1

LITERATURE COMPONENT FOR FORM 1

Short Story

By

Jane Langford

Short Story Flipping Fantastic

Table of Contents
No 1. 2. 3. 4. 5. 6. Contents About The Author Synopsis Introduction to Short Stories Elements in a short story Elements in Flipping Fantastic Lesson plan and activities Lesson Plan 1 Setting 7. 8. 9. 10. Lesson Plan 2 Plot Lesson Plan 3 Characteristics Lesson Plan 4 Characteristics (How do you describe me?) Lesson Plan 5 Characteristics (Who say what?) Lesson Plan 6 Characteristics (Similar yet different) Lesson Plan 7 Moods, Thoughts and Feelings Lesson Plan 8 Themes Page 2 3-4 5 6-9 10 12 13 15 16 18 19 20 21 22 23 24 25 27 28 30 31 -32 33 34 35 36 - 37 38

Lets Review Practice Suggested answers References

Short Story Flipping Fantastic

About the Author

Jane Langford Jane Langford was born in 1958 in Durham, a small town located in north England. She began writing stories in 1977. The first story she ever wrote and remains her favourite was called Amys Dragon. Other than her interest in writing stories, she is also an experienced author of literacy resources for adults. Since then, 50 of her stories have been published. Currently, Jane is a college lecturer, teaching Literacy and English for Speakers of Other Languages (ESOL). She is also a manager at the college. She has been working in different colleges for 11 years. Before working in higher education, she was a primary school teacher for 10 years. Jane loves writing as she says it is impressive, poetic and long-lasting. In addition, she especially enjoys writing stories told from the viewpoint of different characters like in Flipping Fantastic. Getting inside each characters head, she says, is a challenge but she loves this type of story telling. However, she says that finding time to write is difficult with a family and is a full-time job. Jane Langford has two daughters and during her free time she enjoys swimming, walking and going on holidays. At the moment, she lives in Dudley in the west Midlands, England.

(Adapted from Longman 2010, Light on Lit Form 1)

Short Story Flipping Fantastic

Flipping Fantastic by Jane Langford

Synopsis Set out in the form of diary entries by twin brothers and their mother, the story starts with the last day of primary school at Peter Hill where the twin brothers both acted parts in a school play. Then out of the diary pages, is reflected the thoughts of both the twin brothers, Tristan and James on the new schools they will be attending shortly. The diary pages of the mother will reflect her thoughts on the behavioral aspects of her twin sons. The short story Flipping Fantastic is a story about a pair of twin boys; Tristan and James who have completed their primary education at Peter Hill Primary. They are going to move on onto their next level of education; where their mother has enrolled them to two different schools. The boys though twins are totally opposite in their characters. They are also physically not the same. Tristan is no ordinary boy. He is physically challenged and is wheel-chair bound. Tristan, who is the smarter one, has always been pushed around by James or his mother. Interestingly, Tristan has developed a 'can do' spirit and he is most confident for a person who needs help to get around. He will be pursuing his education at Chesterlea Grange; a special school complete with facilities for the special children to be able. He is outspoken and likes taking parts in school performances. James, on the other hand, is shy. He is the exact opposite of Tristan, needing words of encouragement to spur him on. James, the twin brother is an introvert person. He swears that it will be the last time in his life to be on stage performing in front of a large crowd. His mother enrolled him to Highfields where majority of the schoolmates are going. In fact, James feels that having Tristan go to a special school called Chesterlea Grange, where Tristan will be home only during week-ends, is somewhat disadvantageous to him as he needs Tristan's help in Highfields, the new school he will be attending which is a day school for ordinary students. Moreover, he is shy and believes there is no one there whom he will be able to depend upon.

Short Story Flipping Fantastic

The story is told as an entry to a diary, a written thought and feelings of the family of three. Their mothers prides of her sons great performance during the school play to mark their last at their primary school as well as her worries of the boys going to different schools. The boys are worried of each other as they have always being together and depended on each other to do things. They have never being separated from each other. However, once they started their new school term, the twins at last realise that their new school environment is flipping fantastic. Let us analyse the title. Flipping Fantastic". We know what fantastic means. It refers to something extraordinary, out of the usual or norm. So when someone says something or an act is 'fantastic', it means it is extraordinary or superb. Flipping' in the context of this short story means 'to react strongly and especially enthusiastically'. So the title,"Flipping Fantastic" could mean 'extraordinarily superb'.

Short Story Flipping Fantastic

Introduction to Short Story

What is a Short Story?
A short story is written in prose form and much shorter than a novel. It often deals with basic human concerns.

The length of a short story may be between 500 to 1500 words.

It may be just fiction or based on facts.

There are fewer characters in a short story compared to a novel.

A short story has only one main theme and fewer subthemes.

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.

It tells a story

Short Story Flipping Fantastic

ELEMENTS OF A SHORT STORY 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.

Theme and Sub-Theme

Many short stories usually focus on issues that are of concern to society.

To uncover the theme of a story:

Look at the title. Sometimes, it will give a clue about the theme.

Take note of any repetition. Sometimes, these will lead you to the theme. Look closely at all the details and particulars that are presented. They give a lot of clues to the theme. Study the symbols. What are they trying to suggest?

SETTING
The setting is about when and where the story takes place. The setting often influences the values, beliefs and attitudes of people. Culture (the social conditions) Mood or atmosphere

Settin g

PLOT:

Short Story Flipping Fantastic 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.

Plot

Beginning

Middle

Ending

The development of the plot:

4. Climax

3. Rising Action

5. Failing Action

1. Exposition 2. Inciting Incident

7. Denouement 6. Resolution

Exposition

: The writer sets the scene by introducing the characters and setting or providing description and background. Inciting incident (Complication) : Something that happens to set the story moving. Rising Action : Incident that get more exciting part of the story. Climax : The most exciting part of the story. Falling Action : Events that happen as a result of the climax. Resolution : The main problem or conflict is solved either by the character or someone else. Denouement : A French word which means ending. (A final explanation of what actually happened and how the characters think or feel about it.)

Style Style is about how the author uses language: The style of sentences. (Use of long or short sentences. Simple or complex sentences, direct or inverted sentences structure. The choice of words. Devices such as irony, metaphors etc.

Short Story Flipping Fantastic

Irony The use of words to state the opposite of what is meant for the purpose of being sarcastic or humorous. Symbol The use of an object, animal, shape, action or color to represent an idea or a quality. Personification The figurative use of words in which inanimate or abstract things are given the qualities of human being. Simile The figurative use of a comparison between things. (Usually begins with like and as.) Metaphor The figurative use of a comparison with a person or thing without the use of like or as Description Can be about places and people or about feelings and emotions. Dialogue The conversation of two or more characters makes the writing vivid, dramatic and real. Contrast The comparison of two or more ideas, characters or styles. Foreshadowing A hint or allusion to event which will occur in future. Flashback When the story goes back from where you are in the story. Imagery The use of words to represent thoughts, emotions and sensory experiences (sight, sound, touch, taste and smell) to produce a mental picture. Point of view In a story, someone is telling the story from his or own point of view. 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. Tone The writers tone is his attitude towards the subject of his story and towards his reader.

Language and Style

Short Story Flipping Fantastic

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.

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

(Adopted from Curriculum Development Division, Ministry of Education, 2009)

Elements in the Short Story; Flipping Fantastic

Short Story Flipping Fantastic

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: The main character in the story. Confident, smart, outstanding likes stage performances Physically disabled Good in Mathematics Tristans twin brother. dependent on Tristan as his spoke person. shy, nervous and has a low self-esteem. proud of her sons She is determined to send her sons to different schools so that they would be independent and confident about their own abilities

James :

Mum:

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

Short Story Flipping Fantastic 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 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? 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

(Adopted from Curriculum Development Division, Ministry of Education, 2009)

LESSON PLAN 1 Time: 80 minutes

Short Story Flipping Fantastic

SETTING
LO: 3.1(b) Recognizing elements in a story such as character and setting. BO: Students will be able to name the places mentioned in the story and the events/happenings related to the places. Materials: Flash cards & worksheet on setting Activities: 1. To begin with the lesson, teacher picks a few students to talk about places they like visiting over the weekends. Give some clues like: - grandparents house river can go fishing - Gaya Street Fair lots of things to see and buy - Uncles house play with cousins computer games
2. Discuss with the class of the places mentioned in the story.

3. Drills the students of the words and discuss the meanings.

4. Teacher divides the whiteboard onto three columns namely Peter Hills Primary,

Highfields & Chesterlea Grange.

5. Gives flashcards of a list of things or activities, where the students are required to

put them up under the correct name/place.

6. Repeat the activity above but this time teacher mentioned the 1st important event

and students say the next. 7. Distribute the worksheet.

Activity 1

Short Story Flipping Fantastic

Sample of flash cards

Drama studio day school paddock games room primary school open day end-of-year play co-educational school playing football Paralympics residential school horse riding secondary school swimming pool tournaments

Worksheet 1: The setting what, when and where

Short Story Flipping Fantastic

Put the activities or things into the three places mentioned in the short story, Flipping Fantastic. Some of the words can be used more than once. Drama studio day school horse riding residential school paddock archery open day special school secondary school games room competitions

end-of-year play swimming pool playing football Paralympics

primary school tournaments

co-educational school

PETER HILL (a)______________ _ (b)______________ _ (c)_______________ (d)______________ _ (e)______________ _ (f)_______________

HIGHFIELDS (a)_______________ (b)_______________ (c)_______________ (d)_______________ (e)_______________

HOME CHESTERLEA GRANGE

(a)_____________ (h) ______________ (b)_____________ (i) ______________ (c)_____________ (j) ______________ (d)_____________ (k) ______________ (e)_____________ (l) ______________ (f) _____________ (m) ______________ (g)_____________ (n) ______________

LESSON PLAN 2 Time: 80 minutes

PLOT

Short Story Flipping Fantastic

LO: 3.1(b) Recognizing elements in a story such as character and setting. BO: Students will be able to retell the story in their own words and rearrange events into sequence order. Materials: worksheet on plot
Activities: 1. Do a chain story telling with the students in the class where teacher needs to prompt those weak ones 2. Repeat the activity above but this time teacher gives the 1st important event and students say the next. 3. Discuss with the class on the stages in the development of the plot. 4. Teacher give jumbled up events, where the students are required to arrange them into the correct sequence. 5. Teacher draws the mountain of rising/falling action, and then the students complete the diagram with important events. 6. Read out the events before the teacher distribute the worksheet to be completed in class.

ACTIVITY 2

Short Story Flipping Fantastic Match the phrases in Column A to the appropriate match in Column B to show the important events happening in the school life of the twin brothers.

COLUMN A 1. Both boys help each other look forward 2. Mum is proud 3. In the end both are happy 4. It is the end primary school 5. In the beginning, Tristan is apprehensive about
6. Worried about his twin

COLUMN B taking part in the school play. of the boys performance during the school play. leaving Peter Hill Primary. in their new school. going their separate ways to different schools. going to Chesterlea Grange. to their new schools. going to Chesterlea Grange. not going to enrol Chesterlea Grange. goes to Chesterlea Grange. for James and Tristan.

brother,Tristan was thinking of 7. Tristan changes his mind about 8. Finally, James goes to Highfields, while Tristan 9. Mum worries about the twins 10. James is nervous about 11. Both Tristan and James are upset about

a) Both boys help each other look forward to their respective schools. b) Mum is proud of the boys performance. Worksheet 2: c) Both are happy in their respective schools. The plot: Important moments d) It is the end primary school for James and Tristan. Below are some of the important events in the short story, Flipping fantastic. They are jumbled e) of the events in the boxes to match the to Chesterlea up. Write out eachTristan is apprehensive about going different stages in the development Grange. of the plot. f) Tristan does not want to go to Chesterlea Grange.

Short Story Flipping Fantastic

THE PLOT

7.

6. 8. 5.

4.

RISING ACTION 9.

3.

FALLING ACTION

1.

2.

10.

11.

FLIPPING FANTASTIC by Jane Langford LESSON PLAN 3 ( 40 minutes lesson).

CHARACTERISTICS

Short Story Flipping Fantastic

LO: 3.1(b) Recognizing elements in a story such as character and setting. BO: Students will be able to: i. describe the characters in the story. ii. list down the words that describe the characters.

Materials : flashcards depicting on characteristics, & worksheet Time: 30 minutes

Steps
1.

Teacher prepares phrases or sentences (lift out from the text). Get the students to guess the speakers of the phases or sentences read out by the teacher. Get the students to read the words on flashcards and tell the meanings. Then jumble up all the cards/words and call a student out to pick the cards and to group them to describe a certain character. This will be repeated with the other characters. Encourage the students to read the words and add in some more words that they think are relevant to the characters. Let the students read a few rounds before distributing the worksheet to be completed in class. Discuss the answers to the questions on the worksheet before the lesson ends.

2.

3.

4.

5.

Notes
Variation to Step 1 Teacher may do a quiz or display the lines on LCD (m/s powerpoint) for the students to read and guess the speakers. Variation to Step 2 - prepare the words in m/soft powerpoint where the students may click and a drag the words into boxes of the characters.

S Short Story Flipping Fantastic

(Handout LP3)

Comparison of characters
State and compare the different characters of the two boys.
No Tristan James

1. 2.

Feel sad for leaving primary school Feeling bad to leave James

Feels sad and and happy at the same time to move to a new school Feels bad to leave tristan but hoping him to be independent in his new school Go to Highfields a daily school Do not know what to expect in his new school Pushes Tristan wheelchair. A normal child Good at football Shy and scared of life Hates drama Embarrassed with the school play Hoping that he will never performe again

3. 4. 5. 6. 7. 8. 9.

Go to Chesterlea Grange a residential school Excited about the new school Sit on wheel chair Good at swimming A confident and smart boy Likes drama Estatic about the school play

10. Enjoy performing on stage

S Short Story Flipping Fantastic LESSON PLAN 4

How do you describe me? what?

Time: 40 minutes Aim

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

W Worksheet LP4

Materials

Steps 1.

Do brief revision on adjectives.

2.

Discuss with the class of the characters mentioned in the story.

2.
3.

Drills the students of the words and discuss the meanings. Teacher divides the whiteboard onto three columns namely Peter Hills Primary, Highfields & Chesterlea Grange. Gives word cards depicting the quality of the characters and the students are required to put them up under the correct name/place. Do a role-play of the characters in the story (Tristan, James and Mum). Use the previous worksheet as guide. Distribute the worksheet.

4.

5.

6.

S Short Story Flipping Fantastic

Worksheet LP4: How do you describe me?

Pick words from the boxes below to describe each of the following characters. Some of the words may be repeated. confident fickle smart caring sensitive talented determined positive athletic lively protective shy considerate scared understandin g

J James

T Tristan

M Mum

(a) _______________________ (b) _______________________ (c) _______________________ (d) _______________________ (e) _______________________ (F) _______________________ (g) _______________________

(a) _______________________ (b) _______________________ (c) _______________________ (d) _______________________ (e) _______________________ (F) _______________________ (g) _______________________ (h) _______________________

(a) _______________________ (b) _______________________ (c) _______________________ (d) _______________________ (e) _______________________

Short Story Flipping Fantastic

Lesson Plan 5

Who say what?

Time: 40 minutes Aim

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

W Worksheet LP5

Materials

Steps

1. Talk about the characters in the story (revision & reinforcement).

2. Quote some texts from the story and get the students to guess who said those lines.

3. Distribute a copy of worksheet to each student.

4. Drill the students on the excerpt /text. Students read

the statements in the box.

5. Students choose the statements from the box above

and match them with the character.

6. Write the name of the speaker in the box

S Short Story Flipping Fantastic

Worksheet LP5

Who said the following? Write down the names of the speakers in the space provided.
No a. I say this Hes much smarter than me. Speaker

b. c. d. e. f. g. h. i. j. k. l. m . n. o. p.

Today I feel like a type that has burst, I feel sad because Im leaving my old school. He was the star of the show. He was brilliant. He stuttered a bit but apart from that it was perfect! My two beautiful sons were the stars of the school play. One tiny, little line, consisting of just seven words and I got it wrong. 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?

Short Story Flipping Fantastic

LESSON PLAN 6

Similar yet different!

Time: 40 minutes Aim

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

W Worksheet LP6

Materials

Steps 1.

Do brief revision on the characters mentioned in the story.

2.

Teacher divides the class onto a few groups to practice on characteristics. Distribute the handout. Go through the sentences with the students to get them more familiar with the characters. Do a role-play of the characters in the story (Tristan, James and Mum). Use the handout as guide. Distribute the worksheet.

3.

4.

5.

S Short Story Flipping Fantastic

Handout LP6: Similar yet different

Similar yet different James doesnt want me to leave him. I know he doesnt. I wont even be there at night for him to tell me what a rubbish day hes had. Hell miss me.

Tristan and I have always been a team, Im always pushing his wheel chair. Ive lived in fear of Jessica Parker and her stupid laugh.

How will I cope at my new school without him?

Kiara Jones is going to Highfields Tristan will be really jealous because he likes Kiara too. Ive worried about how hell find his way around without Tristan to help him. He has always been such an able boy. He may not find it very easy to move his arms and legs, but his mind flows, he is so confident.

Just because were twins doesnt mean we have to be good at the same things, I accept that. I think its about time that Mum did, too.

Talk about pride! Tonight I thought I was going to burst with it! As for James! I could hardly believe it. He actually stood up in front of the whole audience and said his line.

Im so proud of them. James helped Tristan to realise that he did want to go to Chesterlea grange after all. Tristan helped James to look forward to going to Highfields by making sure he had a special friend to help him through the first few days.

Short Story Flipping Fantastic

Worksheet LP6

The following are some conclusions that you can make about the character of James, Tristan and Mum. Mark all the statements that you agree with using a T (true) and those that you do not, using an F (false).

1. James lacks confidence. 2. Tristan and James are very close. 3. James probably needs Tristans help with his studies. 4. James is emotionally dependent on Tristan. 5. James feels uneasy in the presence of Jessica Parker. 6. Tristan is dependent on James in every way. 7. James and Tristan have a crush on the same girl. 8. Tristan has difficulty moving about on his own. 9. James helps Tristan a lot because the latter is disabled. 10. Mum is more satisfied with Tristan than James at the performance. 11. Mum has always been worried about Tristan because he is on a wheelchair. 12. James is annoyed with his Mum for thinking that he and Tristan are the same. 13. James and Tristan care a lot about each other and Mum cares a lot about them. 14. James and Tristan are similar in some ways and different in others.

Short Story Flipping Fantastic

LESSON PLAN 7

Moods, Thoughts and

Time: 40 minutes Aim

feelings
To be able to recognise and analyse the characters in the story.
W Worksheet LP7

Materials

Steps

1.

Do brief revision on the plot / story lines. Get the students to retell the story Teacher jots down on board the details given by the students Teacher draws a line graph to show the up and down of the story. Explain the moods, thoughts and feelings that a person in a story can have

2.

Teacher divides the class onto a few groups and discuss about the moods of the characters in the story. Set a time limit. When time is up, a representative from the group will come up to the front to tell the mood changes of the character they have chosen and draw a line graph of the mood change. Distribute the worksheet. Go through/discuss the sentences with the students to get them analyse and be more familiar with the mood level and changes in the characters Distribute the worksheet.

3.

4.

5.

Short Story Flipping Fantastic

Worksheet LP7 Moods, Thoughts and feelings The bullets in the charts represent the mood changes of the three main characters in the short story, Flipping Fantastic. Read the story and pick the description of each mood from the box to plot each mood change along the line. (Use the letter at the beginning of each description to do so. The first one has been done for you. Tristans mood changes 10___ _____ 9____ ____ 8____ ____

4____ Mood level 5____ High ____ ____ 6____ 3____ ____ ____ 2____ Normal 7____ ____ ____ 1 _(b)_ Down

Tristans moods: Looking forward to performing. Feels sad leaving old school/feeling bad about going separate ways. Feels deflated worrying about going to Chesterlea Granger alone. Misses old school. Relieved that Mum doesnt mind he changed his mind. Excited about new school. Ecstatic at Chesterlea Grange. Excited on the first day at Chesterlea Grange. Regrated telling Mum he is not going to Chesterlea Grange. Ecstatic about performance.

Short Story Flipping Fantastic

Jamess mood changes Mood level High 8____ ____ 7____ ____

Normal 1 _(c)_

4____ ____ 3____ ____

5____ ____ 6____ ____

2____ James moods: ____ Down Feels bad that he might have influenced Tristan not to go to Chesterlea Grange. Happy at Highfields. Sad and helpless parting with Tristan. Pondering over the reason why Tristan is not going to Chesterlea Grange. Embarrassed about stuttering during the play. Excited on the first day at school. Relieved discovers that Tristan is not going to Chesterlea Grange. Feels a bit better thinking of new school. Mums mood changes

Mood level 1 _(c)_ High

4____ ____

Normal

2____ ____ 3____ ____

Down

Mum moods: Happy that alls well. Worried about whether she has made the right decision for her boys. Proud of sons performance at the play. Upset Tristan doesnt want to go to Chesterlea Grange.

Short Story Flipping Fantastic

Lesson Plan 8

Tell Me The Themes!

80 minutes To identify two themes and give evidence from the story to support the answer.

Aim

Materials

Worksheet LP8

Steps

1. 2.

Distribute one worksheet to each pair. Ask each pair to identify two themes and provide supporting evidence from the story.

3.

Get pairs to get into groups of four to compile their work on mahjong paper.

4.

Get groups to present their work. Provide feedback.

Short Story Flipping Fantastic

Worksheet LP8: Thematic possibilities (A) Below is list of common general themes. Identify some of the themes in the short story, Art Flipping Fantastic from the list. Use a tick ( Pride ) to indicate your choice. Beauty Fear of change Family Giving Growing up Hope Nature Separation Sacrifice Truth Love Wisdom

(B) The text below describes the themes dealt with in the short story. Complete it with words given below. worrying ease right Close-knit Well being The short story Flipping Fantastic deals with the importance of having a supportive family. James, Tristan and his Mum are a (a) _______________ family. James is protective (b) _______________ of his twin brother, wise Tristan and vice versa. Their mum proud (c) face cares _______________ a lot about them too. In their monologues, the twins are constantly thinking of each other and (d) _______________ about each others (e) _______________. They help each other look forward to going to their respective schools. Mum is very (f) _______________ of her sons. She also worries whether she is doing the (g) _______________ thing for them by choosing different secondary schools for them. The story also deals with the theme of growing up. Tristan and James have to (h) _______________ the prospect of going to different school but, by being supportive of each other to (i) _______________ those growing pains. Both learn to accept that they have to go separate ways and in the process, also learn to make (j) _______________ decision too. Tristan goes to Chesterlea Grange, a school with lots of facilities for the disabled and James is happy in Highfields.

Sources

Curriculum Development Division, Ministry of Education, 2009

Short Story Flipping Fantastic

LETS REVIEW Point of view The following passage describe the point of view from which the short story, Flipping Fantastic is told. Complete it with the given words. themsel ves Point of view first though ts separa te

The story is narrated by three people namely Tristan, James, and Mum. It is told in the (1) _______________ person. The pronouns I, my, our, me are commonly used. So, it is told in the first person (2) _______________. All the characters express their views, (3) _______________ and feelings about (4) _______________ and others and all these are centred around the boys leaving primary school and going (5) _______________ ways to different secondary schools.

The writers craft Below are some texts taken from the short story, Flipping Fantastic. Match each of them to the technique the writer is using. Write the answer in the space provided. The first one has been done for you. Questions Local Idiom Metaphor Alliteration Repetitive Structures Figurative Adjectives Exaggeration Expressions Conversational Simile How can that be? Irony Ive been worried about Language how hell find his way Pg.15 around without Tristan How will I cope at to help him. Pg.24 my new school (Tristan is wheelchairwithout him? bound, but Mum is Pg.19 more worried about Could I remember James not being able to it? No, of course find his way around Direct Speech

Hell miss me. I know he will. Pg.18 Wherever he goes I go. Wherever I go, he goes.

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1.__________________ 2. _____________________

3. _________________________

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. Pg.16

He may not find it very easy to move his arms and legs but his mind flows as freely as a freshly oiled cog Pg.24 like a tyre that has burst. Pg.25 as if theyve won the lottery, then lost the ticket down a drain! Pg.29

I was already thinking up a million excuses not to go to school on the first day. Ive thought of very illness from bubonic plague to yellow fever. Pg.32

4. ___________________ 5. ________________________

6. _____________________

brilliant Pg.21 perfect Pg.21 wonderful Pg.23 ecstatic Pg.25 marvelous Pg.35 Hes gone to tell Mum that he just had a bad case of collywobbles Pg.36

Anyway, this new school is really cool. Pg.16 Hang on a minute! Thats not right. Pg.33 Phew, what a relief! Pg.36

7. ____________________ 8. ____________________ 9. __________________________

Put me on a real high. Pg.25 a live wire Pg.29 me and my big mouth! Pg.36

final chapter of a book. Pg.28 James is such a pest! Pg.35

his mind flows as freely as a freshly oiled cog Pg.24 Flipping Fantastic! Pg.39

10. _____________________ 11. ____________________ 12. _____________________

Short Story Flipping Fantastic

PRACTICE 1 Read the extract below carefully and answer the questions that follow: JAMES I cant believe that this is the last week that well be here, in this school, together. Tristan and I have always been a team. Wherever he goes, I go. Wherever I go, he goes. I suppose thats not surprising as Im always pushing his wheelchair. Were pretty much stuck together and thats the way I like it. Its the way its always been, until now. Next term will be different, but I dont want to think about it right now. Its too horrible for words.

1. From the extract, we know that the twins are A. close B. timid C. anxious D. quarrelsome 2. Why will the next term be different? A. The will be moving to another bigger house. B. They will be going to the same university. C. They will be attending different schools. D. They will not be schooling anymore.

3. The twins are in the last week of this school. What is the name of the school? A. Highlands Primary B. Highfields C. Peter Hill Primary D. Chesterlea grange 4. Its too horrible for words. What does James mean by this line? A. Going to different school next term. B. Performing in the school drama. C. Sitting on a wheelchair. D. Being the last week in school together.

PRACTICE 2 Read the extract below carefully and answer the questions that follow: MUM Talk about pride! Tonight I thought I was going to burst with it. My two beautiful sons were the stars of the school play. Tristan was wonderful as Tom Sawyer. He spoke his lines so clearly. The woman in the seat behind me said she could hear every word, and Mr Sewell said he was a real pro. As for James! I could hardly believe it. He actually stood up in front of the whole audience and said his line. He stuttered a bit, but apart from that it was perfect! I never thought Id see the day when James had the confidence to take part in a school play. Hes always been such a shy boy, not at all like his brother.

1. Why was their mother bursting with pride? A. Her sons were clever. B. Her sons were beautiful.

3. The mother finds it hard to believe that A. James said his line perfectly. B. James actually said his line in front of the audience.

Short Story Flipping Fantastic

C. Her sons took part in the school play. D. Her sons were the stars in the school play. 2. What does the word pro mean? A. Expert B. Protagonist C. Professional D. Propaganda C. Tristan acted very well in his role as Tom Sawyer D. the woman said that Tristan was a pro. 4. In play? A. B. C. D. which school did the boys perform the Chesterlea Grange Highfields Peter Hills Primary Highlands Primary

Suggested Answers:
Worksheet 1: The setting what, when and where Peter Hill (a) Primary school (b) Day school (c) Co-educational school (d) Tournament (e) Competitions (f) End-of-year play Highfields (a) Secondary school (b) Day school (c) Co-educational school (d) Tournaments (e) Competitions Chesterlea Grange (a) Swimming pool (b) Residential school (c) Padlock (d) Tournament (e) Open day (f) Horse riding (g) Games room (h) Paralympics (i) Co-educational school (j) Drama studio (k) Competitions (l) Archery (m) Secondary school (n) Special school Activity 1: The plot: Important moments 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Both boys help each other look forward to their new schools. Mum is proud of the boys performance during the school play. In the end both are happy in their new school. It is the end of primary school for James and Tristan. In the beginning, Tristan is apprehensive about going to Chesterlea Grange. Worried about his twin brother,Tristan was thinking of not going to enrol Chesterlea Grange. Tristan changes his mind about going to Chesterlea Grange. Finally, James goes to Highfields, while Tristan goes to Chesterlea Grange. Mum worries about the twins going their separate ways to different schools. James is nervous about taking part in the school play. Both Tristan and James are upset about leaving Peter Hill Primary.

Short Story Flipping Fantastic

Worksheet 2: 1. d, 2. k, 3. j, 4. I, 5. b, 6. e, 7. f, 8. h, 9. q, 10. a, 11. g, 12. c,

Worksheet 3: How do you describe me? a) b) c) d) e) f) g) h) James Shy Scared Athletic Sensitive Caring Protective Considerate Tristan (a) confident (b) lively (c) smart (d) sensitive (e) caring (f) protective (g) talented (h) fickle Mum (a) determined (b) positive (c) caring (d) protective (e) understanding (f) (g) (h) -

Worksheet 5: (True or False Statements) - All the mentioned statements are True. Worksheet 6: Moods, Thoughts and feelings Tristans moods 1. B 2. F 3. A 4. J 5. C 6.D 7. I Jamess moods 1. C 2. E 3. H Mums moods 1. C 2. B 3. D 4. G 4. A 5. D 6.A 7. F

8. E 8. B

9. G

10. H

Worksheet 7: Thematic possibilities A. ( ) = C, D, F,H ,M, N B. (a) close-knit (b) protective (c) cares (d)worrying (e) well-being (f) proud (g) right (h) face (i) ease (j) wise Worksheet 8: A. Point of view 1. First 2. Point of view 3. Thoughts 4. Themselves 5. separate B. The writers craft 1. repetitive structures 2. questions 3. irony

Short Story Flipping Fantastic 4. direct speech 5. simile 6. exaggeration 7. adjectives 8. local idiom 9. conversational language 10. figurative expressions 11. metaphor 12. alliteration Practice 1 1. A 2. C 3. C 4. A

Practice 2 1. D 2. A 3. B 4. C

References

1. Shanta, Rohini & Anthony, Rachel. (2010) Light on Lit Form 1. Selected Poems,

Short Story & Graphic Novel. New Literature Component 2010. Petaling Jaya: Pearson Malaysia Sdn Bhd.
2. Yap, Jade. (2010). Literature Digest Fun and Discovery. Poems, Short Stories

and Drama. Form 1 3. Petaling Jaya: Penerbitan Mega Setia Emas Sdn Bhd.
3. Lee Swee Choo. (2010). Eco-Save @ g-mart Bahasa Inggeris Form 1. Petaling

Jaya: Info-Didik Sdn Bhd 4. Curriculum Development Division, Ministry of Education, 2009

Short Story Flipping Fantastic