Secondary 1 Express 2023
NAME: _________________________
CLASS: __________
Copyright of Dunman Secondary School, English Language and Literature Department
No. Topic
Page
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Introduction to MEDAL
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Introduction to Poetry
Poetry Platter
Poems from Singapore: ‘My Mother Loves Me’ by Gwee Li Sui
Poems from Singapore: ‘Evening Song’ by Leong Liew Geok
Figurative Language: Similes & Metaphors
Poems from Other Parts of the World:
‘Bruises Heal’ by Andrew Fusek and Polly Peters
Poems from Other Parts of the World:
‘You have Two Voices’ by Nancy Prasad
Figurative Language: Personification
Figurative Language: Symbols
Coursework: ‘The Voice’
Coursework Rubric: Oral Presentation
Coursework Rubric: Creative Writing
Poems from Singapore: ‘I dropped my phone’ by Ng Yin-Ling
Figurative Language: Verbal Irony
Figurative Language: Situational Irony
Figurative Language: Dramatic Irony
Characterisation
Narrative Features
Conflict
“Monster”, Little Ironies
“Lottery”, Little Ironies
“Miss Pereira”, Little Ironies
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MEDAL represents an integration of the Performing Arts into the Lower Secondary
curriculum so that language learning is made meaningful. MEDAL also proves to be an
instrument for the explicit teaching of 21st century competencies as students evolve to
become critical and inventive thinkers who collaborate and communicate effectively in their
exploration of set socio-cultural contexts. It combines the elements expressed in the
acronym:
astering
nglish Language
rama
rt of Communication
iterature
In Semester 1, Secondary One students are introduced to Literature and the Art of
Communication in English Language through Poetry. They will have the opportunity to
explore different genres of poetry and unravel interpretations of poems through the style of
language used, building their foundations to grow as creative meaning-makers. Students
will read poems from Singapore as well as those originating from different parts of the world
to develop them as empathetic and global thinkers. English Language Oral Proficiency is
also trained and graded during an Oral Presentation.
In Semester 2, students explore Literature through a prose collection of short stories
entitled Little Ironies, written by Catherine Lim. Students will learn more about elements in
the prose, through an analysis of different areas of study such as Plot, Characterisation,
Setting and Atmosphere as well as Theme. The ability to read closely these short stories
while picking up relevant details will help students flourish as an empathetic thinker and
critical reader.
In Secondary Two, the elements of Theatre in Drama as well as a greater depth of Poetry
will be further delved into.
MEDAL is exploratory, an effort to "open a new frontier in our exploration of good teaching"
(Palmer). It will not be a stranger to established teaching practices. What it will develop into
is practical and effective pedagogy bearing semblances to the old but fuelled by the hearts
of its teachers to cultivate thinking learners.
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Term 1: Introduction to Poetry
Weeks 1 &
2
Introduction to Coursework – The Voice
Learn to speak well
Week 3
Complete creative writing/practise reading
aloud
Week 4
Practice Creative expression
Week 5
Submission of coursework
(Poetry + Presentation)
What is a poem?
A poem is an experience in sounds, words, thoughts, images, and the feelings
evoked by this combination. Poetry is everywhere – in jingles, songs, advertisements
and even nursery rhymes. A poem can be identified by its (a) form (poetic structure)
(b) language (diction, imagery, symbols) (c) rhythm and sound (rhythm, metre,
sound devices).
Why are poems written?
Poems are written for a variety of functions. Some poems are written to express
deep emotions. Other poems push us to reflect about our lives and discover
something about ourselves. Poem often reveals insights about society or the world
and at times even critique existing social systems and values.
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1. What catches your
attention about these
poems?
2. What are the poems
about?
3. Which one do you prefer?
Why?
5
Discussion Questions
1.
2.
3.
4.
5.
6.
What is happening in the poem?
What strikes you about the poem?
What is the poem about?
Why do you think the writer wrote this poem?
What are your thoughts and feelings as you read this poem?
Which line of the poem did you find the most interesting or disturbing for you?
Why?
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Poems from Singapore
My Mother Loves Me
Mother, Mother
The kids in school
Call me kiasu,
But all I am
I got from u.
You bought for me
Big uniforms
A size too soon
and until then
I look cartoon.
Primary Two,
You brought textbooks
For Standard Three.
I’ll get A
then; now I get Dee.
Then you got me
Tuition for Maths,
Language and Science,
Music and Sports,
And Omniscience.
Recess, you packed
Gain-weight tablets,
Vitamin pills.
They call me HosPital Nostrills.
Mother, Mother
The kids in school
Call me kiasu,
But that’s not me –
I guess it’s you.
by Gwee Li Sui
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1.
Close Reading: Read the poem and annotate on the poem. Consider the following
questions as a guide to annotate your poem.
Experiencing Story (What, When, Where, Who)
(i) What is this poem about? (Subject Matter) Does it tell a story? Is it about a moment
or an experience?
(ii) Who is the speaker / persona of the poem? Which point of view is the poem written
in?
(iii) How do you think the speaker of the poem is feeling?
(iv) What do the words ‘u’, ‘Dee’, ‘Omniscience’ suggest about the speaker?
(v) What does the imagery in the following line suggest?
‘They call me Hos-/Pital Nostrills’
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FEELINGS (VOCABULARY LIST)
amused
awed
calm
cheerful
confident
contemplative
content
determined
ecstatic
empowered
enthralled
excited
POSITIVE
grateful
hopeful
nostalgic
optimistic
passionate
pleased
relieved
satiated
satisfied
sentimental
surprised
sympathetic
thankful
touched
aggravated
annoyed
anxious
apprehensive
confused
cynical
depressed
disappointed
discontented
distressed
embarrassed
enraged
envious
exhausted
NEGATIVE
frustrated
gloomy
grumpy
heartbroken
hopeless
indifferent
infuriated
intimidated
irate
irritated
jealous
lethargic
lonely
nervous
overwhelmed
pessimistic
rejected
scared
stressed
tense
terrified
uncomfortable
worried
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(a) What are your feelings towards the speaker of the poem?
(Question) I am / I feel
(Knowledge / Evidence)
(Understanding) This suggests that
(b) What are your impressions of the speaker’s mother in this
poem?
(Question) The speaker’s mother is
(Knowledge / Evidence)
(Understanding) This suggests that
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Evening Song
Come, my darlings, let me see
Your files and papers please;
Put them neatly on my table:
How did you fare in Assessment Three?
Since overall performance is AVERAGE,
I must assign more exercises,
So you’ll improve in CA Four
To secure an A‐STAR percentage.
Off with TV; sit on either side;
Let’s first look at Chinese and Math.
I wonder if you’ve progressed –
80 for Math? A shocking slide!
A word with your tutor may increase
A 70% stake in the subject;
Spending holidays with her, my boy,
May change your grades in Chinese.
And you, my girl? This will never do!
Chinese, only 82? Listen, both:
Peabrain! Cretin! These are the pits –
I expect better things from you!
What’s that whispering I hear?
Brain damage from too much work?
There’s mud in your cerebral cortex –
Grey matter has nothing to fear!
All this will count toward
Your final position in the standard;
Never forget the fact –
Pull up your socks; shape up, or else
There’s nothing like an early start;
Demotion will be your reward.
Avoid Normal and Express for SAP
You brats – take that! And that!
by Leong Liew Geok
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1.
Close Reading: Read the poem and annotate on the poem. Consider the following
questions as a guide to annotate your poem.
Experiencing Story (What, When, Where, Who)
(i) What is this poem about? (Subject Matter) Does it tell a story? Is it about a moment
or an experience?
(ii) Who is the speaker / persona of the poem? Which point of view is the poem written
in?
Appreciating Style (How): Look at the Language and Imagery (SLIMS) features
of the poem to appreciate the style of writing.
(iii) How do you think the speaker of the poem is feeling? What is her tone of voice?
(iv) What do the words ‘Peabrain! Cretin!’ suggest about her attitude towards her
children?
(v) What does the imagery in the following line suggest?
‘There’s mud in your cerebral cortex’
Personal Response
What are your thoughts and feelings as you read this poem? Which line of
the poem did you find the most interesting or disturbing for you? Does this
poem remind you of any other texts (movies, songs, cartoons, video
games, images, graphic novels, books)?
2.
Interpreting Theme
What does the poem suggest to you about Singapore’s education system?
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(a) What are your feelings towards the children in this poem?
(Question) I am / I feel
(Knowledge / Evidence)
(Understanding) This suggests that
(b) What impressions do you form of the relationship between the
speaker and her children in this poem?
(Question) I find that the speaker and her children
(Knowledge / Evidence)
(Understanding) It implies that
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Figurative Language:
Similes and Metaphors
Other examples (SLS)
What do these metaphors and similes suggest?
Metaphors
Similes
The old woman’s face was a roadmap.
The boy walks like an elephant / The
boy walks as heavily as an elephant.
The twisted talons of the man’s hand
was painful to behold.
Like a needle poking the sky, the
building stretched above the rest of the
city.
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MORE ABOUT METAPHORS
A metaphor is a figure of speech that compares two unlike things and says that
one thing is another. It is a form of figurative language and its meaning cannot be
taken literally. To understand a metaphor, readers should find the similarities
between the two things being compared. All the previous metaphors (the simplest
form) are nouns. However, there are other ways of making metaphors, for
example with verbs or adjectives. Here are some examples:
Metaphor example
Literal Meaning (Denotative)
Implied meaning (Connotative)
The committee shot her ideas
down one by one.
Referring to a gun shot.
The committee rejected her
ideas.
The private detective dug up
enough evidence to convince
the police to act.
Referring to something being
buried is dug up similar to an
animal digging bones
The private detective searched
for enough evidence to convince
the police to act.
The new movie was very
Referring to the act of birds
popular. People flocked to see flocking together before they
it.
migrate.
He was dressed rather
Referring to volume of a sound.
inappropriately at the funeral, in
a loud checkered suit.
It wasn't long before their
Referring to a taste of sour food
relationship turned sour.
which is often acidic.
How do we analyse similes and metaphors?
Steps of analysis
Example
Identify what is being
A. “I wandered lonely as a cloud”
compared in the sentence. (The speaker’s wandering is compared to that of a
lone cloud.)
Consider what the literal / B. “Her face is a garden”
denotative meaning is.
(The subject’s face is compared to a garden)
Consider what the
comparison implies /
suggests / connotes.
1. The comparison implies that the speaker feels
free yet aimless like the cloud.
2. A garden implies variety, colour and life, all of
which convey the impression of teh attractive
beauty of the subject.
Mining for Meaning: A Guide to the Unseen, Suzanne Choo & Robert Yeo
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Poems from Other Parts of the World
Bruises Heal
Names, cold shoulders,
Silence in the canteen;
Her words are scalpels,
Cutting self-esteem.
“Stuck up little cow!
Thinks she’s really it!”
Laughter slices, she prescribes
A sharp, unfunny wit.
Ridiculed for standing out,
My marks are much too high
And so she drip-feeds saline hate,
Injecting with a lie.
She’s bright, she’ll find
The weakest spot to pierce and prod and poke.
She uses stealth, and poisoned words
And wears them like a cloak.
It seems I am her favourite game
And I’m the one who loses,
If she’d done this with her fists,
At least there would be bruises.
by Andrew Fusek & Polly Peters
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1.
Close Reading: Read the poem and annotate on the poem. Consider the following
questions as a guide to annotate your poem.
Experiencing Story (What, When, Where, Who)
(i) What is this poem about? (Subject Matter) Does it tell a story? Is it about a moment
or an experience?
(ii) Who is the speaker / persona of the poem? Which point of view is the poem written
in?
Appreciating Style (How): Look at the Language and Imagery (SLIMS) features
of the poem to appreciate the style of writing.
(iii) What type of imagery does the following line employ?
‘Her words are scalpels’
(iv) What does this imagery suggest?
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Appreciating Style (How): Look at the Language and Imagery (SLIMS)
features of the poem to appreciate the style of writing.
(v) What type of imagery does the following line employ?
‘And wears them like a cloak’
(vi) What does this imagery suggest?
Personal Response
What are your thoughts and feelings as you read this poem? Which line of the
poem did you find the most interesting or disturbing for you? Does this poem
remind you of any other texts (movies, songs, cartoons, video games, images,
graphic novels, books)?
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2.
Interpreting Theme
Why do you think the poet wrote this poem? (Purpose / Message)
3. Modified Passage-Based Question: Poetry (25m)
(i) What are your feelings towards the persona in this poem? Write at least
one paragraph in your response.
Your paragraph should contain:
• One feeling towards the persona
• Specific pieces of evidence from the poem to support your argument
• Explanation of how the evidence illustrates the argument.
(ii) How does the poet vividly show the persona’s feelings in this poem?
Write at least one paragraph in your response.
In your response, you may want to consider:
• how language and imagery is used in the poem
• what the imagery suggest about the persona’s feelings in the poem
Remember that each paragraph should directly address the QUESTION, show
your KNOWLEDGE of evidence and reflect your UNDERSTANDING of the
question demands and text through analysis.
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(i) What are your feelings towards the persona in this poem?
(Question)
(Knowledge)
(Understanding) It emphases / illustrates / depicts
(ii) How does the poet vividly show the persona’s feelings in this
poem?
The poet uses ……………………………………………………………………………
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Poems from Other Parts of the World
“You have Two Voices” by Nancy Prasad
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1.
Read the poem and annotate on the poem. Consider the following questions
as a guide to annotate your poem.
Experiencing Story (What, When, Where, Who)
(i) What is this poem about? (Subject Matter) Does it tell a story? Is it
about a moment or an experience?
(ii) Who is the speaker / persona of the poem? What are his or her thoughts
and feelings?
Appreciating Style (How): Look at the Language and Imagery
(SLIMS) features of the poem to appreciate the style of writing.
(iii) Are there any striking examples of similes or metaphors? What is its
effect?
(iv) Do you notice any striking features of the way the poem is written? Is
there any repetition? Which point-of-view is this poem written in?
(v) What is the effect of using these language features on the poem /
reader?
Personal Response
(vi) What are your thoughts and feelings as you read this poem? Which
line of the poem did you find the most interesting or disturbing for you?
Does this poem remind you of any other texts (movies, songs,
cartoons, video games, images, graphic novels, books)?
2.
Interpreting Theme
Why do you think the poet wrote this poem? (Purpose / Message)
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Personification
What is Personification?
Personification is a figurative
language technique where an object
or idea is given human traits or
characteristics.
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How do we analyse personification?
Steps of analysis
Look for areas where a comparison
is made. Identify the abstract quality
and the quality associated with a
human attribute.
Identify what is being personified.
Example
“Love waits at her door every morning”
In this sentence, the concept of love is
given the human attribute and compared
to someone faithfully waitinga t the door
of his loved one.
Consider the implied meaning of the The idea of faithfully waiting implies that
sentence.
the speaker’s love is not just one of
passion but is one of commitment,
sacrifice and faithfulness.
Mining for Meaning: A Guide to the Unseen, Suzanne Choo & Robert Yeo
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In the Kitchen
In the kitchen
After the aimless
Chatter of the plates,
The murmurings of the gas,
The chuckle of the water pipes
And the sharp exchanges
Of knives, forks and spoons,
Comes the serious quiet,
When the sink slowly clears its throat
And you can hear the occasional rumble
Of the refrigerator's tummy
As it digests the cold.
By John Cotton
Questions for discussion
1. What are the various examples of personification in the poem?
2. How does the pot make the kitchen come alive through his use of personification?
What is the effect of using these words?
3. What is one example of personification that you like?
Creative Writing
Write a personification of something in your own bedroom / classroom. For example,
what does your pen do and feel? How about your classroom tables and chairs?
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Symbols
What is a symbol?
Sometimes, specific words in a poem may have a larger significance. They may be
representative of an idea, an issue or a value. A symbol is something that represents
a larger idea or value.
Why are symbols used?
Sympbols are often used to concretise abstract qualities, such as human emotions.
For example, giving someone a rose on Valentine’s Day is a visible act of affection
because the rose symbolises love.
Here are some examples of symbolism:
Details
Seasons
Symbolic of:
The seasons are associated with the stages of life: birth,
growth, maturity and death.
•
•
•
•
Spring: associated with birth: rejuvenation, revivival, new life
and new beginnings. Spring is also a symbol of motherhood.
Summer: associated with growth, happiness, joy, carefree
living
Autumn: associated with maturity, wisdom and fulfilment in life
Winter: associated with death, old are, alienation, isolation,
despair
Flowers and
trees
•
•
•
•
Sunflower: brightness, joy
Roses: romance, love
White lilies: purity, beauty
Yew tree: old age, sickness, death
Other aspects of
nature
•
•
•
•
•
River: life and energy
Fire: passion, anger, fury
Sky: heaven, bliss
Rain: cleansing and purification OR sadness and loss
Sun: happiness, life, freedom, energy
Animals
•
•
•
Brids: freedom
Owl: foreshadows something ominous OR wisdom
Snake: presence of evil, deceit
Objects
•
•
Ring: commitment, marriage
School badge: loyalty, sense of belonging
Mining for Meaning: A Guide to the Unseen, Suzanne Choo & Robert Yeo
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Term 2: The Voice – Alternative Assessment
Coursework Description
Part 1 – 30 marks
Skills focus: Communication & Presentation Skills
Poetry comes in many forms. As part of this coursework, you are to research on one type of
poem and share the knowledge with your class. Remember to be selective and clear in your
presentation of points as you will be graded on your presentation. These presentation
marks will be counted as your End-of-year Examination English Oral Communication
marks. The rubrics for this assessment can be found in page 31.
Poetic Forms
1. Haiku
2. Cinquain
3. Acrostic
4. Sonnet
5. Limerick
6. Ode
7. Concrete Poetry
8. Ballad
9. Free Verse
10. Blackout Poetry
The following questions can be used as a guide in your presentation –
•
Understanding genre:
o
What is the poetic form?
o
Where did it originate from? (History)
o
Who are some famous poets in this poetic form? Give a few examples of
their work.
o
•
What kind of themes does it explore?
Personal Reflection (Each member to complete this)
o
Which poems did you find interesting in this form?
o
Why did these poems catch your attention?
o
What do you like / dislike about this poetic form?
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Things to note:
•
Any information taken from online sources need to be credited to avoid plagiarism.
o
How do we avoid it?
▪
Create a “References” slide at the end of your presentation
accrediting the various sources which you derived information from.
▪
Use quotation marks “...” when you are using someone else’s words
or ideas and credit them.
▪
Credit the poet (or website, in the event that the poet’s name is
unclear) when sharing the poems with the class.
•
An effective presentation should be concise and clear.
o
There should not be paragraphs of notes in your slides. Select the key
points only.
o
Avoid being repetitive in your points.
o
The choice of font, size and colour needs to be clearly seen by the
audience.
•
Each member of the group is to present their reflection as part of personal
response.
o
Refer to the assessment rubrics for details of assessment.
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The Voice – Oral Presentation Rubric (20 marks)
EXPRESS
End-of-Year EL Oral Assessment
Assessment Criteria
• Development & Organisation of Ideas
• Expression of Ideas
• Delivery with awareness of Purpose, Audience and Context
•
•
•
A well-considered response which is well-developed and organised.
Expresses ideas clearly using a wide range of well-chosen vocabulary and
structures.
Delivery is fluent with clear pronunciation.
•
•
•
A thoughtful response which is generally well-developed and organised.
Uses a range of largely appropriate vocabulary and structures.
Delivery is generally fluent and clear in pronunciation.
•
•
•
Response has some development and organisation.
Some attempt at a range of vocabulary and structures.
Delivery is quite fluent with intelligible pronunciation.
•
•
•
Ideas have simple development and organisation.
Simple vocabulary and structures used mostly appropriately.
Patches of fluent delivery and intelligible pronunciation which may cause a
strain for the listener at times.
Band 1
(1–4)
•
•
•
•
A slight attempt to address the topic very little or no development.
A few examples of simple vocabulary and structures.
Pronunciation is intelligible at times.
Any ideas expressed are in disconnected single sentences, phrases or
single words.
0
•
No creditable response
Band 5
(17–20)
Band 4
(13–16)
Band 3
(9-12)
Band 2
(5-8)
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Coursework Description
Part 2 (Individual) – 30 marks
Skills focus: Creative Writing Skills
Based on the sharing from your classmates on the different poetic genres, you are to select
one poetic form and write a poem in that form. This project will offer students a platform
to express a creative voice through poetry. These Creative Writing marks will be counted
as your Term 2 Weighted Assessment (Literature). The rubrics for this assessment
can be found in page 33.
Things to note:
•
Students need not write on the same poetic form that you presented on. A choice
can be made between any of the forms of poems that was shared.
•
Plagiarism is a serious offence that can be considered as a form of cheating and
results may be terminated.
•
Complete the declaration appended below, prior to your submission of the Creative
Writing piece.
MEDAL – The Voice (Term 2 Weighted Assessment)
Name:
Class:
Teacher:
Date Assignment Set:
Date Due:
Date of Submission:
Declaration Of Authenticity Of Work Submitted:
I _________________________
Of Class ________
Declare That This Work
Is Entirely My Own. I Have Not Copied Materials From Anyone Nor Relied
Heavily On The Help Of Anyone Else To Complete The Assignment.
Signature ______________________________Date __________________
Parent/Guardian’s Name & Signature _____________________________
Date __________________
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The Voice – Creative Writing (30 marks)
Criteria/
Marks
9-10
7-8
5-6
3-4
1-2
Creative
Ideas
The poem
demonstrates a
freshness of
approach and/
or a high level of
creativity. It
gives readers
new insight into
an issue or idea.
The poem is
somewhat
creative and
imaginative. It
has the potential
to be insightful
with better
expression.
The poem is
limited in its
freshness of
approach or
creative
thinking. It may
be thorough but
plodding.
The poem takes
a literal
approach with
little
understanding
of the poetic
form.
The poem lacks
effort and is
populated with
clichés.
Generally
acceptable use
of literary
devices. Clarity
and coherence
may be
impaired by
occasional
linguistic
weaknesses.
There is some
attempt to use
words that
convey ideas,
emotions or
thoughts
although not all
words may be
appropriate.
Some literary
devices work
well but others
fall flat.
Poor and
inappropriate
words choices.
Description is
boring and
inappropriate.
There are many
linguistic or
grammatical
errors. There is
little or no
attempt to use
literary devices,
much less use
them effectively.
Little attempt
made to use
poetic form. Its
usage is
inaccurate and
haphazard.
There is no
attempt to
engage with the
form at all. Little
or no thought is
put into how
form contributes
to the content of
the poem.
Language
Use
Organisation
and
Structure
Excellent choice
of words that
convey ideas,
emotions and
thoughts
meaningfully.
Excellent usage
of literary
devices that
contribute to
meaning.
Effective choice
of words that
convey ideas,
emotions and
thoughts well.
Some words
may be replaced
to better convey
certain ideas.
Most literary
devices work
well.
Effective usage
of poetic form to
convey ideas,
emotions or
thoughts.
Poetic form is
somewhat
effectively used
to move the
ideas, emotions
or thoughts
along.
Poetic form is
used but not
necessarily in
an effective
manner to
convey specific
ideas, emotions
or thoughts.
Adapted from ‘Creative Writing Rubric’ in Teaching Poetry to Adolescents: A teacher’s guide to Little Things
33
Jot down notes on the different
poetic forms here. You may
choose to write your poem on
any of the poetic forms
presented on in class.
34
Jot down notes on the different
poetic forms here. You may
choose to write your poem on
any of the poetic forms
presented on in class.
35
Modified Passage-Based Question: Poetry (25m)
Read this poem carefully, and then answer the questions that follow it.
Remember to support your ideas with relevant details from the poem.
36
(iii) What impression do you form of the persona in the poem? Write at least one
paragraph in your response.
Your paragraph should contain:
• One feeling that the persona experiences.
• Specific pieces of evidence from the poem to support your argument
• Explanation of how the evidence illustrates the argument.
(iv) How do you think the persona feels in the poem? Write at least two paragraphs
in your response.
In your response, you may want to consider:
• how the persona’s feelings change at different points of the poem
37