• SPM Paper 1 Continuous Writing

    [CW](Mid-Level) Narrative Writing (Terengganu SPM Trial 2018)

    It’s time for Writing with Students slot. This narrative was written in class, incorporating ideas brainstormed by students from all my form 5 classes. As the students are mostly low to mid-level in proficiency, my focus is for them to use simple and clear language. If they are able to incorporate more colourful literary devices, that would be a plus.

    Question:
    Write a story about a boy who got lucky one day. End your story with: “If it were not for the incident, his life would have been the same.”

    Sample Answer by Students:

    It was not often that one would sit down, do nothing for a while and think about things that had happened in one’s life. Atman found himself doing just that. At 30 years old, his life was comfortable enough to afford a good car, a house, and a beautiful wife. His neighbours knew him as a kind man who liked to help others. Atman smiled to himself. He remembered what happened when he was young.

    Atman was a very naughty boy in secondary school. He did okay in class and he was not very rude to the teachers. However, Atman had one bad habit.

    Motorcycle racing.

    After getting his license, Atman’s parents bought him a motorcycle he had been wanting since he was in form one. At first, he rode his bike to school and around his neighbourhood. Unfortunately, he chose the wrong friends and later, he became involved in bike racing activity. He had won a few races. After each win, Atman became bolder.

    Atman started with simple stunts. When he felt confident enough, he tried more dangerous stunts like standing on his bike on the highway. One day, while he was doing his stunts, he rode past a teacher’s car. The teacher recognised him straight away and contacted his parents.

    When Atman reached home, his father slapped his cheeks so hard that he fell to the ground. He was shocked.

    “Why did you slap me, father? What did I do?” cried Atman, hand on his stinging cheek.

    His father huffed angrily, “You ungrateful son! How dare you ask what you did! You were in a bike race, weren’t you?”

    “What? No, father, I was just…”

    “You liar! From today onwards, you can no longer ride your bike! I will send you to school and fetch you afterward.”

    Unable to believe that his father would do that to him, Atman ran out of the house and rode his bike away. He was angry at his father for slapping him. As he was nearing a T-junction, a small girl suddenly ran onto the road to chase after a cat. Atman was too fast to brake in time. He pushed his body away from the bike, throwing it under a lorry as he fell to the side of the road. He rolled his body in pain. He heard people screaming. Before everything went black, Atman saw the girl holding her cat, crying. Oh, he thought, at least she’s safe.

    He woke up at the hospital. His mother was crying next to him. When she saw that he had woken up, she hugged him and made him promise not to ride his bike dangerously again. His father was also there. Atman only had minor injuries. His beloved bike could not be repaired. He apologised to his father. He realised that he could have died. He was lucky.

    Since that incident, Atman no longer rode a bike. Once he finished college, he saved enough money to buy a car. He was also a responsible driver. He was very glad to still be alive. If it were not for the incident, his life would have been the same.

  • SPM Paper 1 Continuous Writing

    [CW](Mid-Level) Narrative Writing (Batu Pahat, Johor SPM Trial 2018)

    It’s time for Writing with Students slot. This narrative was written in class, incorporating ideas brainstormed by students from all my form 5 classes. As the students are mostly low to mid-level in proficiency, my focus is for them to use simple and clear language. If they are able to incorporate more colourful literary devices, that would be a plus.

    Question:
    Write a story when you were praised for something that you did not do but it has taught you a lesson. Begin your story with “I would never have imagined that…”

    Sample Answer by Students:

    I would never have imagined that I would one day feel so conflicted by something I did not do. It was a peaceful day at school. Everyone was minding their own business, lost in their studies and revision because SPM was just around the corner. About 30 minutes after recess, we heard an announcement.

    “Attention to all teachers and students, please gather at the main hall at 11.40am. Please move to the main hall in an orderly manner. Thank you.”

    The announcement didn’t state the reason for this sudden call to assemble. I thought it was a fire drill, but the alarm did not go off. How curious! My classmates and I lined up properly and made our way to the main hall as quickly as we could. It was a short walk but it was a very strange one for me.

    Every teacher I met along the way congratulated me!

    My best friend whispered hurriedly into my ears, “Hey, why are the teachers congratulating you? What did you do? Tell me! Tell me!”

    I shushed her and we continued walking. “I have no idea what is happening myself. Let’s just hurry to the hall and find out for ourselves!”

    Once we were in the hall, our class teacher approached me and asked me to sit next to her. My friends gave me questioning looks. My face mirrored theirs. I started to have unhealthy thoughts. Did I do anything wrong? However, the other teachers looked at me all smiles, so I calmed myself down and prayed.

    The principal greeted everyone and gave a speech about the importance of being kind to others. She shared a very touching story about a girl who helped injured victims of a recent road accident. According to the principal, the girl carried two elderly victims and stayed with them until the ambulance arrived.

    After that, when she found out the elderly victims had no other family members, she accompanied them to the hospital and helped to take care of them. She visited them every day until they got better. Wow, I thought, what a selfless person! I knew I couldn’t be that dedicated and kind. The principal continued.

    “And that is why the PPD and the District Hospital have decided to award the girl with a medal, a plaque and a certificate of good conduct. Please welcome Amirah to the stage with a big clap!”

    I blinked. And blinked. And blinked. And then I gaped. “What?!”

    Everyone started clapping and hooting. My class teacher asked me to go to the principal. With heavy steps, I walked towards the stage. Time seemed to stop for me. I was in a huge dilemma! Why did I say that?

    First of all, I didn’t help anyone. I certainly wasn’t the girl my principal just talked about. Also, I obviously wasn’t that brave! I was scared of blood. They had mistaken me for the brave girl, probably because our names were the same. What should I do? I could just pretend and hog all the praise and fame, and maybe no one would find out. Or, I could just be honest.

    I was about to smile and pretend I was that awesome girl when I remembered my late grandparent’s advice. “Always be truthful even if the truth hurts.”

    I stopped smiling. Oh, dear! I almost made a big mistake!

    So, I asked for the microphone to speak. They thought I was going to deliver a speech but they were surprised when I simply said the PPD and the District Hospital got the wrong person. There was chaos. Everyone chattered, confused. My principal called a few people and finally, the hall was silent when the principal announced that indeed, it was a mistake.

    Amidst the silence, I laughed out loud, confusing everyone. Then, everyone laughed with me. Indeed, it was easy to just enjoy the praise and pretend it was something I did but I decided to be truthful. It was better to be praised for something I really did. If I had lied, the lie might be exposed in the future. I would be ashamed. My school would be ashamed too! So, I would rather be truthful.

  • SPM Paper 1 Directed Writing,  Writing Tips

    SPM English 1119 Focus on Directed Writing – Seminar Handouts

    Assalamualaikum and hello 😀 It’s now March and SPM is approaching fast. Before long, candidates are going to find themselves busy with extra classes, projects, seminars, workshops and frantic revision hours. I can’t remember how it was for me back in 2004 but I definitely remember crying tears of stress along the way LOL. I hope the younger generations have it better. Information is abundance today, unlike then. Broadband was a luxury. Narrowband was all we had until much, much later.

    This morning, I was given the opportunity to conduct a two-hour long seminar at Damaisari Tawang, Bachok for SPM candidates from  SMK Dato’ Mahmud Paduka Raja (2). Thumbs up to the organising committee for choosing such a conducive venue! The seminar hall was massive! Since I prefer workshops where students are more actively involved, I struggled internally at first with what to say. I mean, I have so much to say 😆 Adjustments had to be made since I decided to focus on writing only. Feel free to click on the links below to download some handouts.

    Download: Directed Writing (DW) Format Recap for Quick Revision (1916 downloads)
    Handout – DW Format Recap

    Download:  Introduction to the English 1119 Paper and Quick Tips (1246 downloads)
    Introduction to English 1119 Paper and Quick Tips

    I went into continuous writing for a bit but we didn’t spend too long due to time restraint. We did discuss the figurative language/ narrative styles a bit. Here’s what we covered:

    Download:  Writing Tips - Tell versus Show (1060 downloads)
    Handout – Tell versus Show

    Thanks for the opportunity! I hope they got something from my short visit. Good luck for UP1, too 😀

     

  • Education World,  Teaching Resources

    [For Teachers] Pendekatan Mudah “ABCD” Dalam Penulisan Objektif & Kriteria Kejayaan

    Ada yang minta saya kongsi versi BM. Lebih kurang macam ni yang saya buat ya.

    A – Audience (Siapa klien/ target kita?)

    Pada akhir PdPc, murid 5EKO dapat:

    ** perincikan murid yang mana, jangan tulis secara umum.

    B – Behaviour

    Apa yang kita mahu pelajar buat. Contohnya:

    Senaraikan 5 faktor yang _____ …

    C – Condition

    Pelajar perlu buat B tadi dalam bentuk apa?

    Contoh:

    … di dalam peta buih berganda…

    D – Degree

    Tahap yang kita ingin ukur murid kelas tersebut dalam menyiapkan C tadi.

    Contoh:

    …. dengan lengkap.

    Objektif penuh:

    Pada akhir PdPc, murid 5EKO dapat:

    Senaraikan 5 faktor yang _____  di dalam peta buih berganda dengan lengkap

    KRITERIA KEJAYAAN

    Perlu dinyatakan berapa ramai murid yang dijangka boleh menyiapkan tugasan dengan sempurna. Selebihnya mungkin di tahap sederhana atau lemah. Di sini boleh kita kesan golongan yang perlu diberi latihan pemulihan (lemah), pengukuhan (sederhana) dan pengayaan (cemerlang).

    Faktor “C” di bahagian objektif tadi lah yang akan ditulis di ruang Kriteria Kejayaan. Contohnya:

    20 daripada 28 murid kelas 5EKO dapat:

    1. Membina peta buih berganda tentang ___
    2. Menulis surat kepada pengarang

    Semoga Bermanfaat.
    W.I. Adlina

  • Education World,  Teaching Resources

    [For Teachers] Writing Lesson Objectives & Success Criteria

    If you’re having a hard time writing learning objectives for a three-part lesson, look up and read about these three approaches:

    1. Robert Mager’s Performance-Based Learning Objectives
    2.The ABCD Model for Writing Objectives
    3. Gronlund’s General and Specific Cognitive Objectives

    This is how I do it:
    A – Audience (Be specific about the audience)

    At the end of the lesson, students of 5EKO will be able to:

    B – Behaviour (What do you want them to do?)

    List down 5 factors that influence one’s decision…

    C – Conditions (in what form must the student complete the action in B )

    … in a bubble map…

    D – Degree (how far/ to which extent are they expected to perform?)

    … with the correct spelling.

    Complete example:
    At the end of the lesson, students of 5EKO (A) will be able to:
    List down 5 factors that influence one’s decision (B) in a bubble map (C) with the correct spelling (D).

    WHAT ABOUT THE SUCCESS CRITERIA?

    Based on the above example, C is what you’d like the students to produce. So, it goes like this:

    12 out of 12 students are able to successfully:
    Create a bubble map on what influences one’s decision.

    Best regards,
    Adlina.