ENGLISH LITERATURE LEARNING FORM 1

Introduction

Thank God who has given us the opportunity to write. This Handbook for the teachers
on the teaching of literature for the KSSM curriculum. We would wish to express our
deep and sincere guided in completing this Handbook. This handbook includes
various of activities for each literacy text based on the literary texts that we have
recommended to use. There are 5 online based activities and 5 classroom activities
that is incorporate with the 21st century learning strategies.Finally, we hope that this
Handbook will be useful not only for teachers but also for the students.

Content

Activity 1 - Mode Physical……………………………………………………………. 1
Activity 1 Worksheet……………………………………………………………………2
Activity 2 – Mode Physical……………………………………………………………..3 – 4
Activity 2 Worksheet…………………………………………………………………… 5 – 6
Activity 3 – Physical Mode………………………………………………………… 7 – 8
Activity 3 Worksheet ……………………………………………………………………9
Activity 4 - Mode Physical………………………………………………………… 10 – 11
Activity 4 Worksheet……………………………………………………………….12 – 15
Activity 5 – Mode Physical……………………………………………………… 16 – 17
Activity 5 Worksheet……………………………………………………………….. 18
Activity 6 – Mode Online……………………………………………………………19
Activity 7 – Mode Online ……………………………………………………………20
Activity 8 – Mode Online……………………………………………………………..21
Activity 9 - Mode Online………………………………………………………………22
Activity 10 – Mode Online……………………………………………………………..23
Answer Scheme…………………………………………………………………24 – 26
Writers Biodata……………………………………………………………………. 27

ACTIVITY 1 Sad I Ams by Trevor Millum (Literature)
MODE- Physical
Poem
Text Title
Genre 5.1 Engage with, respond to and
Content Standard interpret a variety of literary text types.

Learning Standard 5.1.1 Describe in simple language a
character’s actions or feelings and
Learning Outcome explain the reasons for them

Level of Proficiency Students will be able to guess the
Teaching Aids/ Materials meaning of unfamiliar words in a variety
Mode of text and recognize the attitude,
Complementary Skill emotions and opinion of the persona.
Duration
Intermediate

W orksheets

Individual

Literature in action

40 minutes

Steps/ Instruction:
1. Each students will read the poem of Sad I Ams together with their teacher will listen
to the students pronunciation.
2. Once the students done with the reading teacher will give each students a
worksheet listed with adjectives and nouns from the poem.
3. There will be 7 words of adjectives and nouns listed.
4. Students will have to match the adjectives with to the proper noun listed.

Worksheet/ Task ( Nouns)
Worksheet 1 ( activity 1) a. liquid paper
b. cola-can
( Adjectives) c. stapler
1. empty d. addressed reply
e. porridge pan
2. unwashed f. arm
bulldog clip
3. severed

4. toothless

5. springless

6. dried-up

7. stamped

Layout of Activity Description in Handbook

ACTIVITY 2

MODE- Physical

Text Title Sad I Ams by Trevor Millum (Literature)

Genre Poem

Content Standard 4.1 Communicate intelligibly through
print and digital media on familiar topics.

Learning Standard 4.1.5 Connect sentences into two
coherent paragraphs or more using basic
coordinating conjunctions and reference
pronouns.

Learning Outcome The students will be able to organize the
information coherently and organize the
information clearly.

Level of Proficiency Intermediate

Teaching Aids/ Materials Worksheets

Mode Individual

Complementary Skill Writing

Duration 30 minutes

Steps/ Instruction:

Worksheet 2

1. The teacher will give each student a worksheet listed with comprehension
questions from the poem.

2. There will be 7 questions of comprehension and 2 questions of (HOTS) given to
the students to complete the writing task.

3. Students will have to read and write answer the comprehension questions given
based on the poem Sad I Ams.

Worksheet / task
Worksheet 2
Comprehension Exercises
Read the poem and answer the questions given.
1. Who wrote the poem?

2. How many stanzas can you find there in the poem?

3. What is the poem mainly emphasis about?

4. In stanza 1 and 2, what does the persona compare his lifestyle with based on the
poem?

5. Why is ‘ I am ‘ repeated in all stanzas?

6. What does the persona mean by saying being a library book that no one ever
reads?

7. Give the meaning of the word ‘inert’?

8. If you think you have a piece of advice to tell the persona, what would will it be? (
HOTS)

9. What moral values that we can learn from the poem? How it can help the persona
to overcome his situation?

Layout of Activity Description in Handbook

ACTIVITY 3

MODE- Physical

Text Title News Break by Max Fatchan

Genre Poem

Content Standard 2.1 Communicate information, ideas,
opinions and feelings intelligibly on
familiar topics.

Learning Standard 2.1.1 Ask about and give detailed
information about themselves and others.

Learning Outcome Students will be able to communicate
information clearly from a point of view
clearly.

Level of Proficiency Intermediate

Teaching Aids/ Materials Worksheets ,LCD and exercises

Mode Group

Complementary Skill Speaking

Duration 45 minutes

Steps/ Instruction:

1. Teacher will show an example of the school report card on displayed in the projector
which is based on the poem.

2. Then teacher will display the poem on the projector and read the whole poem to
the students.

3. After reading the teacher will divide the students into four groups and assign each
group with one stanza to read it loud with the given emotions in each stanzas.

4. Based on the poem and discussion with the students teacher will give 3 different
questions, which the first will be based on Comprehension question the second
question will be vocabulary and the third question will be interpretation of each
stanzas.

Worksheet / task
Worksheet 3
Comprehension and Vocabulary Exercises

1. Based on the poem, find things that the students made the parents suspicious
about his behavior? (comprehension)

2. Based on the poem, find the unfamiliar words that can be identify. (vocabulary)

3. According to the poem interpret the meaning of each stanzas based on students
own understanding.

Layout of Activity Description in Handbook

ACTIVITY 4

MODE- Physical Fair’s fair
Text Title

Genre Short story

Content Standard 5.3 Express an imaginative response to literary
texts.

Learning Standard 5.3.1 Respond imaginatively and intelligibly
through creating simple stories and simple poems.
Other imaginative responses as a appropriate.

Learning Outcome Students will be able to plan, prepare and produce
a creative based on the story that they have read.

Level of Proficiency Intermediate

Teaching Aids/ Materials Worksheet 1 , Worksheet 2 and Worksheet 3

Mode Individual

Complementary Skill Literature in action

Duration 1 hour

Steps/ Instruction:

1. Teacher will explain the story and the characters and characteristics of the short
story to the students.

2. Then the teacher will question regarding the characters from the short story.

3. After explaining the characters of the short story, teachers will distribute Worksheet
1 to students which will questioning about matching the characteristics with the correct
character.

4. After completing Worksheet 1 students will be given Worksheet 2 which will be
based on constructing a short essay not less than 50 words about the favorite
character in the short story. And students should give at least three reasons and
evidence from the short story.

5. Finish completing Worksheet 1 and Worksheet 2 students will be distributed
Worksheet 3 which will be questioning about themes that can be found in Fair’s fair
based on the picture that represent the theme.

Worksheet 1

Identify the following characteristics based on the short story with the correct
character.

 Kind
 Honest
 Helpful
 Dishonesty
 Able to deal with animal
 Intelligent
 Solving problems

Characters Characteristics
Lee

Sam

Raj

Worksheet 2

Write a short essay in not less than 50 words about your favorite character in
the short story. Give two valid reasons and evidence from the short story.

Worksheet 3

Identify the themes from the short story, there are few themes that can be found
in this short story which students needs to identify based on the pictures that
is shown below.



Layout of Activity Description in Handbook

ACTIVITY 5

MODE- Physical

Text Title Swiss Family Robinson

Genre Novel

Content Standard 5.3 Express an imaginative response to
literary

Learning Standard 5.3.1 Respond imaginatively and
intelligibly through creating simple stories
and simple poems.

Other imaginative responses as
appropriate

Learning Outcome Students should be able to focus on the
story plot and able to identify the
characteristics.

Level of Proficiency Intermediate

Teaching Aids/ Materials Worksheet 1 and Worksheet 2

Mode Group work

Complementary Skill Literature in action

Duration 50 minutes

Steps/ Instruction:

1. Teacher will explain the story to the students and let the students to read story for
their own better understanding.

2. Teacher will ask the students about anything that they wanted to know or doubt
about the story from the novel.

3. Teacher will ask the students to form a group of 4.

4. Each group will be given each chapter from the Novel by the teacher.

5. Based on the story students need to find the themes that connects with the moral
values.

6. The students need to debate among themselves about how the theme and moral
values from the story can be useful for current generation.

7. Teacher will give 25 minutes for them to debate and conclude.

8. Teacher will distribute Worksheet 2 to the group members to answer that is
question (LOTS) lower order thinking skills to understand the basic story line of the
story.

Worksheet 1.

Based on the story students need to find the themes that connects with the moral
values. The students need to debate among themselves about how the theme and
moral values from the story can be useful for current generation.

Worksheet 2

According to the story write TRUE or FALSE for the statement below.

 A large lobster was trying to attack jenny on the island?
 Ernest finds out that a cave of rock salt in the island?
 Jack runs after juno into the woods?
 A manioc root can be used to make flour?

Layout of Activity Description in Handbook

ACTIVITY 6 - Padlet

MODE- Online

Text Title Swiss Family Robinson by Johann David Wyss

Genre Novel
3.1 Understand a variety of texts by using rangeof appropriate
Content reading strategies to construct meaning
Standard
3.1.2 Understand specific details and information in simple
Learning longer texts
Standard
Students will able to understand clearly about each stanza
Learning and able to know more new words
Outcome
Intermidiate
Level of
Proficiency Online Padlet
https://padlet.com/vaishubalu1022/ut446mj0edc6mstd
Teaching Aids/
Materials

Mode Individual

Complementary Reading and Writing
Skill 30 minutes

Duration

Steps/ Instruction:
1. Students will have their own book by school
2. Students required to read the book and understand well first
3. Teacher will give padlet link to students
4. Students need to login through padlet and answer all the questions provided
5. Make sure all of the students need to key in their name before they starts

Layout of Activity Description in Handbook

ACTIVITY 7- PDF

MODE- Online

Text Title News Break

Genre Poem
3.1 Understand a variety of texts by using rangeof appropriate
Content reading strategies to construct meaning
Standard 3.1.3 Guess the meaning of unfamiliar from clues provided by
other known words and by context
Learning Students will able to identify new words and their meaning
Standard
Intermidiate
Learning
Outcome Pdf Cross word
file:///C:/Users/Acer/Downloads/worksheet%20(1).pdf
Level of
Proficiency

Teaching Aids/
Materials

Mode Individual

Complementary Reading and Writing
Skill 30 minutes

Duration

Steps/ Instruction:
1. Teacher will send a pdf copy to all the students by gmail
2. Students required to read the novel first before the activity
3. Students have to do cross word puzzles
4. Once they done, students need to send their answer via email

Layout of Activity Description in Handbook

ACTIVITY 8 - Kahoot

MODE- Online

Text Title Sad Iams by Traver Millium

Genre Poem

Content Standard 5.1 Engage with, respond to and interpret a variety of literary
text type
Learning 5.2.1 No learning Standard ( will be taught in subsequent
Standard years)

Learning Students will be more confident by answering Kahoot quiz
Outcome and also the participations will be more better through out
the quiz
Level of Intermidiate
Proficiency

Teaching Aids/ Kahoot Link
Materials https://create.kahoot.it/details/011aa31f-193e-443d-8664-
b7c34f2dfcc2

Mode Individual

Complementary Reading
Skill 30 minutes

Duration

Steps/ Instruction:
1. Students needs a laptop/ any gadget with good internet connection
2. Teacher will explain about how to play Kahoot
3. Students will receive Kahoot link by teacher
4. Students required to click on it and make sure key in their name and can start to
do the quiz
5. Once everyone done students can able to see their range through Kahoot.

Layout of Activity Description in Handbook

ACTIVITY 9 - Padlet

MODE- Online

Text Title Fair’s Fair by Narinder Dhami

Genre Poem

Content Standard 1.1 Understand meaning in a variety familiar contexts

Learning Standard 1.1.5 Understand more complex supported questions

Learning Outcome Students will improve their listening and able to answer the
following question
Level of Intermidiate
Proficiency

Teaching Aids/ Padlet
Materials https://padlet.com/vaishubalu1022/eewl9g5y2boogis5

Mode Individual

Complementary Reading
Skill 40 minutes

Duration

Steps/ Instruction:
1. Teacher will introduce today’s activity to the students
2. Teacher will provide padlet link
3. In the padlet, teacher will paste voice recorded link by chapter
4. Students required to click on it and listen to the short story
5. Once listened the story, student will able to answer the following questions

Layout of Activity Description in Handbook

ACTIVITY 10 - Padlet

MODE- Online

Text Title Sad I ams By Traver Millium

Genre Poem
2.1 Communicate information, idea, opinions and feelings
Content intelligibly on familiar topics
Standard
2.1.1 Ask about and give detailed information about
Learning themselves and others
Standard
Students will improve their communication skills and listening
Learning skill as well by exchange the iseas that they shared.
Outcome
Intermidiate
Level of
Proficiency Padlet
https://padlet.com/vaishubalu1022/z7fxivoxcmju3dv7
Teaching Aids/
Materials

Mode Individual

Complementary Reading/Speaking
Skill 40 minutes

Duration

Steps/ Instruction:

1. Teacher will explain activities of the day n details
2. Will have a short discussion about topic Sad I ams
3.Teacher will provide the link and explain abouy the activities they required to do
4. For task 1, Students need to do record their voice by reading and explain the
poem
5. For task 2, Students need to foam a group of 3 people to create their own
questions and post in padlet.

ANSWER SCHEME
ACTIVITY 1 (POEM)
WORKSHEET 1 (MATCH VOCABULARY AND NOUNS)
1) COLA CAN
2) PORRIDGE
3) ARM
4) STAPLER
5) BULLDOG CLIP
6) LIQUID PAPER
7) ADDRESSED REPLY

ACTIVITY 2 (POEM- SAD I AMS)
WORKSHEET 2 (COMPREHENSION EXERCISE)
1) TREVOR MILLUM
2) 4 STANZAS
3) THE POEM TELLS ABOUT THE PERSONA FEELING SAD AND NEGLECTED
AND THE THINGS HE COMPARES HIMSELF WITH.
4) HE COMPARES HIMSELF WITH THE RING OF A DRINK CAN, SCRAPING
FROM A PORRIDGE PAN AND THE BROKEN PART OF A DISCARDED TOY.
5) IT WOULD BE GONE AS THEY ARE STORED FOR TOO LONG

ACTIVITY 3 (POEM- NEWS BREAK)
WORKSHEET 3
COMPREHENSION AND VOCABULARY EXERCISE
COMPREHENSION
1) LOVING
2) FACE IS CLEAN
3) SUDDEN KISS
4) HELP WITH SOME LITTLE JOB
5) SAVE THE LUNCHEON MONEY
6) NO DROPPING SCHOOL BOOKS
7) NO RAGE OR HULLABALOO
VOCABULARY
1) RAGE – A FEELING OF ANGER
2) REBEL- PERSON DOES NOT OBEY RULES
3) STRANGER- A PERSON THAT YOU DO NOT KNOW
4) HULLABALOO- LOT OF LOUD NOISE
5) STUNNED- SHOCKED

ACTIVITY 4 (SHROT STORY-FAIR’S FAIR)
WORKSHEET 1
LEE- DETERMINED AND HONEST/ ENJOY EATING CANDY FLOES
SAM- VIVACIOUS AND LIVELY/ ENJOYED GOING ON THE BIG WHEEL RIDE
RAJ- GENEROUS AND PERSISTENT/ ENJOYED GOING ON THE GHOST TRAIN
RIDE

WORKSHEET 2
OWN OPINION OF STUDENTS
WORKSHEET 3
THEMES
1) HONESTY
2) FRIENDSHIP
3) DETERMINATION
4) RESOURCEFULNESS IN FACING PROBLEMS

ACTIVITY 5 (NOVEL-SWISS FAMILY ROBINSON)
WORKSHEET 1
DEBATE BETWEEN STUDENTS ABOUT THE THEMES AND MORAL VALUES
FROM THE STORY.
WORKSHEET 2
1) FALSE
2) TRUE
3) FALSE
4) TRUE

References

1)
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.bumigemilang.co
m/short-story-fairs-fair-form-
1/&ved=2ahUKEwi54OCN3tzwAhXLyDgGHce0DIUQFjAFegQIGxAC&usg=AOvVaw0fFEyJTskY
bjeHkQqSR-Kh

2)
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.pt3english.com/f
orm-1-poem-news-break-max-fatchen-vocabs-theme-moral-
values/&ved=2ahUKEwjyy8af3tzwAhXGwTgGHW1-
BaMQFjAAegQIBBAC&usg=AOvVaw0hStA-RlTLRKu8cwv6M6m0

3)
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.pt3english.com/f
orm-1-poem-sad-i-ams-trevor-millum-meanings-vocabs-themes-moral-
values/&ved=2ahUKEwipxumo3tzwAhWFyzgGHYFdC84QFjAAegQIAxAC&usg=AOvVaw02Cs
3oDwrA9Ol1AbYGP0bV

4)
https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki
/The_Swiss_Family_Robinson&ved=2ahUKEwip5uS13tzwAhWh4jgGHYi1BvIQFjAXegQIGRA
C&usg=AOvVaw2R55NtpxFTSI5jDuCwoMCC

5) https://padlet.com/vaishubalu1022/z7fxivoxcmju3dv7

6) https://padlet.com/vaishubalu1022/eewl9g5y2boogis5

7) https://create.kahoot.it/details/011aa31f-193e-443d-8664-b7c34f2dfcc2

8) file:///C:/Users/Acer/Downloads/worksheet%20(1).pdf

Biodata of writers
Alicia Gracelyn A/P Kumar was born and raised In Kuala Lumpur, Malaysia. Currently
pursuing Bachelor Of Education- TESL in Management & Science University Shah Alam.

Vagenneswari Balu was born and raised In Kuala Lumpur, Malaysia. Currently pursuing
Bachelor Of Education- TESL in Management & Science University Shah Alam