form 1 (a)

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LITERATURE COMPONENT FOR FORM 1

Short Story

By

Jane Langford

Short Story – Flipping Fantastic

Table of Contents

No Contents Page

1. About The Author 2

2. Synopsis 3 - 4

3. Introduction to Short Stories 5

4. Elements in a short story 6 - 9

5. Elements in “Flipping Fantastic” 10 – 12

6. Lesson plan and activities Lesson Plan 1 – Setting

13 – 15

Lesson Plan 2 – Plot 16 – 18

Lesson Plan 3 – Characteristics 19 – 20

Lesson Plan 4 – Characteristics (How do you describe me?)

21 – 22

Lesson Plan 5 – Characteristics(Who say what?)

23 – 24

Lesson Plan 6 – Characteristics(Similar yet different)

25 – 27

Lesson Plan 7 – Moods, Thoughts and Feelings

28 – 30

Lesson Plan 8 – Themes 31 -32

7. Let’s Review 33 – 34

8. Practice 35

9. Suggested answers 36 - 37

10. References 38


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 “Amy’s 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 character’s 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)


Flipping Fantasticby

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.

The story is told as an entry to a diary, a written thought and feelings of the family

of three. Their mother’s 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'.


What is a Short Story?

ELEMENTS OF A SHORT STORY

Introduction to Short Story

A short story is written in prose form and much shorter than a novel.

The story line is more focused and less complicated.

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.

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.

It tells a story

The time period is shorter and the setting is not as varied as in a novel.


THEME

SETTING

PLOT:

A plot tells how events are connected or how the story is told.

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.

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

Take note of any repetition. Sometimes, these will lead you to the theme.

To uncover the theme of a story:

Theme and Sub-ThemeTheme and Sub-Theme

Setting

Culture (the social conditions)

Mood or atmosphere

The setting is about when and where the story takes place.

The setting often influences the values, beliefs and

attitudes of people.


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.

The development of the plot:

Plot

Beginning EndingMiddle

4. Climax

3. Rising Action 5. Failing Action

1. Exposition 7. Denouement

2. Inciting Incident 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.)

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.)

StyleStyle

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.

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.


Language and Style

Language and Style

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 writer’s tone is his attitude towards the subject of his story and towards his reader. You can use adjectives such as “serious”, “light-hearted”, “pompous”, “nostalgic”, etc. to describe

tone. Tone suggests or influences mood and atmosphere. 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.

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.


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

CharactersCharacters

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

Elements in the 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 Tristan’s 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

James : - Tristan’s twin brother.- dependent on Tristan as his spoke person.- shy, nervous and has a low self-esteem.

Mum: - 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 abilitiesTHEMES

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 James’s courage to perform

on stage despite being an introvert and appreciates Tristan’s 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. I’ve been really worried about him…

reflective – Just because we’re twins doesn’t 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. he’s; it’s, 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. Tristan’s thoughts are in a box; James’s thoughts appear to be on lined paper while mum’s 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; I’ve really blown it! (to give it a

fresh modern feel)

Rhetorical questions

Questions that require no answer. e.g. How can I tell Mum?

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

LESSON PLAN 1

Time: 80 minutes

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- Uncle’s 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


horse ridinghorse riding

Worksheet 1: The setting – what, when and where

Drama studioDrama studio

day schoolday school

swimming poolswimming pool

tournamentstournaments

paddockpaddock

ParalympicsParalympics

residential schoolresidential school

co-educational schoolco-educational school

secondary schoolsecondary schoolgames roomgames room

primary schoolprimary school

playing footballplaying football

open dayopen day

end-of-year playend-of-year play

Sample of flash cards


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.

LESSON PLAN 2 Time: 80 minutes

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

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

CHESTERLEA GRANGE

(a)_____________ (h) ______________

(b)_____________ (i) ______________

(c)_____________ (j) ______________

(d)_____________ (k) ______________

(e)_____________ (l) ______________

(f) _____________ (m) ______________

(g)_____________ (n) ______________

CHESTERLEA GRANGE

(a)_____________ (h) ______________

(b)_____________ (i) ______________

(c)_____________ (j) ______________

(d)_____________ (k) ______________

(e)_____________ (l) ______________

(f) _____________ (m) ______________

(g)_____________ (n) ______________

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

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

HOME

Drama studio open day special school secondary school

day school end-of-year play primary school games

room

horse riding swimming pool tournaments

competitions residential school playing football co-

educational school

paddock archery Paralympics

PLOT


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

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 COLUMN B

1. Both boys help each other look forward

taking part in the school play.

2. Mum is proud of the boy’s performance during the

school play.

3. In the end both are happy leaving Peter Hill Primary.

4. It is the end primary school in their new school.

5. In the beginning, Tristan is apprehensive about

going their separate ways to

different schools.

6. Worried about his twin brother,Tristan was thinking of

going to Chesterlea Grange.

7. Tristan changes his mind about to their new schools.

8. Finally, James goes to Highfields, while Tristan

going to Chesterlea Grange.

9. Mum worries about the twins not going to enrol Chesterlea

Grange.

10.James is nervous about goes to Chesterlea Grange.

11.Both Tristan and James are upset about

for James and Tristan.

Worksheet 2: The plot: Important moments

Below are some of the important events in the short story, Flipping fantastic. They are jumbled

up. Write out each of the events in the boxes to match the different stages in the development

of the plot.

a) Both boys help each other look forward to their respective schools.b) Mum is proud of the boy’s performance.c) Both are happy in their respective schools.d) It is the end primary school for James and Tristan.e) Tristan is apprehensive about going to Chesterlea Grange.f) Tristan does not want to go to Chesterlea Grange.g) James goes to Highfields; Tristan goes to Chesterlea Grange.h) Tristan changes his mind about going to Chesterlea Grange.i) Mum worries about them going separate ways.j) James is nervous about taking part in the school play.k) James is upset about leaving Peter Hill Primary.


FLIPPING FANTASTIC by Jane Langford

LESSON PLAN 3

( 40 minutes lesson).

THE PLOT

THE PLOT

7.

6.

5.

4.

3.

9.

8.

11.10.2.1.

FALLING ACTION

RISING ACTION

CHARACTERISTICS


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 drag the words into boxes of the characters.

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 drag the words into boxes of the characters.

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.

2. 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.

3. Encourage the students to read the words and add in some more words that they think are relevant to the characters.

4. Let the students read a few rounds before distributing the worksheet to be completed in class.

5. Discuss the answers to the questions on the worksheet before the lesson ends.

(Handout LP3)

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.

StepsSteps

Materials : flashcards depicting on characteristics, & worksheetTime: 30 minutes

Materials : flashcards depicting on characteristics, & worksheetTime: 30 minutes


Comparison of characters

State and compare the different characters of the two boys.

No Tristan James

1. Feel sad for leaving primary school Feels sad and and happy at the same time to move to a new school

2. Feeling bad to leave James Feels bad to leave tristan but hoping him to be independent in his new school

3. Go to Chesterlea Grange – a residential school

Go to Highfields – a daily school

4. Excited about the new school Do not know what to expect in his new school

5. Sit on wheel chair Pushes Tristan wheelchair. A normal child

6. Good at swimming Good at football

7. A confident and smart boy Shy and scared of life

8. Likes drama Hates drama

9. Estatic about the school play Embarrassed with the school play

10. Enjoy performing on stage Hoping that he will never performe again

LESSON PLAN 4

How do you describe me? what?


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

Worksheet LP4

Worksheet LP4

Time: 40 minutes

1. Do brief revision on adjectives.

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

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

3. Teacher divides the whiteboard onto three columns namely Peter Hills Primary, Highfields & Chesterlea Grange.

4. Gives word cards depicting the quality of the characters and the students are required to put them up under the correct name/place.

5. Do a role-play of the characters in the story (Tristan, James and Mum). Use the previous worksheet as guide.


Worksheet LP4:

How do you describe me?

MaterialsMaterials

AimAim

StepsSteps


Pick words from the boxes below to describe each of the following characters. Some of the words may be repeated.

Lesson Plan 5

Who say what?

fickle

determined

talented

confident

scared

understandingathletic

positive

considerateprotective

lively shy

sensitivecaringsmart

James

(a) _______________________

(b) _______________________

(c) _______________________

(d) _______________________

(e) _______________________

(F) _______________________

(g) _______________________

Mum

(a) _______________________

(b) _______________________

(c) _______________________

(d) _______________________

(e) _______________________

Tristan

(a) _______________________

(b) _______________________

(c) _______________________

(d) _______________________

(e) _______________________

(F) _______________________

(g) _______________________

(h) _______________________



Worksheet LP5

Worksheet LP5

Time: 40 minutes

Worksheet LP5

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

MaterialsMaterials

StepsSteps

AimAim


Who said the following? Write down the names of the speakers in the space provided.

No I say this Speaker

a. “He’s much smarter than me.”

b. “Today I feel like a type that has burst,…”

c. “I feel sad because I’m leaving my old school.”

d. “He was the star of the show. He was brilliant.”

e. “He stuttered a bit but apart from that it was perfect!”

f. “My two beautiful sons were the stars of the school play.”

g. “One tiny, little line, consisting of just seven words and I got it

wrong.”

h. “Me and my big mouth! Why did I ever go and talk to him about

his new school”

i. “Today I feel like a tyre that has burst, totally deflated”

j. “We are pretty much stuck together. Wherever he goes, I go and

wherever I go, he goes”

k. “Words fail me! Tristan doesn’t want to go to Chesterlea Grange

after all. What on earth am I going to do?”

l. “Tristan has always been a live wire”

m. “She’s moving out to a different school and I don’t have to worry

about seeing her anymore”

n. “I’ve been really worried about how he’ll find his way around

without Tristan to help him.”

o. “The play put me on the real high”

p. “I can see that old scared look back in his eyes. What can I do to

make him feel better?”

LESSON PLAN 6



Worksheet LP6

Worksheet LP6

Time: 40 minutes

1. Do brief revision on the characters mentioned in the story.

2. Teacher divides the class onto a few groups to practice on characteristics.

3. Distribute the handout. Go through the sentences with the students to get them more familiar with the characters.

4. Do a role-play of the characters in the story (Tristan, James and Mum). Use the handout as guide.


Handout LP6: Similar yet different

MaterialsMaterials

AimAim

Similar yet different!

StepsSteps


Worksheet LP6

Similar yet differentSimilar yet different

I won’t even be there at night for him to tell me what a rubbish day he’s had. He’ll miss me.

James doesn’t want me to leave him. I know he doesn’t.

Tristan and I have always been a team, … I’m always pushing his wheel chair.

Kiara Jones is going to Highfields… Tristan will be really jealous because he likes Kiara too.

I’ve lived in fear of Jessica Parker and her stupid laugh.

Just because we’re twins doesn’t mean we have to be good at the same things, I accept that. I think it’s about time that Mum did, too.

How will I cope at my new school without him?

As for James! I could hardly believe it. He actually stood up in front of the whole audience and said his line.

Talk about pride! Tonight I thought I was going to burst with it!

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.

I’ve worried about how he’ll find his way around without Tristan to help him.

I’m 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.


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 Tristan’s 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.

LESSON PLAN 7



Worksheet LP7

Worksheet LP7

Time: 40 minutes

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.

3. 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.

4. 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


Worksheet LP7

MaterialsMaterials

AimAim

Moods, Thoughts and

feelings

StepsSteps


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.

Tristan’s 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 doesn’t 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.

Mood levelHigh

Normal

Down

Mood levelHigh

Normal

Down

1 _(b)_

2________

3________

4________5____

____6________

7________

8________

10________

9________

Tristan’s mood changesTristan’s mood changes

James’ moods: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.

James’s mood changesJames’s mood changes

Mood levelHigh

Normal

Down

Mood levelHigh

Normal

Down

1 _(c)_2________

3________

4________

5________

6________

7________

8________


Lesson Plan 8

Mum’ moods:Happy that “all’s well’.Worried about whether she has made the right decision for her boys.Proud of sons’ performance at the play.Upset – Tristan doesn’t want to go to Chesterlea Grange.

Mum’s mood changesMum’s mood changes

Mood levelHigh

Normal

Down

Mood levelHigh

Normal

Down

1 _(c)_

2________

3________

4________

Tell Me The Themes!


80 minutes

1. Distribute one worksheet to each pair.

2. 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.

MaterialsMaterials

AimAim

StepsSteps

Sources Sources

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

Worksheet LP8

Curriculum Development Division, Ministry of Education, 2009

http://rds.yahoo.com/_ylt=A0S02052ENFKLHkArp.JzbkF;_ylu=X3oDMTBpdDZuNzZrBHBvcwM5BHNlYwNzcgR2dGlkAw--/SIG=1igmj5ct4/EXP=1255301622/**http:/images.search.yahoo.com/images/view?back=http://images.search.yahoo.com/search/images?p=clock+clip+art&js=1&b=1&ni=21&ei=utf-8&pstart=1&fr=yfp-t-701&w=100&h=100&imgurl=www.clipart-free.com/clipart/clock/tn_House19c.jpg&rurl=http://www.clipart-free.com/Clock_clipart.shtml&size=4k&name=tn+House19c+jpg&p=clock+clip+art&oid=74c212d48ba51f42&fr2=&no=9&tt=1560&b=1&ni=21&sigr=11fenm5vm&sigi=11ilvdoe6&sigb=13bc9skco%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


Worksheet LP8:

Thematic possibilities

(A) Below is list of common general themes. Identify some of the themes in the short story, Flipping Fantastic from the list. Use a tick ( √ ) to indicate your choice.

(B) The text below describes the themes dealt with in the short story. Complete it with words given below.

LET’S REVIEW

Art

Beauty

Fear of change

Family

Giving

Growing up

Hope

Pride

Nature

Separation

Sacrifice

Truth

Love

Wisdom

worrying

faceprotective

Well beingClose-knitrightease

wise proudcares

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 (b) _______________ of his twin brother, Tristan and vice versa. Their mum (c) _______________ a lot about them too. In their monologues, the twins are constantly thinking of each other and (d) _______________ about each other’s (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.


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.

The writer’s 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.

1.__________________ 2. _____________________ 3. _________________________

themselves

separatethoughts

firstPoint of view

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.

Questions

Local Idiom

Metaphor Conversational LanguageIronySimile

Adjectives Exaggeration Figurative Expressions

Repetitive StructuresDirect SpeechAlliteration

“He’ll miss me. I know he will.” Pg.18

“Wherever he goes I go. Wherever I go, he goes.” Pg.19

“I’ve been worried about how he’ll find his way around without Tristan to help him.” Pg.24

(Tristan is wheelchair-bound, but Mum is more worried about James not being able to find his way around without Tristan’s help)

“How can that be?” Pg.15

“How will I cope at my new school without him?” Pg.19

“Could I remember it? No, of course not.” Pg.21


4. ___________________ 5. ________________________ 6. _____________________

7. ____________________ 8. ____________________ 9. __________________________

10. _____________________ 11. ____________________ 12. _____________________

PRACTICE 1

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

“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 they’ve won the lottery, then lost the ticket down a drain!” Pg.29

“I don’t know who invented the ‘dis’ word,” she says. “I’m not interested in what you can’t do. I’m only interested in what you can do.” Pg.16

…brilliant… Pg.21

…perfect… Pg.21

…wonderful… Pg.23

…ecstatic… Pg.25

…marvelous… Pg.35

“He’s 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! That’s not right. Pg.33

“Phew, what a relief!” Pg.36

“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


Read the extract below carefully and answer the questions that follow:

1. From the extract, we know that the twins are

A. closeB. timidC. anxiousD. quarrelsome

3. The twins are in the last week of this school. What is the name of the school?

A. Highlands PrimaryB. HighfieldsC. Peter Hill PrimaryD. Chesterlea grange

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.

4. “It’s 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 2Read the extract below carefully and answer the questions that follow:

1. Why was their mother bursting with pride?A. Her sons were clever.B. Her sons were beautiful.C. Her sons took part in the school play.D. Her sons were the stars in the school play.

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

audience.C. Tristan acted very well in his role as Tom

SawyerD. the woman said that Tristan was a ‘pro’.

2. What does the word ‘pro’ mean?A. ExpertB. ProtagonistC. ProfessionalD. Propaganda

4. In which school did the boys perform the play?A. Chesterlea Grange B. HighfieldsC. Peter Hills PrimaryD. Highlands Primary

Suggested Answers:

Worksheet 1: The setting – what, when and where

JAMESI can’t believe that this is the last week that we’ll 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 that’s not surprising as I’m always pushing his wheelchair. We’re pretty much stuck together and that’s the way I like it.

It’s the way it’s always been, until now. Next term will be different, but I don’t want to think about it right now. It’s too horrible for words.

MUMTalk 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 I’d see the day when James had the confidence to take part in a school play. He’s always been such a shy boy, not at all like his brother.


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. Both boys help each other look forward to their new schools.2. Mum is proud of the boy’s performance during the school play.3. In the end both are happy in their new school.

4. It is the end of primary school for James and Tristan.5. In the beginning, Tristan is apprehensive about going to Chesterlea Grange.6. Worried about his twin brother,Tristan was thinking of not going to enrol Chesterlea

Grange.7. Tristan changes his mind about going to Chesterlea Grange.8. Finally, James goes to Highfields, while Tristan goes to Chesterlea Grange.9. Mum worries about the twins going their separate ways to different schools.10. James is nervous about taking part in the school play.11. Both Tristan and James are upset about leaving Peter Hill Primary.

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?

James Tristan Mum


a) Shyb) Scaredc) Athleticd) Sensitivee) Caringf) Protectiveg) Considerateh) -

(a) confident(b) lively(c) smart(d) sensitive(e) caring(f) protective(g) talented(h) fickle

(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 Tristan’s moods 1. B 2. F 3. A 4. J 5. C 6.D 7. I 8. E 9. G 10. H

James’s moods1. C 2. E 3. H 4. G 5. D 6.A 7. F 8. B

Mum’s moods1. C 2. B 3. D 4. A

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. First2. Point of view 3. Thoughts4. Themselves5. separate

B. The writer’s craft1. repetitive structures2. questions3. irony4. direct speech5. simile6. exaggeration7. adjectives8. local idiom9. conversational language10. figurative expressions11. metaphor12. alliteration

Practice 11. A 2. C 3. C 4. A

Practice 21. 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

form 1 (a)

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