HANDBOOK FOR TEACHERS (GROUP 20)

Making Everything Easier!"

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skills.

EDUCATORS SUPPORT

classroom learning materials and examination preparation

To support teachers and help learners prepare for their
examination. This handbook have developed varieties of

assessments which can includes during classroom
activities in enhancing the learners' motivation and

engagement.

General Information
handbooks for teachers, sample activities



Detailed Classroom Information
format, timing, content standard, learning standard,

proficiency



Advice For Teachers
developing students' skills and preparing them for

the examination

WWIILLLLIIAAMM “I am under the direction
BBLLAAKKEE of messengers from

(1757–1827) Heaven daily and nightly.”
—William Blake

William Blake
DOB: November 28, 1757
DOD: August 12, 1827
Royal Academy of Art's Schools
of Design
London, England, United Kingdom

William Blake began writing at an early age and claimed
to have had his first vision, of a tree full of angels, at
age 10. He studied engraving and grew to love Gothic
art, which he incorporated into his own unique works. A
misunderstood poet, artist and visionary throughout
much of his life, Blake found admirers late in life and
has been vastly influential since his death in 1827.

AA PPOOIISSOONN TTRREEEE

by William Blake

I was angry with my friend;
I told my wrath, my wrath did end.

I was angry with my foe:
I told it not, my wrath did grow.



And I waterd it in fears,
Night & morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles.



And it grew both day and night.

Till it bore an apple bright.
And my foe beheld it shine,
And he knew that it was mine.



And into my garden stole,
When the night had veild the pole;
In the morning glad I see;
My foe outstretched beneath the tree.

FORM 5 Literature
(Poetry)

TABLE OF
CONTENT

SKILL 1 : LISTENING


Activity1..........................................9

Activity2 ........................................10

SKILL 2: SPEAKING


Activity1.........................................13

Activity2 ........................................14

SKILL 3: READING


Activity1.........................................17

Activity 2 .......................................18

Activity3.........................................19

SKILL 4: WRITING


Activity1...........................................20

Activity2 ..........................................21

Activity3...........................................22

Description
Of

Activities

listening

L

I ACTIVITY 1
S
T Content Standard:
1.0 Read and interpret literary texts of different forms, periods
and cultures.

Learning Standard:
1.4 Identify, describe and discuss the persona / speakers in the
poem.

E ACTIVITY 2
N
I Content Standard:
2.0 Communicate informed personal responses with reference
to texts

Learning Standard:
2.2 Convey informed and sensitive personal responses in
relation to the poem.

N

G

LISTENING activity

example THE TASK:

In this task, teacher will be using an audio to develop a
listening skills activity where learners will be listening to the
audio. Each of them will receive a link of the poem as a
guidance. Later on, teacher will discuss about the poem with
the learners. Then, they are required to write a short
summary between 80 to 150 words.

HOW TO APPROACH THE TASK:

Certain learners often find listening activity to be tough.
To make it easier and smoother, teacher should provide a
copy of a poem in case learners lose track regardless of
their proficiency level.
Once the learners listen to the audio, let the learners read
the poem independently and ask them to highlight a few
vocabularies they couldn’t recognize. This is to ensure the
learners learn the new words and understand the words
that have been utilised during the poet’s era.
Before letting the learners do their task, make sure the
teacher has explained the setting of the poem to the
learners. Afterwards, learners are assigned to write a
short summary individually. This is to let the learners
write freely about their thoughts.

ASSESSMENT:

This task will test learners’ ability to listen. Other than that, this task also could improve learners’
vocabulary by letting the learners to read and highlight a few vocabularies they couldn’t recognize.
Additionally, it also lets the learners write freely about their thoughts.

LISTENING activity

example THE TASK:

In the task, the learners could relate the poem from the
‘Anger Management’ audio. The learners are required to
listen to the audio conveyed in which the speaker clearly
stated from the segments. They are required to listen and
give suggestions on how they can implement it by using in
reference to the techniques

HOW TO APPROACH THE TASK:

Familiarize the learners with the poem and lead them to
understand the context and message behind the poem.
Provide the learners with the audio of the technique of
anger management which relates to the theme of the
poem.
After listening to the guidelines and techniques, let the
learners explore themselves by asking them to give
suggestions. Since adolescents are often distracted by
feelings like anger, disappointment and general
helplessness when they face challenges at school or at
home. Divide the learners into groups and make them
suggest ways to turn such feelings into positive ones.

ASSESSMENT:

This part tests the ability to listen for the contexts of the anger management techniques which are
crucial for adolescents to ponder in their daily lives. Then, they are needed to brainstorm the
possibilities of the challenges by giving suggestions to turn the emotions into the opposite ones.

speaking

S ACTIVITY 1
P
E Content Standard:
A 2.0 Communicate informed personal responses with reference
to texts

Learning Standard:
2.1 Relate themes and issues in the poem to the pupil's own
experiences.

K ACTIVITY 2
I
N Content Standard:
4.0 Produce creative works with reference to literary texts

Learning Standard:
4.2 Use language, gestures, movements and emotions to
convey meaning

G

speaking activity

example THE TASK:

The learners will be able to communicate and articulate some
information , as well as relate the ideas from William Blake's
poem "A Poison Tree" in the activity. Learners are required to
read the chosen poetry and discuss the poem's core concept,
"Friendship," with the entire class. Following the reading
activity, students must sit in pairs or groups of three and
question the poetry with their partners or representative
groups.

HOW TO APPROACH THE TASK:

All learners are required to read aloud and discuss their
understanding regarding the poem "A Poison Tree" by
William Blake.
The teacher must ensure that all learners identify the main
themes from the poem given and allow them to choose
their pairs or be in a group of 3. After reading and a short
discussion, the teacher assigned each group/pair two
different questions.
Each set of questions contains two parts which are the
personal responses and the interpretation for each stanza.
This would allow the learners to think and relate critically
to this poem.
Each learner needs to communicate and answer the
questions given. Learners should answer the questions in
complete sentences and relate them with their personal
experiences and understanding of the poem.

ASSESSMENT:

This exercise will allow students to connect the poem's themes and issues to their own personal
experiences depending on their interpretation of the poem by communicating with peers using the
reference texts.

speaking activity

example THE TASK:

In this task, learners are needed to form a group of five. Each
group will be distributed a piece of paper which consists of a
poem by William Blake. In a poem, there were four stanzas
and learners needed to choose one excerpt from the poem.
Learners are required to create a storyline based on their
understanding of the excerpt they chose and act out.
Learners need to insert two moral values in their storyline.

HOW TO APPROACH THE TASK:

Learners are ensured to read the poem with the guidance
of their teacher. Once the learners understood the poem,
they are required to write a storyline followed by choosing
one excerpt from 4 stanzas.
To get a better interpretation regarding the poem, teacher
has to ensure the learners understand the background of
the poem and some literary devices. This could make the
life of learners much easier as they could write a storyline
by comprehending the whole context of the poem itself.
Train the learners to think critically as it will allow them to
activate their critical thinking skills. Each learner must
speak or share their opinions. This could ensure no
learners get left behind.
Divide the learners into groups of 5 members and select 1
team leader for each group. Each team leader needs to
ensure their group mates speak and give their opinion.
This could strengthen not only their teamwork skills but
speaking skills too.

ASSESSMENT:

This task will allow the learners to think critically by letting the learners do a collaborative writing
based on their interpretation with regards to the poem given. Additionally, it also could enhance
students' speaking and writing skills.

reading

R ACTIVITY 1
E
A Content Standard:
D 1.0 Read and interpret literary texts of different forms, periods
I and cultures.
N
G Learning Standard:
1.3 Infer the underlying meanings in the poem

ACTIVITY 2

Content Standard:
3.0 Understand, analyse and appreciate different ways writers,
poets, playwrights use language and styles to achieve their
effects

Learning Standard:
3.3 Identify, analyse and explain poetic devices that the poet
uses to achieve effects in the poem.

ACTIVITY 3

Content Standard:
4.0 Produce creative works with reference to literary texts

Learning Standard:
4.1 Plan and present ideas to a specific audience in written, oral
or digital forms.

reading activity

example THE TASK:

ASSESSMENT: In this task, the learners are required to read and learn
about the method of literature; and to use a “Thoughtful-
Readers Anchor Chart.” An anchor chart is a teaching tool
that helps visually capture important information from
the lesson. Thoughtful readers ask questions before,
during, and after reading. They read until they find
answers.

HOW TO APPROACH THE TASK:

Teacher will do some “thinking ahead” activity of what
the learners might think the visual has to do with the
messages in the poem.
Learners will be noting the observations to share
“what they see” and “what they think.” Collect the
comments on a Post-It Poster. Look for similarities
and differences in their “Thinking Ahead” activity
Have the learners listen to a recording of the poem and
guide students on “how to engage in close listening:”
Have the learners write a couple of sentences on an
index card that explains their impression of the
meaning after one listening.
Now give each learner a copy of the poem and ask each
to read the poem silently. Ask each learner to annotate
in the margins what he or she observes. Use a
“Thoughtful-Readers Anchor Chart.”
Group the learner in pairs and let them share their
annotations. Now each pair will create the story “A
Poison Tree” in a visual format by drawing “the story”
in graphic format.

This task enables the learners to critically analyse the poem and answer their analysis in graphic
format which they need to create with their group members. Each group will share their visuals and
explain why they chose the images they did.

reading activity

example

THE TASK:

In this task, learners create a prop of an apple tree based
on their creativity to make interactive notes. Learners
read the poem carefully. Then, learners identify, analyse
and provide explanation of any poetic devices that the
poet uses to achieve effects in the poem. Learners write
any poetic devices that they found on the prop that they
have created based on their creativity to make interactive
notes. Learners need to list out at least 6 poetic devices.

HOW TO APPROACH THE TASK:

Make sure that learners are familiar with all poetic
devices so that they can identify poetic devices that the
poet uses to achieve effects in the poem.
Learners should have a high-level of understanding
about poetic devices in order for them to analyse and
provide explanation.
Give learners plenty of poetic devices exercises, using
a simple poem.

ASSESSMENT:

This part tests the learner’s comprehension to identify, analyse and explain poetic devices. Learners
should be able to identify, analyse, and explain about at least 6 poetic devices that the poet uses to
achieve effects in the poem correctly.

reading activity

example THE TASK:

In this task, the learner looks at the poem given by the teacher
and has a short discussion or question and answer with the
class. The teacher assigns selected stanza for learners in each
group by online picker wheel. Each group does a poem recital
and presents it.

HOW TO APPROACH THE TASK:

ASSESSMENT: Do a plenty of reading for the selected poem to ensure that
the learner is familiar with the poem and the meaning
behind the poem.
Teacher assigned the learner to do a recital poem using
their own creativity and how they want to express
themselves. In this way, the teacher allows learners to
produce their own oral activity according to their
interpretation of the stanza they assigned to. Each stanza
that the learner receives is randomly picked from an
online generator.
Before the activity begins, the teacher can read through
the judgement criteria or the rubrics that has been given
for the learner to make sure the learner acknowledges the
assessment and evaluate based on the rubrics given.
Make sure that the learner is already in a group that is
appropriate depending on the number of learners in the
classroom. Since it is online, teachers can assign each
group for a discussion in breakout rooms to allow the
learner to interact and discuss their plan and preparation
for the class activity.

By conversing and producing a poem recital with peers using the reference texts, learners will be able to
connect the poem in more depth and allow it depending on their interpretation of the poem. The poetry recital
not only can improve learners functions of speech, but also could develop teamwork skills within the learners.

writing

w ACTIVITY 1
R
I Content Standard:
T 3.0 Understand, analyse and appreciate different ways writers,
I poets, playwrights use language and styles to achieve their
N effects
G
Learning Standard:
3.3 Identify, analyse and explain poetic devices that the poet
uses to achieve effects in the poem.

ACTIVITY 2

Content Standard:
3.0 Understand, analyse and appreciate different ways writers,
poets, playwrights use language and styles to achieve their
effects

Learning Standard:
3.3 Identify, analyse and explain poetic devices that the poet
uses to achieve effects in the poem.

ACTIVITY 3

Content Standard:
4.0 Produce creative works with reference to literary texts

Learning Standard:
4.1 Plan and present ideas to a specific audience in written, oral
or digital forms.

writing activity

example THE TASK:

In the task, the learners could relate the poem to their
personal opinion/experience about anger. The learners are
required to read the poem that’ll be shared in Google Meet.
They are required to understand and answer the question
that will be asked by the teachers.

HOW TO APPROACH THE TASK:

Introduce the poetry to the learners and guide them to an
understanding of the poem's background and content.
Allow the learners to examine the poem for themselves
after reading it by asking them a few open-ended
questions. When confronted with obstacles at school or at
home, teenagers are frequently sidetracked by feelings of
rage, disappointment, and overall powerlessness. Send
them the Padlet link for Writing Task A while explaining
the task to them that will be done in the given time.
Briefly discuss some unfamiliar vocabulary from the
poem and discuss in detail about the meaning of the
poem/words that has been used in it stanza by stanza by
triggering them with plenty of questions.

ASSESSMENT:

This section assesses the capacity to write for the words in the poem that are important for teenagers
to consider in their daily lives. Then learners must submit their work using the Padlet link provided
for Writing Task B, which will be briefly addressed in class.

WRITING activity

example THE TASK:

In this task, the learners are required to read and learn about
the method of literature; poetry analysis which is the ‘SWIFT’
method. The swift method consists of structure, word choice,
imagery, figurative language, theme and tone. Beforehand,
the learners are needed to familiarize the subcategories in
order for them to analyse the poem.

HOW TO APPROACH THE TASK:

Learners are ensured to read the poem with their own
understanding. In order to elicit their understanding,
they are required to summarize the poem and share it
with their classmates.
Make sure that the learners understand the background of
the poem as they are required to create a collaborative
poster based on their understanding.
Train the learners to write of what they can interpret from
the poem as it allows them to think outside the box of
what possibilities of the poem.
Divide the learners into groups of 5 members by assigning
them to be in charge of one subcategory of the method.
This could ensure that they develop an understanding
within group members in achieving the goals of
completing the collaborative poster.

ASSESSMENT:

This task enables the learners to critically analyse the poem and write their analysis on the
collaborative poster which they need to create with their group members. The production of the
poster must be produced by using the ‘SWIFT’ method.

writing activity

example

THE TASK:

In this task, learners read the poem carefully. Then,
learners need to create a concrete poem based on their
creativity to express their feelings after reading the poem.
Learners need to write at least 10 words in their concrete
poem.

HOW TO APPROACH THE TASK:

Learners should have good information technology (IT)
skills.
Learners are familiar with Canva in order to use it to
design their concrete poem.

ASSESSMENT:

This part tests the learner’s creativity and language skills to express their feelings in words by
creating a concrete poem. Learners are able to write at least 10 words in their concrete poem.

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TEACHING WITH EASE AND CONFIDENCE understand and
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This handbook is intended for educators plans.

and learners in providing the information Explicitly communicating
to help prepare in English literature conceptual goals with
classroom (ELC). Moreover, this guidebook direct links to proposed
activities

offers practical advice and

recommendations to help new English Clearly communicate
instructional goals with
teachers thrive during lesson. students.

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Explanations in plain A sources of information
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Instructions a
pertaining to
specific task