misgivings about his character. Lulu was adamant to go ahead with the relationship.

When they forbade her to see him, she decided to leave home. b) Lulu’s mother disapproved of the group of friends she was hanging out with. They were always partying, playing truant and staying out

late. When her parents confronted Lulu about it, she became upset and decided to move out. c) Lulu never meant to run away from home but was abducted by a cult. They left a note for her mother, leading her to believe that Lulu had left home on her own accord. d) Lulu believed that her mother loved her younger sister more than her. She ran away to find out how much her mother would miss her.

Choose one of the explanations or make one up.

Then, come up with a skit showing the sequence of events – from beginning to end. Practise role-playing in your group before carrying out the skit in class.

Part B Imagine that your story from Part A is going to be made into a movie. In groups of four, choose four people from The Star to play the main roles. On a sheet of A3 paper, design a poster for the movie showing: a) The main actors with descriptions of their roles b) A tagline for the movie using words from The Star When you are done, take turns presenting your poster in class.

NiE Activity 2 Critical thinking ● Identify

● Reason

Creative thinking ● Imagine

● Connect

Problem solving ● Recreate

● Present

Communicating ● Oral ● Written

● Aural

Collaborating ● Listen ● Contribute respectfully

● Attain goal

How do you think the persona or younger sibling in the poem feels? In not less than 150 words, write a letter appealing for your older sister, Lulu, to return home.

Your letter must contain at least three phrases from The Star. When you are done, exchange letters with a friend.

Now, assume the role of Lulu and reply your friend’s letter. Again, use at least three phrases from The Star in your reply. Finally, return the letter. Your teacher will choose a few pairs to read out their letters in class.

-NiE ,

ADVANCED

13 SEPTEMBER 2017

11

The fallen heroes

Poem

IN 1854, during the Battle of Balaclava, 600 British soldiers on horseback made a frontal assault against a Russian artillery battery. It was a grave mistake made due to miscommunication. Even though the soldiers

The Charge of the Light Brigade (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.

realised that “someone had blundered” and that death was imminent, they rode on valiantly. The poem was written to commemorate the bravery of the British light cavalry.

NiE Activity 1 Critical thinking ● Identify

”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.

● Organise

Creative thinking ● Connect

● Brainstorm

Problem solving ● Recreate

Communicating

● Present

● Oral ● Written

● Aural

Collaborating ● Listen

● Attain goal

● Contribute respectfully

Into the jaws of Death, Into the mouth of Hell Personification happens when human qualities are given to non-living things or concepts. The idea of death and hell having jaws and a mouth that could devour someone makes the whole scene even more terrifying.

In groups of four, scan The Star for pictures that could be used to personify five of the following ideas or concepts. (You can use other ideas or concepts if you wish.)

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.

fire, warmth, wind, peace, winter, ocean riches, poverty, worry, car, darkness, salad Cut out the pictures and paste them on a sheet of A4 paper. When you are done, write a short sentence for each using personification.

EXAMPLE

Alfred, Lord Tennyson

NiE Activity 2 Critical thinking ● Identify

● Organise

Creative thinking ● Imagine ● Invent ● Brainstorm

Problem solving ● Recreate

● Present

Collaborating ● Listen ● Contribute respectfully

● Attain goal

Communicating ● Oral

● Written

● Non-verbal

● Aural

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,

Imagine that the Light Brigade had managed to vanquish the enemy and was now riding home in victory. In groups of four, replace the missing words in the poem with your own words to describe the victory ride back. Use at least five words from The Star. Illustrate your page with pictures from The Star and take turns to present it in class. __________ to right of them, __________ to left of them, __________ in front of them __________ and __________; __________ at with __________ and __________, __________ they rode and __________

NiE Activity 3 Critical thinking ● Identify ● Reason

Problem solving

Creative thinking

● Organise

● Imagine

● Invent

● Recreate

Communicating ● Oral ● Non-verbal

● Written ● Aural

● Present

Collaborating ● Listen

● Attain goal

● Contribute respectfully

In groups of four, create a seven-word tagline for the soldiers in the Light Brigade. Use at least three words from The Star. Your tagline must reflect the courage and spirit of the soldiers. Then, using the tagline, create a group cheer for the Light Brigade and take turns performing it in class.

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Star-NiE

WEDNESDAY 13 SEPTEMBER 2017