Flipping Fantastic

LITERATURE COMPONENT FOR FORM 1Short Story

Flipping FantasticBy Jane Langford

Table of Contents

IntroductionAbout Short StoriesSynopsisElementsActivitiesBeyond The TextAssessmentAnswer KeyGlossaryPanel of Writers

SHORT STORY

Introduction

Welcome to the World of Literature! We hope you will enjoy working with this guidebook, specially designed to help you prepare your students for the Literature Component of the KBSM English Language syllabus. We recommend that the activities in this guidebook be carried out as creatively as possible so as to allow students to appreciate the genre and to develop a sense of familiarity with the various literary terms and devices in the short story. Be ready to listen to students views and opinions, and encourage them to produce their own answers. It is our sincere hope that the activities and worksheets in this guidebook will act as a springboard for your own ideas and methods for exploring the individual texts.Have a good time showing your students that Literature is fun!

SHORT STORY

About Short Story

What is a Short Story?

A short story is written in prose form and much shorter than a novel. The length of a short story may be between 500 to 1500 words. There are fewer characters in a short story compared to a novel. The story line is more focused and less complicated. The time period is shorter and the setting is not as varied as in a novel. A short story has only one main theme and fewer sub-themes. It may be just fiction or based on facts. It often deals with basic human concerns.

Theme and Sub-Theme

A theme is the central idea, the main message/ important lessons/ moral issues that you can learn from the text. It is not usually presented directly in the story. The theme becomes clear only when you have understood the story well. Many short stories usually focus on issues that are of concern to society. To uncover the theme of a story:(a) Look at the title. Sometimes, it will give a clue about the theme.(b) Take note of any repetition. Sometimes, these will lead you to the theme.(c) Study the symbols. What are they trying to suggest?(d) Look closely at all the details and particulars that are presented. They give a lot of clues to the theme.

Setting

The setting usually refers to the time and place in which the story takes place. The setting often influences the values, beliefs and attitudes of people.

Characters Characters are the people found in the story. Sometimes, a character can also be an animal or an object. These characters can be categorised into main characters and supporting characters. The character that dominates the story is usually the main character. Their characteristics are the way these characters behave and act. Readers can learn about characters in many ways including:(a) physical traits(b) actions(c) opinions(d) dialogue(e) point of viewPlot A plot tells how events are connected or how the story is told. A common pattern of a plot is a course of events in a story that contains a conflict or a problem that ends with a resolution or a turning point. In other words, a plot is a sequence of events, the why for the things that happen in the story.

Point of view

1. In a story, someone is telling the story from his or own point of view.2. The point of view could be:(a) in the first person , using I and We to give the personal touch(b) in the second person, using they / he / she / it(c) who tells the story and how it is told are very important. The tone and feel of the story and even its meaning can change depending on who is telling the story.

Language and Style

1. Language includes all the literary and sound devices a writer uses to tell his story and conveys his message. 2. The language preferred by a writer and the way he uses it determine his own unique style.3. There are many types of styles a writer may use in order to attract the attention of the reader. For example,

(a) a distinctive use of descriptive words to bring out the setting, the colour, the arrangement, the people and the environment(b) a preference for certain choice of words and their arrangement(c) use of humour(d) use of rhymes, images and symbols

4. The flashback is one of the most common technique used in a short story. It is an action that interrupts to show an event that happened at an earlier time in the story, which is necessary for a better understanding.5. Foreshadowing is the use of hints or clues to suggest what will happen later in the story.6. Imagery is also an important element used in a short story to evoke one or all the five senses sight, hearing, taste, smell and touch.7. Usually, writers use metaphors and similes to emphasis the images given.

Tone

1. The writers tone is his attitude towards the subject of his story and towards his reader.2. You can use adjectives such as serious, light-hearted, pompous, nostalgic, etc. to describe tone. 3. Tone suggests or influences mood and atmosphere. 4. Mood and atmosphere are very closely linked; both capture the general feel of the story. Mood indicates the general, underlying feel of the story. Atmosphere is the general sense of the story.

Irony

1. Irony refers to a contrast, usually between what is expected or intended and what is actual or real.2. Irony involves double meaning. In an ironic statement a speaker or writer uses words in such a way that the words suggest the opposite meaning of what they actually means.

Figurative Language

1. A simile is a figurative comparison that uses like or as to connect to ideas or items. It is an indirect comparison.2. A metaphor compares two unlike things directly. A metaphor states that one thing is something else. 3. Personification: When something is personified, it is given human qualities. Sometimes, this makes an image vivid and dynamic for the reader.

SHORT STORY

Synopsis

Flipping Fantastic by Jane Langford is a story about twin brothers and their mother. Tristan is an outstanding, brilliant and a capable boy but James is shy, nervous and lacks confidence. Both of them are about to finish their primary education at Peter Hill Primary soon and plan to begin their new school term in two different schools.

Their mother decides to enrol James in Highfields and Tristan who is physically challenged and wheelchair bound, in a special school (Chesterlea Grange). Both brothers are confused over the thought of being separated as they have never been apart from each other. Since they rely on each other, the twins are concerned about how they are going to cope in their new school environment.

The mother wants the twins to be independent. She is confident that Tristan would be able to cope well at Chesterlea Grange. However, she worries about James and wonders how he is going to manage all alone at Highfields. Tristan changes his mind about Chesterlea Grange, in order to be with James. Besides that, the school is far away from home and he would only be able to see James once a week. On the other hand, James manages to persuade him by reminding him of all the facilities and activities in his new school that Tristan dreamt of.

Knowing James cannot cope himself alone, Tristan calls on their friend Kiara Jones to help James in Highfields. The twins at last realise that they have made the right decision and their new school environment is flipping fantastic.

SHORT STORY

Elements

SETTINGPeter 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.

CHARACTERTristan and James : They are the main characters in the story. They are twin brothers who are dependent on each other. Tristan is more confident and outstanding than James. James is shy, nervous and has a low self-esteem.Mum: She is the mother of Tristan and James. She is determined to send her sons to different schools so that they would be independent and confident about their own abilities

THEMESFear 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.

VALUESIndependence, concern, gratefulness, appreciation, consideration, helpfulnessLITERARY DEVICESPoint of ViewThis 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. ToneThe tone is generally sincere, serious and reflective. At times it is emotional.Diction (the choice of words used in the story) serious - James, on the other hand, has always been so nervous. Ive been really worried about him reflective Just because were twins doesnt mean we have to be good at the same things. I accept that. emotional - Talk about pride! Tonight I thought I was going to burst with it! simple vocabulary; short sentences; lots of exclamation marks (!) to express emotions use of contractions (e.g. hes; its, etc) to show a conversational styleSimileThe story has several similes e.g. I feel like a tyre that has burst; as freely as a freshly oiled cog, etc. Journal entries/reflections 3 different styles to express the thoughts and feelings of the 3 characters.Contrast Contrast of writing styles. E.g. Tristans thoughts are in a box; Jamess thoughts appear to be on lined paper while mums thoughts are in italics. Contrast of opinions and characters Tristan loves drama while James loathes it.Slang /colloquial expressions e.g. .. the new school is really cool; collywobbles; mate; flipping; Ive really blown it! (to give it a fresh modern feel)Rhetorical questions Questions that require no answer. e.g. How can I tell Mum? FLIPPING FANTASTIC ACTIVITY SS1

Character Traits

Aim40 minutes

To identify the similarities and differences between two main characters in the story..

Materials

Worksheet SS1

Steps

Distribute a copy of the Character Trait Venn Diagram to each student..

Students use the Venn Diagram to write down the similarities and differences of the two main characters in the story..

In the circle next to each character, students write words and phrases that describe the traits of the character.

Students write common traits of the two main characters in the intersection of the circles.

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

FLIPPING FANTASTIC WORKSHEET SS1

Character Traits

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

James

Tristan

FLIPPING FANTASTIC ACTIVITY SS2

__Who Said What?

40 minutesAim

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

Materials

Worksheet SS2

Steps

Distribute a copy of worksheet to each student.

Students read the statements in the box.

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

Write the sentences in the speech bubbles provided.

NotesGet students to read with correct intonation and expressions.


Who Said What?

1.______________________________________________________2.______________________________________________________3.___________________________________________________Me and my big mouth! Why did I ever go and talk to him about his new schoolToday I feel like a tyre that has burst, totally deflatedWe are pretty much stuck together. Wherever he goes, I go and wherever I go, he goesWords 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 wireShes moving out to a different school and I dont have to worry about seeing her anymoreIve been really worried about how hell find his way around without Tristan to help him.The play put me on the real highI can see that old scared look back in his eyes. What can I do to make him feel better?

2

1.__________________________________________________________________________________________2.__________________________________________________________________________________________3.__________________________________________________________________________________________

1.____________________________________________________________________________2.____________________________________________________________________________3.____________________________________________________________________________


Search and Match__Who Said What?

80 minutes Aim

To explore new vocabulary.

MaterialsMaterials

Worksheet SS3 Handout SS3

Steps

NotesReward groups that come up with the most correct answers..Teacher list down words taken from the text (as many as possible).

Make word cards and stick them on the wall around the classroom.

Divide the class into small groups of three or four.

Distribute Worksheet 3 to each group.

Tell students to search for words that match the meaning of the sentences in the worksheet.

Students move around the classroom to memorise the words and return to their respective groups to fill in the column provided.

Students can use a dictionary to find the meanings of the words.

Set a time limit (10 minutes) to encourage competition.



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

No.SentencesWord

1The play put me on a real high

2Tristan has always been such a live wire

3Tonight was the worst night of my life. I hate drama

4One tiny, little line, consisting of just seven words and I got it wrong

5We are pretty much stuck together. Wherever he goes, I go and wherever I go, he goes. How will I cope at my new school without him?

6Hes far smarter than me. He always gets As in his homework He understands how computer works

7My two sons were the stars of the school play. They were wonderful.

8Ive been really worried about how hell find his way around without Tristan to help him

9Today, I feel like a tyre that has burst, totally deflated

10Shes moving out to a different school and I dont have to worry about seeing her any more

11I know that I rely on Tristan but he relies on me too

12I dont know what to think

13Me and my big mouth! Why did I ever go and talk to Tristan about his new school?

14I cant wait to see Tristan at the weekend to tell him all about

15I 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.

FLIPPING FANTASTIC HANDOUT SS3


Sample word cards

DEPRESSEDECSTATIC

INTER-DEPENDENTCONCERNEDEAGERPRIDEINFERIORDEPENDENTCONFUSEDDETERMINEDREGRETRELIEVEDEMBARRASSINGAWFULACTIVEFLIPPING FANTASTIC ACTIVITY SS4

Fun with Pictures__Who Said What?

80 minutes Aim

To analyse the story by studying the pictures in the short story.

MaterialsMaterials

Worksheet SS4

Steps

NotesAsk students to colour the pictures in the short story book.Students study the illustrations in the short story.

Students identify and describe the people, places, activities, and actions in the pictures.

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

FLIPPING FANTASTIC HANDOUT SS4

Fun with Pictures__Who Said What?

Study the pictures in the short story. Fill in each magnifying glass with suitable words or phrases.

FLIPPING FANTASTIC ACTIVITY SS

Alien Attack__Who Said What?

80 minutes Aim

To explore the meanings of new vocabulary.

MaterialsMaterials

Worksheet SS5 Dictionary or Thesaurus

Steps

NotesStudents can create more than one sentence.Provide a copy of the worksheet to each student.Students write a new word from the story.Students look up the meaning of the word from the dictionary and write it in their own words in the space provided.

Students write a synonym and an antonym of the word in the spaces provided.

Students write a sentence from the text.


Alien Attack__Who Said What?

Feed the aliens tummy with relevant information.


The Place To Be__Who Said What?

80 minutes Aim

To analyse the setting of the story.

Materials

Worksheet SS6

Steps

NotesTeacher can provide scrambled letters of the words.

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


The Place To Be__Who Said What?

Fill in the boxes with suitable words or phrases

FACILITIES IN CHESTERLEA GRANGE

Fill in the boxes with suitable words or phrases

SPORT ACTIVITIES IN CHESTERLEA GRANGE


Tell Me__Who Said What?

80 minutes Aim

To sequence the events of the story

Materials

Worksheet SS7

Steps

Distribute a copy of the worksheet to each student.

NotesWrite a summary of the story by sequencing the events given below.Students study the sentences carefully.Students arrange the sentences according to the structure of the story.

Students complete the zig-zag timeline on the right by sequencing the events on the left.


Tell Me__Who Said What?

Write the correct sequence of the story in the zig-zag timeline. The first one has been done for you.

ZIG ZAG TIMELINE

James feels nervous about being alone in Highfields without Tristan to help his way around.Tristan changes his mind about going to Chesterlea Grange in order to be with James.Their mother feels that Tristan has to be enrolled in a special school so that he can be independent.The twins who rely on each other are upset over the thought of being separated.Tristan is excited over the facilities in Chesterlea Grange.James and Tristan are about to complete their primary education at Peter Hill Primary.Tristan calls Kiara Jones and seeks her help to assist James at Highfields.The boys realise that they have make the right decision and are very happy in their new school environment.Mum is quite confident about Tristan but worried about James on how he is going to manage in his new environment.James manages to persuade Tristan to go to Chesterlea Grange by reminding him of the facilities and the friendly staff there.

6

54


Story Block__Who Said What?

80 minutes Aim

To analyse how the story leads towards a climax and resolution

Materials

Worksheet SS8

Steps

Teacher discusses the story with the class

NotesThis lesson can also be carried out as a group activity.by giving the idea of rising and falling action.

Teacher uses a familiar story e.g. Harry Porter, to show how a story builds over time, leading to a climax and then to a conclusion.

Teacher distributes a copy of the worksheet to each student.

Students complete the story wheel with relevant details from the short story.


Story Block__Who Said What?

Complete the story blocks with relevant details from the story

_____________________________________________________________________________________________________________________________

CLIMAX

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

BEGINNINGRISING ACTIONFALLING ACTIONENDING_______________________________________________________________________________________________________________________________________________________________________________________________________________________FLIPPING FANTASTIC ACTIVITY SS9

Show Me The Evidence

Aim80 minutes

To identify and analyse the themes in the short story.

Materials

Worksheet SS9

Steps

Distribute a copy of the worksheet to each student.

Students read and analyse the textual evidence from the story.

Match the themes provided with the textual evidence.

NotesStudents can write a prose on the theme of Brotherly Love.


Show Me The Evidence

Match the themes with the textual evidence provided.

Fear for the unknown Inferiority ComplexA mothers pride Inferiority ComplexCaring for the disabled

ANext term will be different but I dont want to think about that right now. Its too horrible for words.

BMr. Sewell has to carry me while James lifts my wheelchair

I dont know how he manages to learn all those lines. All I had to do was say one merely line. Could I remember it? No, of course not. One tiny, little line consisting of just seven words and I got it wrong.

C

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

D


Amazing Maze

Aim80 minutes

Identifying values in the story

Materials

Worksheet SS10a and SS10b

Steps

Distribute the worksheet to each student.Study the clues given carefully.

Unscramble the words beside the clues provided.

Locate and highlight the words in the word maze

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

FLIPPING FANTASTIC WORKSHEET SS10a

Amazing Maze

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

At the end of the play Ive got to thank Mr. Sewell, our English teacher

tegaflur

1. ____________________

I can help him with his wheelchair up all the ramps in the corridorsphleulf

2. ____________________

How will he cope at his new school without me?

oncerdenc

3. ____________________

Nothing will be the same at the new school. I feel as if Im losing something very special.

appcitveirea

4. ____________________

He actually stood up in front of the whole audience and said his line

termidend

5. ____________________

FLIPPING FANTASTIC WORKSHEET SS10b

Amazing Maze

Look for the values identified in the previous worksheet.

EZDFHGGUYMSC

VNNKHFXOGMCX

IDDFYBORCXZW

TQDEENAXFUHK

ASTETTKBOBEA

IEOUEETEAKLJ

CCUFPERMVIPF

EAULIPRMUNFI

RLCTBVIMIXUL

PZXRASHIDNLU

PXAVIERBONEO

ADRCONCERNED

RHHMAHSUEZHD

FLIPPING FANTASTIC BEYOND THE TEXT SS1

Try This

Find out more about the author of Flipping Fantastic, Jane Langford and what inspired her to write this story.Think about the similarities and differences between your primary school and the present school. Which do you prefer and why?Write an interesting telephone conversation between Tristan and Kiara. Suggest what Tristan would have told Kiara when he asked her favour to be a special friend to James in Highfields.


Its Fantastic Here

1.Ask students to form small groups. Students who come from the same primary school can form a group.2.Select a leader to facilitate the activity3.Students gather pictures, magazines, video clips of their primary school and their secondary school.4.Students get together in groups to compare and contrast their former and present school environment. Power point presentation is encouraged.


Its Fantastic Here

1.Ask students to form small groups. Students who come from the same primary school can form a group.2.Select a leader to facilitate the activity3.Students gather pictures, magazines, video clips of their primary school and their secondary school.4.Students get together in groups to compare and contrast their former and present school environment. Students present their work on display papers5.Students paste their work on the walls of the classroom6.Students move around to browse other groups work.7.Students compare, contrast and respond during the presentations.


Making It Works

1.Surf the net to find out the various job opportunities for people with special needs in our country.2.List down the companies or government agencies that provide the jobs.3.Collect information on training programmes to help these people with special needs.


Caring Society

1.Students browse the net to obtain information about special schools for children of special abilities (gifted).2.Students download the charitable organisations that run these special schools.3.Students work in pairs to discuss the facilities and activities available in these schools.4.Students present their findings.

FLIPPING FANTASTIC ASSESSMENT 1

True or False?

Read the statements below. Write (T) for true statements and (F) for false statements in the box provided.

1. James is nervous about the thought of being alone in Highfields without Kiara Jones around.

2. James is quite happy about leaving Peter Hill Primary because he doesnt have to take part in school plays anymore.

3. Chesterlea Grange has all the facilities that James like.

4. Tristan agrees to go to Chesterlea Grange to please his mother.

5. Tristan plays the role of Tom Sawyer in the school play.

6. Mr. Sewell is Tristans favourite Maths teacher.

7. James persuades Tristan to go to Chesterlea Grange.

8. James dislikes drama.

9. Mum thinks that it is a mistake choosing different secondary schools for her sons.

10. Jessica Parker is the twins classmate.


Choose One!

1. Which word describes Jamess feeling of being alone in Highfields?

A. hilarious B. confused C. nightmare

For the past six years Ive lived in fear of Jessica Parker and her stupid laugh, but now shes moving to a different school and I dont have to worry about seeing her anymore.

2. Based on the extract above, Jessica Parker is most probably a..A. teacher B. student C. relative

3. Which statement below is not true about Tristan A. He is physically challengeB. He dislikes Jessica Parker. C. His mother is proud of him.D. He is outstanding in his school

4. What is mums perception about James?A. He is confident.B. He is an active boy.C. He is shy and nervous.D. He loves Jessica Parker.


Have I Understood?

Practice 1

Perhaps it was a mistake to choose different secondary schools for them. Theyre very different children but theyre still twins. Its hard for the rest of us to understand quite how they feel. I must ask them if this is what they really want. I cant let them spend the rest of the summer holidays looking as if theyve won the lottery, then lost the ticket down a drain.Read the extract and answer the questions below.

1. What does the word this in the above extract refer to?

__________________________________________________________________

__________________________________________________________________

2. The expression as if theyve won the lottery, then lost the ticket down a drain

means, ____________________________________________________________

3. How does the mother feel about choosing different schools for her boys? Give a reason.

__________________________________________________________________

__________________________________________________________________

4. In your opinion, does the mother possess the qualities of a good mother? Explain.

__________________________________________________________________

__________________________________________________________________

Practice 2

Read the extract and answer the questions below.

Mum just asked me if I really want to go to Chesterlea Grange! Is she joking? Of course I dont want to! I want to go back to Peter Hill. Its safe there, and friendly and everybody knows me. The thing is, when I went to see Chesterlea Grange on the Open day, it seemed so much fun. I liked the horse-riding, swimming and wheelchair games best. Every summer they hold an event like the Paralympics. They have archery contests, wheelie marathons and basketball tournaments. Ive never had the chance to take part in sports like that.1.Name three events in the Paralympics.

a._________________________________

b._________________________________

c._________________________________

2.Why does Tristan feel comfortable in Peter Hill?

_________________________________________________________________

_________________________________________________________________

3.What attracts Tristan about Chesterlea Grange?

_________________________________________________________________

_________________________________________________________________

4.Do you think Tristan can remain in Peter Hill even if he wants to? Why?

_________________________________________________________________

_________________________________________________________________

Practice 3

Read the extract and answer the questions below.

Kiara Jones is going to Highfields. She plays football for the County Girls Under 11s team. With a bit of luck shell go to the same football practices at Highfields as me. Tristan will be really jealous because he likes Kiara too. She pushed his wheelchair to the refreshment bar at an Under 11s tournament last summer. I couldnt do it because I was playing.

1.What common interest do James and Kiara Jones share?

____________________________________________________________________

____________________________________________________________________

2.What kind of a person is Kiara Jones?________________________________________________________ ___________

____________________________________________________________________

3.What does James mean when he says that Tristan will be really jealous because helikes Kiara too?____________________________________________________________________

____________________________________________________________________

4.Based on your knowledge of the story, do you think Tristan will be jealous of Jamess acquaintance with Kiara Jones? Give a reason.

____________________________________________________________________

____________________________________________________________________


Authentic Assessment

Role Play

Aim:To encourage creativity

Materials : None

Steps:1.Study the characters in the story with close reference to their thoughts and opinions about the school play.

2.Write an interesting dialogue.3.Role Play the dialogue.

Creating A Folio

Aim:To obtain information from various sources.

Materials :Students choice

Steps:1.Students find out information about a famous personality who has special needs; e.g. Christopher Reeve (Superman).2.Students create a group folio by compiling the following details:- a brief background of the person, attached with his/her photograph his experience coping with his disability and achievements3.Teacher assesses the folio based on its contents and creativity of the students.

Scrapbook

Aim:To explore sports activities for people with special needs.

Materials :None

Steps:1.Students find out types sports activities for people with special needs..

2.Students work in pairs / groups to create a scrapbook entitled \Paralympics.

3.Students submit scrapbook for assessment.

Forum

Aim:To express ones opinion freely in a formal situation.

Materials :None

Steps:1.Divide the class into groups of four.

2.Students select a chairperson.

3.Members of the groups discuss on one of the following issues; Twins should be sent to different schools. Paralympics should be introduced in schools for special needs. Redesigning schools to cater for students with special needs.

4.Teacher assesses students based on their accuracy and fluency.


Answer Key

Worksheet SS1

Similarities: Concerned, Dependent, Caring, Considerate, Loving, ResponsibleDifferences: Tristan : Confident, Brilliant, Computer Literate, Outstanding, ActiveJames: , Inferior, Introvert, Shy, Quiet, Dependent, Lacks confidence(Accept any other suitable answers)

Worksheet SS2

Tristan1. Today I feel like a tyre that has burst, totally deflated. 2. The play put me on a real high. 3. I can see that old scared look back in the eyes. What can I do to make him feel better?

James1. Me and my big mouth!. Why did I ever go and talk to him about his new school?2. Shes moving out to a different school and I dont have to worry about seeing her any more.3. We are pretty much stuck together. Wherever he goes, I go and wherever I go, he goes.

Mum1. Tristan has always been such a live wire.2. Ive been really worried about how hell find his way around without Tristan to help him.3. Words fail me! Tristan doesnt want to go to Chesterlea grange after all. What on earth am I going to do?

Worksheet SS3

1 .Ecstatic2. Active3. Awful4. Embarrassing5. Dependent 6. Inferior7. Pride8. Concerned

9. Depressed10. Relieved11. Interdependent12. Confused13. Regret14. Eager15. Determined

Worksheet SS4

PEOPLE : James, Tristan, Mum, Parents, Students, Physically Handicapped, Audience, Actors,

PLACES : Chesterlea Grange, School, Computer Room, Football Field, Stage,

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

ACTIONS :Acting, Watching, Clapping, Cheering, Browsing, Pushing, Kicking, Playing, Drinking, Reading, Talking, Laughing, Standing, Walking, Playing, Running, Riding, Folding

Worksheet SS5

(Accept any suitable answers)Example Word:DisabilityDefinition :Unable to do something Synonym :Handicapped Antonym :Ability Sentence : I would be able to do those things too, if I didnt have a disability

Worksheet SS6

FACILITIES : SWIMMING POOLGAMES ROOMARCHERY CONTESTS PADDOCKWHEELCHAIR GAMESDRAMA STUDIO

ACTIVITIES: BASKETBALL TOURNAMENTSWIMMING

Worksheet SS7

Answers: 6, 3, 4, 9, 1, 2, 10, 5, 7, 8

Worksheet SS8

Beginning: James and Tristan are about to finish their primary education at Peter Hill Primary.Their mother decides to send the twins to two different secondary schools when the new school term opens.

Rising Action:The twins who rely on each other are upset over the thought of being separatedTheir mother is confident that Tristan would be able to cope well but worries about James on how he is going to manage in his new school environment without Tristan to help his way aroundJames dreads over the thought of being alone at Highfields without Tristan.

Climax:Tristan changes his mind about going to Chesterlea Grange in order to be with James.

Falling Action:Mum wonders if she had made the right decision by suggesting that the boys be sent to different schoolsJames persuades Tristan to go to Chesterlea Grange, by reminding him about the facilities there.Tristan seeks the help of Kiara Jones to assist James in his new school environment.

Ending:Tristan decides to go to Chesterlea Grange and James to HighfieldsThe boys realise that they have make the right decision and are very happy in their new school environment.

Worksheet SS9

A.Fear for the unknownB.Caring for the disabledC.Inferiority complexD.A mothers pride

Worksheet SS10a

1. GRATEFUL2. HELPFUL3. CONCERNED4. APPRECIATIVE5. DETERMINED

Worksheet SS10b

EZDFHGGUYMSC

VNNKHFXOGMCX

IDDFYBORCXZW

TQDEENAXFUHK

ASTETTKBOBEA

IEOUEETEAKLJ

CCUFPERMVIPF

EAULIPRMUNFI

RLCTBVIMIXUL

PZXRASHIDNLU

PXAVIERBONEO

ADRCONCERNED

RHHMAHSUETHD

Assessment SS1

a. FALSEb. TRUEc. FALSEd. FALSEe. TRUEf. FALSEg.TRUEh.TRUEi. TRUEj. TRUE

Assessment SS2

1. C

2.B3.B4.C

Assessment SS3

Practice 1

1. Going to different schools2. Extreme disappointment3. Confused, because she is not sure if her boys want to go to different schools4. Yes, she wants the best for her sons. She is even willing to send both Tristan and James to the same school if that is what they really want.

Practice 2

1. Archery contests, wheelie marathon and basketball tournaments2. Because it is safe and has a friendly environment3. The facilities and outdoor sports4. No, Peter Hill is for the Primary Level students.

Practice 3

1. Playing football2. Helpful and active3. Because Kiara will be going to the same school as James4.Accept any suitable answers.

FLIPPING FANTASTIC

Glossary

No.WordPageMeaning

1Ecstatic25showing or feeling great enthusiasm, happiness or excitement

2Bewildering29something that is very confusing and difficult to understand

3Hilarious33something that is extremely funny and makes you laugh a lot

4Persuade36 influence or convince someone or oneself

5Tournament31a sports competition in which players who win a match continue to play further matches in the competition until just one person or team is left.

6Pride23a good feeling of happiness and eagerness for praise which you have when you or people that you like have done something good or when you own something that you think is good.

7Stutter23find it difficult to say the first sound of a word, and often hesitate or repeat it two or three times

8Ramps32a sloping surface that connects two places that are at different levels; e.g one that has been built so that it can be used by cars and wheelchairs

9Grump33someone who is bad-tempered often because they are slightly angry, disappointed or pessimistic

SHORT STORY

Panel of Writers

Ira Bhattacharyya (Panel Head)Rahmah Hj SayutiAdrian RobertXavier ManickamRashid Hj. Abdul JalilSo Suez Pink7. Pushparani Subramaniam (BTP) 8. Y.M.Tunku Ireneza Marina Tunku Mazlan (Coordinator)

WORD

DEFINITION

SYNONYM

ANTONYM

SENTENCE

Documents

Flipping Fantastic