DRAFT

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

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!

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
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 writers 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.

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.

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.

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 Tristans 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 Jamess courage to perform
on stage despite being an introvert and appreciates Tristans great performance. as Tom
Sawyer in the school play.
Other themes/ sub-themes: a caring society, being independent, brotherly love.

VALUES
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. Ive been really
worried about him

reflective Just because were twins doesnt 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. hes; its, 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. Tristans thoughts are in a box; Jamess thoughts appear
to be on lined paper while mums 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; Ive really blown it! (to give it a
fresh modern feel)

Rhetorical questions
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
main characters in the story.

40 minutes
40 minutes

Materials
Materials
Worksheet SS1
Worksheet SS1

Steps
Steps

Distribute a copy of the Character Trait Venn

Diagram to each student.
.
Students use the Venn Diagram to write down
the similarities and differences of the two main
characters in the story.
.
In the circle next to each character, students
write words and phrases that describe the traits
of the character.
Students write common traits of the two main
characters in the intersection of the circles.

Notes
Teacher can provide
word cards for weak
students to
complete the Venn
Diagram.
Students can work
in pairs

FLIPPING FANTASTIC

WORKSHEET SS1

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

J
ames

Tristan

10

FLIPPING FANTASTIC

ACTIVITY SS2

Aim
Aim
To be able to recognise and analyse the characters in the
story.

40 minutes
40 minutes

Materials
Materials
Worksheet
WorksheetSS2
SS2

Steps
Steps

Distribute a copy of worksheet to each student.

Students read the statements in the box.
Students choose the statements from the box
above and match them with the character in the
picture.

Notes
Get students to
read with correct
intonation and
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 doesnt want to go to Chesterlea Grange after all. What on earth
am I going to do?
Tristan has always been a live wire
Shes moving out to a different school and I dont have to worry about seeing her
anymore
Ive been really worried about how hell 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
Aim
Aim
To explore new vocabulary.

80 minutes
80 minutes

Materials
Materials
Materials
Materials
Worksheet
WorksheetSS3
SS3

Handout
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.
Divide the class into small groups of three or four.
Distribute Worksheet 3 to each group.
Tell students to search for words that match the
meaning of the sentences in the worksheet.

Notes
Reward groups
that come up
with the most
correct answers.
.

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
Fill in the column on the right with the appropriate words.
N
o.

Sentences

The play put me on a real high

Tristan has always been such a live wire

Tonight was the worst night of my life. I hate drama

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

wherever I go, he goes. How will I cope at my new school without
him?

Hes far smarter than me. He always gets As in his homework He

understands how computer works

My two sons were the stars of the school play. They were wonderful.

Ive been really worried about how hell find his way around without
Tristan to help him

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

10

Shes moving out to a different school and I dont have to worry

about seeing her any more

11

I know that I rely on Tristan but he relies on me too

12

I dont know what to think

13

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

14

I cant wait to see Tristan at the weekend to tell him all about

15

I dont know who invented the dis word, she says. Im not
interested in what you cant do. Im only interested in what you can
do.

Word

15

FLIPPING FANTASTIC

HANDOUT SS3

Search and
Match
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
Aim
Aim
To analyse the story by studying the pictures in the short
story.

80 minutes
80 minutes

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,

Ask students to
activities, and actions in the pictures.
Get students to fill up the Fun With Pictures
graphic organizer. Students write a list of nouns
and verbs that they see in the pictures.

colour the
pictures in the
short story book.

17

FLIPPING FANTASTIC

HANDOUT SS4

Fun with
Pictures
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
80 minutes
80 minutes

To explore the meanings of new vocabulary.

Materials
Materials
Materials
Materials
Worksheet
WorksheetSS5
SS5

Dictionary or Thesaurus
Dictionary or Thesaurus

Steps
Steps

Provide a copy of the worksheet to each

student.

Students write a synonym and an antonym of the

word in the spaces provided.

Students write a new word from the story.

Notes

Students look up the meaning of the word fromStudents can

create more than
the dictionary and write it in their own words in
one sentence.
the space provided.

Students write a sentence from the text.

19

FLIPPING FANTASTIC

WORKSHEET SS5

Alien Attack
__Who Said
Feed the aliens tummy with relevant information.

20

FLIPPING FANTASTIC

ACTIVITY SS6

The Place To
Be
Aim
Aim
To analyse the setting of the story.

80 minutes
80 minutes

Materials
Materials
Worksheet
WorksheetSS6
SS6

Steps
Steps
Notes

Teacher can
provide
scrambled letters
of the words.

Distribute copies of the worksheet.

Students study the pictures carefully.
Students fill in the boxes provided with appropriate words or
phrases with close reference to the text.

21

FLIPPING FANTASTIC

WORKSHEET SS6

The Place To
Be
Fill in the boxes with suitable words or phrases
FACILITIES IN
CHESTERLEA GRANGE

22

Fill in the boxes with suitable words or phrases

SPORT ACTIVITIES IN CHESTERLEA
GRANGE

23

FLIPPING FANTASTIC

ACTIVITY SS7

Tell Me
__Who Said
Aim
Aim
80 minutes
80 minutes

To sequence the events of the story

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.
Write a summary
of the story by
Students complete the zig-zag timeline on the
sequencing the
right by sequencing the events on the left.
events given
below.

24

FLIPPING FANTASTIC

WORKSHEET SS7

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 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

26

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.

Notes
Teacher uses a familiar story e.g. Harry
Porter, to show how a story builds over time, This lesson can
leading to a climax and then to a
also be carried
conclusion.
out as a group
activity.
Teacher distributes a copy of the worksheet
to each student.

Students complete the story wheel with relevant

details from the short story.

27

FLIPPING FANTASTIC

WORKSHEET SS8

Story Block
__Who Said
Complete the story blocks with relevant details from the story
_________________________
_________________________
_________________________
_________________________
_________________________

CLIMAX
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

RISING ACTION

_______________________
_______________________
_______________________
_______________________
__________________

BEGINNING

_________________________
_________________________
_________________________
_________________________
_________________________
___________________

FALLING ACTION

_____________________
_____________________
_____________________
_____________________
_____________________

ENDING

28

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.

Students read and analyse the textual evidence
from the story.
Match the themes provided with the textual
evidence.

FLIPPING FANTASTIC

Notes
Students can
write a prose on
the theme of
Brotherly Love.

ACTIVITY SS9

Show Me The
Evidence
29

Match the themes with the textual evidence provided.

Fear for the unknown
A mothers pride Inferiority Complex

Inferiority Complex
Caring for the disabled

Next
Next term
term will
will be
be
different
different but
but II
dont
dont want
want to
to think
think
about
that
about that right
right
now.
now. Its
Its 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

II dont
dont know
know how
how he
he
manages
manages to
to learn
learn all
all those
those
lines.
lines. All
All II had
had to
to 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
words
and
seven words and II got
got it
it
wrong.
wrong.

My two beautiful sons were

the stars of the school play.
Tristan was wonderful as
Tom Sawyer. The woman in
the seat behind me said
she could hear every word
and Mr. Sewell said he was
a real pro.

FLIPPING FANTASTIC
ACTIVITY SS10

Amazing Maze
30

Aim
Aim
80 minutes
80 minutes

Identifying values in the story

Materials
Materials
Worksheet
WorksheetSS10a
SS10aand
andSS10b
SS10b

At the
end of
the
play
Ive
got to
Distribute the worksheet to each student.
thank
Study the clues given carefully.
Mr.
Sewell,
Unscramble the words beside the clues provided.
our
English
Locate andteache
highlight the words in the word maze

Steps
Steps

FLIPPING FANTASTIC

Notes
Use of different
colours can be
encouraged to
identify the
values in the
word maze

WORKSHEET SS10a

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

31

tegaflur
1. ____________________
I can
help
him
with
his
wheelc
hair up
all the
ramps
in the
corrid
ors

phleulf
2. ____________________

oncerdenc
3. ____________________

appcitveirea
4. ____________________
How
will
he
cope
at
his
Nothing
new
will be
scho
the
ol at
same
with
the
new
out
school. I
me? as
feel
ifHe Im
actuall
losing
y
somethi
stood
ng
very
up
in
special.
front
of the
whole
audien
ce and

termidend
5. ____________________

32

his line

FLIPPING FANTASTIC

WORKSHEET SS10b

Amazing Maze
Look for the values identified in the previous worksheet.

33

FLIPPING FANTASTIC

BEYOND THE TEXT SS1

Try This

Find
Findout
outmore
moreabout
aboutthe
theauthor
authorofofFlipping
FlippingFantastic,
Fantastic,Jane
JaneLangford
Langford
and what inspired her to write this story.
and what inspired her to write this story.
Think
Think about
about the
the similarities
similarities and
and differences
differences between
between your
your primary
primary
school
and
the
present
school.
Which
do
you
prefer
and
why?
school and the present school. Which do you prefer and why?
Write
Writean
aninteresting
interestingtelephone
telephoneconversation
conversationbetween
betweenTristan
Tristanand
andKiara.
Kiara.
Suggest
what
Tristan
would
have
told
Kiara
when
he
asked
her
favour
Suggest what Tristan would have told Kiara when he asked her favour
totobe
beaaspecial
specialfriend
friendtotoJames
JamesininHighfields.
Highfields.

34

FLIPPING FANTASTIC

BEYOND THE TEXT SS2

Its Fantastic
Here

1.1.

Ask
Askstudents
studentstotoform
formsmall
smallgroups.
groups.Students
Studentswho
whocome
comefrom
from
the same primary school can form a group.
the same primary school can form a 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.

35

FLIPPING FANTASTIC

BEYOND THE TEXT SS2

Its Fantastic
Here

1.1.

Ask
Askstudents
studentstotoform
formsmall
smallgroups.
groups.Students
Studentswho
whocome
comefrom
from
the same primary school can form a group.
the same primary school can form a 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
groupswork.
work.

7.7.

Students
Studentscompare,
compare,contrast
contrastand
andrespond
respondduring
duringthe
thepresentations.
presentations.

36

FLIPPING FANTASTIC

BEYOND THE TEXT SS3

Making It
Works

1.1.

Surf
Surfthe
thenet
nettotofind
findout
outthe
thevarious
variousjob
jobopportunities
opportunitiesfor
forpeople
people
with special needs in our country.
with special needs in our country.

2.2.

List
Listdown
downthe
thecompanies
companiesor
orgovernment
governmentagencies
agenciesthat
thatprovide
provide
the
thejobs.
jobs.

3.3.

Collect
Collectinformation
informationon
ontraining
trainingprogrammes
programmestotohelp
helpthese
these
people
peoplewith
withspecial
specialneeds.
needs.

37

FLIPPING FANTASTIC

BEYOND THE TEXT SS4

Caring Society

1.1.

Students
Studentsbrowse
browsethe
thenet
nettotoobtain
obtaininformation
informationabout
aboutspecial
special
schools for children of special abilities (gifted).
schools for children of special abilities (gifted).

2.2.

Students
Studentsdownload
downloadthe
thecharitable
charitableorganisations
organisationsthat
thatrun
runthese
these
special
specialschools.
schools.

3.3.

Students
Studentswork
workininpairs
pairstotodiscuss
discussthe
thefacilities
facilitiesand
andactivities
activities
available
availableininthese
theseschools.
schools.

4.4.

Students
Studentspresent
presenttheir
theirfindings.
findings.

38

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 doesnt
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 Tristans 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 twins classmate.

39

FLIPPING FANTASTIC

ASSESSMENT 2

Choose One!
1. Which word describes Jamess feeling of being alone in Highfields?
A. hilarious
B. confused
C. nightmare

For the past six years Ive lived in fear of Jessica Parker
and her stupid laugh, but now shes moving to a different
school and I dont 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 mums perception about James?
A. He is confident.
B. He is an active boy.
C. He is shy and nervous.
D. He loves Jessica Parker.

40

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. Theyre very different children but theyre still twins. Its hard for
the rest of us to understand quite how they feel. I must ask them if
this is what they really want. I cant let them spend the rest of the
summer holidays looking as if theyve 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 theyve 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.
__________________________________________________________________
__________________________________________________________________

41

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 dont want to! I want to go back to Peter Hill. Its 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. Ive never had the chance to take part in sports like
that.

1.

2.

Name three events in the Paralympics.

a.

_________________________________

b.

_________________________________

c.

_________________________________

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?
_________________________________________________________________
_________________________________________________________________

42

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 shell 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
couldnt 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 Jamess
acquaintance with Kiara Jones? Give a reason.
____________________________________________________________________
____________________________________________________________________

43

FLIPPING FANTASTIC

ASSESSMENT 4

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

3.

his experience coping with his disability and achievements

Teacher assesses the folio based on its contents and creativity

of the students.

44

Scrapbook
Scrapbook
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 ones 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.

45

FLIPPING FANTASTIC

ASSESSMENT 4

Answer Key
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. Shes moving out to a different school and I dont 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.

46

Mum
1. Tristan has always been such a live wire.
2. Ive been really worried about how hell find his way around without Tristan to help
him.
3. Words fail me! Tristan doesnt 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,

47

ACTIVITIES

ACTIONS :

Swimming, Horse- Riding, Basket-Ball, Football, Archery Contest

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 didnt have a disability

Worksheet
WorksheetSS6
SS6

FACILITIES

SWIMMING POOL
GAMES ROOM
ARCHERY CONTESTS
PADDOCK
WHEELCHAIR GAMES
DRAMA STUDIO

ACTIVITIES

BASKETBALL TOURNAMENT
SWIMMING
48

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.
B.
C.
D.

Fear for the unknown

Caring for the disabled
Inferiority complex
A mothers pride

49

Worksheet
WorksheetSS10a
SS10a
1.
2.
3.
4.
5.

GRATEFUL
HELPFUL
CONCERNED
APPRECIATIVE
DETERMINED

Worksheet
WorksheetSS10b
SS10b

D
50

Assessment
AssessmentSS1
SS1
a. FALSE

f. FALSE

b. TRUE

g. TRUE

c. FALSE
d. FALSE

h. TRUE
i. TRUE
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.

51

Practice 2
1. Archery contests, wheelie marathon and basketball tournaments
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
52

Glossary
No.

Word

Page

Ecstatic

25

showing or feeling great enthusiasm,

happiness or excitement

Bewildering

29

something that is very confusing and difficult to

understand

Hilarious

33

something that is extremely funny and makes

you laugh a lot

Persuade

36

influence or convince someone or oneself

31

a sports competition in which players who win

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

Tournament

Meaning

Pride

23

a good feeling of happiness and eagerness for

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

Stutter

23

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

and often hesitate or repeat it two or three
times

Ramps

32

a sloping surface that connects two places

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

Grump

33

someone who is bad-tempered often because

they are slightly angry, disappointed or
pessimistic

SHORT STORY
53

Panel of
Writers
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)

54