Online Task 4

1. Think of at least 3 benefits of using speeches by famous figures, in the classroom.

a. Speeches by famous figures involved real people and reflect real events in life. Therefore, they are authentic and students can learn about the purpose and the history surrounding the writing and delivery of the speeches.

b. Speeches by famous figures are normally well prepared and free of grammatical errors.

c. Students can learn the techniques of persuasive speech and apply them in real life situations.

d. These speeches normally reflect higher level of critical thinking skills. Therefore, they help in sharpening the critical thinking skills of students.

e.These speeches are usually inspirational and motivational. Therefore, students can be motivated by the content of the speeches.

2. Go to www.youtube.com and find the audio-visual on the speech. In not less than 50 words, state would the audio-visual be of any use in helping understand the speech better? State your reasons.
Yes, it would help in understanding the speech better because by looking at the visual, we can analyse elements that are otherwise impossible to observe like body movement, facial expression, the reaction of the audience and the real atmosphere during the speech. For example, from the audio-visual speech, we would be able to detect that there is a remarkable emotion in King's voice and body as he made the speech. Therefore, looking at all these elements would definitely help us to understand the true emotions and feelings that were evoked by the powerful speech.

 
3. Who is Martin Luther King?
Martin Luther King Jr. (1929-1968) was a Baptist minister and social activist who played a key role in the American civil rights movement from the mid-1950s until his assassination in 1968. Inspired by advocates of nonviolence such as Mahatma Gandhi, King sought equality for African Americans, the economically disadvantaged and victims of injustice through peaceful protest. He was the driving force behind watershed events such as the Montgomery Bus Boycott and the March on Washington, which helped bring about such landmark legislation as the Civil Rights Act of 1964 and the Voting Rights Act of 1965. King was awarded the Nobel Peace Prize in 1964 and is remembered each year on Martin Luther King Jr. Day, a U.S. federal holiday since 1986.

4. Based on the questions below, analyse the features of the given written speech:
a. What is the purpose of the speech?
The purpose of the speech is to present as succinctly and as eloquently as possible the guiding principles of the civil rights movement, and to reinforce the commitment of his listeners to those principles. The key message in the speech is that all people are created equal and, although not the case in America at the time, King felt it must be the case for the future. He argued passionately and powerfully about it.

b. What is the tone of the speech? 
The speech is persuasive and appealing in nature.

c. What interesting major feature(s) can you see from the speech? (i.e. repetition of phrases, emphasis on certain things said etc)
One of the most interesting features of this speech is King’s use of language to make the abstract principles of liberty and equality clear and compelling. Throughout, King relies on familiar, concrete words that create sharp, vivid images.  King also uses a lot of metaphors that are appropriate to the occasion and help to dramatize his ideas (e.g. vast ocean of material prosperity; flames of withering injustice; dark and desolate valley of segregation). Besides that, King makes extensive use of repetition (e.g. I have a dream; Let freedom ring; Now is the time) and parallelism to reinforce his message and to enhance the momentum of the speech.

d. Any interesting facts that you can gather based on the background of the speech?
The speech was delivered on August 28, 1963 to some 200,000 people who had come to Washington D.C to participate in a peaceful demonstration to further the cause of equal rights for African Americans.

King spoke from the steps of the Lincoln Memorial, in the “symbolic shadow” of Abraham Lincoln (the President who defeated southern states over the issue of slavery) and the crowd filled the vast area between the Memorial and the Washington Monument.

Millions of Americans watched the speech on television or listened to it on the radio.

It took King only 16 minutes to deliver the speech but he had prepared it carefully than any other speech in his career to that time. 

King opened his speech at 92 words per minute and finished it at 145. 

King’s speech was well researched. In preparation he studied the Bible, The Gettysburg Address and the US Declaration of Independence and he alludes to all three in his address.

5. Suggest a while-reading activity that can be derived from this particular speech.

 Students can be asked to find the metaphors used in the speech and discuss how they are used effectively to bring colour to the speech, to make abstract ideas concrete, to clarify the unknown and to express feelings and emotions.

Online Task 3

The Iron Man

Zealous, courageous, vigorous, inspirational

The man of liberty

Who longs for freedom, fairness and equality

Who fights against injustice, despair and cruelty

Who breaks the chains, rises from death and earns respect

Resident of persistent dreamers

Mandela

Online Task 2

Do we have a canon for Malaysian literary works? Let's say we do, who do you think are in it? Consider the fact that their works are well-known and most importantly included as part of the school syllabus- (both in BM and English)
Yes, I think we do. Writers/poets that could be in the circle of Malaysian literary canon include A. Samad Said, Usman Awang, Muhammad Haji Salleh, Ali Majod, Che Husna Azhari, Shirley Geok-Lin Lim, Ali Majod, Adibah Amin, Shahnon Ahmad, and Heidi Munan.

The poems by Erica Jong raises some feminist issues. What are they?

She talks about sex, infidelity, women’s liberty and oppression of women in marriage and relationship.

Do you think they are suitable to teach at the secondary school level? Explain.

I do not think that the poems are suitable to be taught at secondary school level because the language used is vulgar and sexually explicit. They reflect more open-minded, westernized culture, so they are not appropriate for young audience in Malaysian classrooms.

Is Hillary Tham's poem more suitable?
Yes, I agree. This is because the language used is more decent and appropriate for eastern culture although the issue of puberty can be thought as taboo by some. Teachers however must be sensitive, knowledgable and smart in bringing the students attention to the good values contain in the poem, as well as entertaining questions posed by the students.

The short tale from the Native American group is about a girl who is unsatisfied with her life. How is this a universal experience? Can it teach our students anything?

The issue raised in the poem is considered universal because everyone in life seeks for something and has individual needs and wants. The tale can teach students a lot of things. One, it teaches us to be grateful with what we have. Second, it teaches that sometimes what we want may not be the best thing for us. Besides that, we should always consider listening to other people’s advice and not to act rashly. Also, it teaches us that some things may be deceiving in that what we see are not what they really are. Therefore, we must always be on guard and not trust people easily. 

Langston Hughes

From your findings about his background, tell me about the dilemma he conveys through the poem CROSS.

This poem does not represent Langston’s personal experience, since both of his parents were African-Americans. However, it was known by many that Langston spoke for his people, the African-Americans. He talked about their sufferings and their hopes in living in America. In other words, Hughes refused to differentiate between his personal experience and the common experience of his people. Therefore, I believe in this poem he represents his people who experienced identity crisis caused by mixed parentage. In this poem, the persona is confused about his identity – being neither black or white. At first, he blames both his parents for putting him at this crossroad – whether to identify himself as black or white. Later on, he regrets his awful words to both his parents. However, he still wonders his fate – if he would die rich and noble as white or die poor and marginalised as black.

I find "Dinner Guest: Me" laden with irony and sarcasm. Briefly state if you feel the same.

Yes, I do feel that the poem is laden with irony and sarcasm. Although the persona was a guest at a dinner, he was treated as if he was a criminal and being scrutinized by the whites. The sarcasm is clearly stated in the line “I’m so ashamed of being white” when in truth is that the whites are so proud of their race.  “To be a Problem on Park Avenue at eight/Is not so bad” is also ironic because obviously it was a huge problem (implied by the capital “P”) and it was actually the worst thing that could happen to him when he was supposed to be treated nicely and equally as the rest of the guests.  

The experience in the poem Harlem is one that is true for many people. Do you agree?

Yes, I do agree that the experience is one that many people can relate to because everyone has dreams and hopes in life.  When our hopes and dreams are not fulfilled, we all wonder what could have gone wrong. Many of us also left wondering whether we would be able to dream and hope again after the failure.

Langston Hughes fights for the voice of his people. What is the movement called?

It is called the Harlem Renaissance.

Online Task 1

Folktales

List some of the well-known folktales from Malaysia

1. Pak Pandir

2. Awang Tangan Besar

3. The Curse of Batu Gajah

4. Mat Jenin

5. Nujum Pak Belalang

6. Si Tanggang

7. Anak Buloh Betong

8. Sang Kelembai

9. Si Luncai

10. Lebai Malang

11. Batu Belah Batu Bertangkup

12. Bawang Putih Bawang Merah

13. Badang

List some of the possible issues found in The Son of the Turtle Spirit.  Are those issues universal in nature or are they only relevant in the Chinese culture?

1. The influence of the Dragon and the Turtle in the Chinese community - relevant in the Chinese culture only e.g. creating good feng shui

2. Obedience to parents - universal

3. Determination and confidence is key to success - universal

Fables

What are the other morals that can be gotten from the other fables by Aesop? List at least two.

The Ant and the Dove – One good turn deserves another

The Fox and the Goat – Look before you leap

The Farmer and the Stork – Birds of a feather flock together

The Crow and the Pitcher – Necessity is the mother of invention

The Eagle and the Cockerels – Pride comes before a fall

Myths

One well-known literary figure from the Elizabethan age used Ovid’s Pyramus and Thisbe as a model to one of his famous plays. Who is he and what is the play?

Shakespeare – Romeo and Juliet

Legends

List some of the popular legends we have in Malaysia

1. Mahsuri

2. Hang Tuah

3. Tasik Dayang Bunting

4. Naga Tasik Chini

5. Puteri Gunung Ledang

6. Puteri Santubong

7. Raja Bersiong  

Le Morte d’Arthur (The Death of Arthur) by Sir Thomas Malory

1. Who is Thomas Malory?
Thomas Malory was a rogue as well as a distinguished author. According to the Kittredge version Thomas Malory lived at Newbold Revell in Warwickshire, England. He served in France under the earl of Warwick and was a Lancastrian during the Wars of the Roses. He was knighted in 1442 and entered the British Parliament representing Warwickshire in 1445, then in around 1450 he turned towards a life of crime, being accused of armed assault and rape. He was imprisoned for most of the 1450s (mostly in London's Newgate Prison).  He wrote Le Morte d’Arthur while serving his final prison term and died shortly after its completion.

2. When was Le Mort d’Arthur written?
It was written from 1450’s and completed in 1470

3. How many books/parts are there in LMDA?
Malory originally wrote Le Morte d'Arthur as eight books.

4. What is book 8 about?
The last and eighth tale concerns the discovery of Lancelot and Guinevere's ongoing adultery, the battle between Modred and Arthur, and Arthur's ultimate death.

5. Who were the two people who had an affair?
Lancelot and Guinevere

6. Book 6 has a strong connection to a popular modern fiction which is now a movie. What is the title of the popular modern fiction?

The sixth tale is about the "coming of the Grail" - in his version of the Sangreal, Malory adapts the Christian mysticism of the French 'Quest del Saint Graal' and inflates the importance of Lancelot, who is recognised as a Grail Knight. 

The title of a popular modern fiction connected to the Grail is Dan Brown’s The Da Vinci Code.

7. State three well-known facts about King Arthur/his time as a King

1. His guardian and advisor in the early days of his kingdom was Merlin the wizard.

2. King Arthur fought many battles and was known for his outstanding   courage and generosity. Lands were given back to their rightful owners and churches were rebuilt.

3. He was married to Guinevere, who later had an affair with Lancelot.  

++++++++++++++++++++++++++++++++++++++++++

Think of 2 ways in which you can use folktales/fables/myths or legends in the classroom. Explain briefly.

     Students can be asked to do a role-play of a chosen folktale/fable/myth/legend. They may rewrite the dialogues themselves to allow for creativity.

     Students can write a letter to their favourite character and express their feelings and thoughts about any situation surrounding the character. Students may also give their advice to the character on what they think should/should not be done.

Autobiography - Reality Bites!

Guilty as charged - Tun Dr Mahathir's A Doctor in the House is the only autobiography I have ever read! Although this book contains a lot of political affairs that happened during Tun's service as Malaysia's Prime Minister, the part I enjoyed most was when he opened up about his family and growing up years. He even revealed his love life with Tun Dr Siti Hasmah in this autobiography. It is nice to get a little taste of his younger years to understand the man that he grows up to be. Personally, I have so much respect for Tun and I think he is the 'strongest' man that I have ever known.

There are many autobiographies to choose from. Indeed, we can learn so much from other people's good and bad experiences. 

Iroquois: The Girl Who Was Not Satisfied With Simple Things

This native American story teaches us the value of humility and gratefulness. Iroquois was not satisfied with simple things and because of that she dared to defy her parents. It was fortunate that an old man was there to rescue her from evil fate. She remembered the lesson that she should be satisfied with simple things to her old age. 

The dilemma in choosing things in life is a universal experience. At some point of our life, we have to decide on what is best for our future. In my opinion, although we should always be grateful with what we have, we should also seek for the best. However, we should think carefully before we make up our mind. We need to seek advice from other people too and not act on things rashly. 

Erica Jong vs Hilary Tham

Both Erica Jong and Hilary Tham writes about feminist issues though they have different approaches in writing. The issues and the words used in the poems written by Erica Jong, "For My Husband" and "The Rose" are very bold and  controversial. The lines "I have taken other men into my thoughts since I met you. But I have loved parts of them" suggests infidelity or even promiscuity. In "The Rose", the language used contain vulgarity - "it hung its head like a spent cock & died". Therefore, I do not think these poems are suitable for Malaysian secondary school classrooms. 

The poem "Becoming a Woman" by Hilary Tham on the other hand, although talks about puberty, was written in a more appropriate language for young readers. From this poem, we are able to appreciate women's roles and sacrifice in raising children.

Life Is Fine by Langston Hughes

I went down to the river,
I set down on the bank.
I tried to think but couldn't,
So I jumped in and sank.

I came up once and hollered!
I came up twice and cried!
If that water hadn't a-been so cold
I might've sunk and died.

But it was Cold in that water! It was cold!

I took the elevator
Sixteen floors above the ground.
I thought about my baby
And thought I would jump down.

I stood there and I hollered!
I stood there and I cried!
If it hadn't a-been so high
I might've jumped and died.

But it was High up there! It was high!

So since I'm still here livin',
I guess I will live on.
I could've died for love--
But for livin' I was born

Though you may hear me holler,
And you may see me cry--
I'll be dogged, sweet baby,
If you gonna see me die.

Life is fine! Fine as wine! Life is fine! 

I came across this poem when I was doing some research for my second assignment. What a motivating poem it is. I was enchanted by it. The poet, Langston Hughes was admired for his bold, truthful and poignant words during the Harlem Renaissance. Most of his poems revolves around the plight of the African American community. This poem however transcends all humanity. Everybody can relate to this poem during their most difficult times. Sometimes when things seem too hard to endure, we just feel like giving up. However, we must be strong and face all the obstacles that lay in front of us. Life is too precious to be thrown away just like that. I hope with this poem many others will feel lifted as I did. Thank you Langston for such powerful words...

Legends

Legends are good teaching materials. The text Le Mort d’Arthur written by Thomas Malory can be too difficult for some students because of its archaic language. However, I don’t think the text should be discarded from the classroom just for the reason. Many students enjoy watching “Merlin” on TV, therefore they would already have some background knowledge about the era. I am sure many are intrigued with the Excalibur. Therefore, the original text can be adapted by teachers using simpler, modern language or perhaps teachers can use just a chapter from the book – it all depends on the level of proficiency of the students. However, I strongly believe that all students should be given the opportunity to read about legends from around the world. From then the students can learn to see the significance of each legendary character. Teachers may spark the love for books and legends with just one interesting story.  Apart from Le Mort d’Arthur that tells us about the legendary King Arthur, teachers can also bring legends of Puteri Gunung Ledang, Mahsuri and Hang Tuah into the classroom for some local tastes.

Demystified

A myth is a sacred story from the past. It may explain the origin of the universe and of life, or it may express its culture's moral values in human terms. Myths concern the powers who control the human world and the relationship between those powers and human beings. Although myths are religious in their origin and function, they may also be the earliest form of history, science, or philosophy.

A folktale is a story that, in its plot, is pure fiction and that has no particular location in either time or space. However, despite its elements of fantasy, a folktale is actually a symbolic way of presenting the different means by which human beings cope with the world in which they live. Folktales concern people -- either royalty or common folk -- or animals who speak and act like people.

A legend is a story from the past about a subject that was, or is believed to have been, historical. Legends concern people, places, and events. Usually, the subject is a saint, a king, a hero, a famous person, or a war. A legend is always associated with a particular place and a particular time in history.

Definition by Donna Rosenberg, in her book Folklore, Myth and Legends: A World Perspective

Source:  http://www.indigenouspeople.net/stories.htm

I Shall Never Breathe Again

If I never feel you in my arms again
If I never feel your tender kiss again
If I never hear I love you now and then
Will I never make love to you once again
Please understand if love ends
Then I promise you, I promise you that
That I shall never breathe again
   
                                Toni Braxton - Breathe Again

Such are the determined words of a woman who rather dies than being without the one she loves. Love is a magical, mysterious  feeling.  Love can either be defined by bliss or misery.  Love will bring you closer to heaven or drag you to hell. In short, love can either bring the best or the beast in you.  It is funny how love works and how it can make you do unimaginable things…all in the name of love. 

 

Pyramus and Thisbe is another tragic love story, just like the tales of Romeo and Juliet.  They are the examples of supreme love.  The theme of forbidden love that leads to tragedy is found in the myth written by Ovid.  The essence of romanticism is apparent in this work. Both Pyramus and Thisbe could not bear to live without each other. To bring this story in the class would be interesting.  Some young couples today still face the same conflicts faced by Pyramus and Thisbe with their parents. Students can give their opinions about Pyramus and Thisbe’s actions in the story – to discuss whether the acts of running away or taking their own lives were deemed appropriate or necessary. The teacher can perhaps link this to the problem of teenagers who run away from home.  The consequences of acting rashly could also be the theme of this myth. Students may be asked to write another version of the story with the question of “what if” in their minds. Another theme that can be discussed is that true love prevails in the end.  The fact that the story ends with Pyramus and Thisbe being together after their death and that their parents’ forgave them suggests that love can conquer all. God will always have mercy on pure love and that we should never give up hope.  

To me personally, true love is when you can be there for another person during his/her lowest moments; to be the light and source of hope for another person. Until you have the chance to be with someone during trouble times and stick around no matter what, you can never be sure that it is truly love.

"To love for the sake of being loved is human, but to love for the sake of loving is angelic."

                        Alphonse De Lamartine

Jangan Monyet Jangan!! - My Favourite Fable Of All Time

"Jangan monyet, jangan!"- that is the phrase that I remember the most from my favourite fable - Hikayat Sang Kancil dan Monyet. I used to use the phrase all the time with my friends.  I bet many other people around my age could still remember this story. RTM (the only tv channel at that time) used to air this everyday whenever they had extra five minutes between programmes. I was ecstatic every time this opportunity came. This simple yet wonderful story was among many other fables that I learnt and enjoyed in my childhood. Mama is the first person who introduced me to the exciting world of fables and fairy tales. I still remember how me and my sisters used to sit around Mama eagerly while she read from this thick book with beautiful coloured illustrations. I just miss those moments.

While fables mostly involved animal characters, fairy tales include the elements of fantasy and magic that always have happy endings.  Who can forget the phrase “…and they lived happily ever after”, that some of us even grow up believing that life can be just like a fairy tale. I enjoy both fables and fairy tales when I was young though I was more excited about the latter.  I believe fables and fairy tales are the two alternative texts that are most appealing to children below the age of 12, so teachers can use them in the classroom. Nowadays, it seems like less and less parents seem to have the time to read books to their children, therefore teachers can make up for this. 

Fables teach us a lot of moral values either explicitly or implicitly. We are shown how patience and determination wins against pride and conceit in The Hare and the Tortoise; never to be too trusting and get lost in compliments in The Fox and the Crow; always accept who you are and never try to be something you are not in The Jay and the Peacock; and that when you do good to others, others will do good to you in Androcles.  

I believe fables can also be used for older learners. Secondary school students can be asked to write their own fables after discussing the plot and the language of various fables in the classroom. They can even choose their own animal characters to make it more interesting. My wish is that fables and fairy tales will live on in Malaysian's classrooms for a long, long time.

Below are the links to some websites on fables and fairy tales:

www.longlongtimeago.com/llta_fables.html

http://aesopfables.com/

http://ivyjoy.com/fables/

http://hca.gilead.org.il/

The Son of the Turtle-Spirit (2)

I will use my own experience reading this story (pre, while, post–reading stage) in teaching the students.  As I discovered the message in the folktale myself, I think the students should go through the same process.  Students may compare their conception of the two animals before and after reading the story. Chinese students may already have the beliefs passed down to them. They can be asked how they come to know about the belief and what are their opinions or feelings about it. 

 

This story also brings some interesting issues that can be discussed in the class. First, students can discuss the moral values found in the story that I think is abundant. Hmm…wouldn’t it be interesting if somebody said that we should never play with strangers? Well that would create another interesting discussion altogether!  Students can ultimately discuss the values they learnt from the son of the Turtle spirit, despite the fact that he was being punished for his origin and deprived of education. Teachers may also guide the students to see where the values of obedience, loyalty and determination are presented in the story. 

Besides that, students can discuss the significance or importance of upholding their traditions. Here, students can express their own views and perhaps list some tradition and cultures that they think should be uphold and ones that should be discarded and then provide their reasons.  Teachers can also get the students to compare and contrast relevant issues (e.g.  tradition vs modern cultures or personal beliefs vs common beliefs).  Talking about being critical! Therefore I totally agree with the use of folktales like this that can help make the class more lively and get the students to crack their brains! But most importantly, the students can be exposed to their own or a different culture and learn to respect it.