Literature Module Form 5

A Poison Tree
Form 5
Literature Module
(2016)
Prepared by English Language Teachers of Jempol and Jelebu
A Poison Tree
CONTENTS
Preface
Acknowledgement
The Writers
Poems
A Poison Tree
What Has Happened to Lulu?
25
Novel (Dear Mr. Kilmer)
46
Pictures
94
Conclusion
A Poison Tree
PREFACE
This module aimed to help teachers in teaching the new
literature component which was introduced in 2015 for the form
4 at that time. In continuation to it, in 2016, the form 5 is
introduced to another new literature component which
includes two more poems and a novel.
This module is co-produced by secondary school teachers
from PPD Jempol & Jelebu district who are dedicated and
enthusiastic in improving teaching and learning in schools.
Teachers can take this opportunity to make use of this
module for their literature classes. Hopefully, this will help to
enhance the English Language learning and teaching.
Most importantly, this module will be a good resource for
English teachers regardless they are experienced or less
experienced teachers.
A Poison Tree
ACKNOWLEDGEMENTS
A sincere and heartfelt gratitude to all English teachers
who has contributed in producing this module to help teachers
and students especially in teaching and learning the new
literature components.
As one says two heads are better than one, therefore,
with the help from all the teachers involved, this module has
become a reality.
A special note of thanks to Cik Norshahida Shaarim, PPD
Jempol & Jelebu officer, for her guidance and assistance in
coming up with this module.
To all English language panels who were involved in
completing this module, your cooperation and hard work are
very much appreciated.
A Poison Tree
Editor
Noor Fadzillah binti Amran
SMK Palong Dua (F)
Writers
Aziratulsyida Mohd Razli
SMK Undang Jelebu
Ernie Azlena binti A. Rahim
SMK Seri Perpatih
Fifi Safia Adnan
SMA DatoHaji Tan Ahmad
Huang Son Jan
SMK Palong 7
James Thong Wai Meng
SMK Teriang Hilir
Kanimoli A/P Subramaniam
SMK Serting Hilir Kompleks
Martina Bong
SMK Undang Jelebu
Md Noralami bin Abd Malek
SMK Pertang
Mohd Zaidi bin Mat Radey
SMK Lui Barat
Nanthini Kumari A/P Muthukumaran
SMK Seri Jempol
Nazrulhani binti Mohd Taharim
SMK Dato Undang Musa Al-Haj
Noor Raihan Fatin binti Ruslan
SMA Haji Muhammad
Norhaslina Manap
SMK Bahau
Nurul Amirah Mohd Azam
SMK Alam Beraja
Nurul Nadiah Mohd Nasir
SMK Bandar Baru Serting
Rimamelati Shamsudin
SMK Seri Perpatih
Rina A/P Gunasegaran
SMK Datuk Mansor
Sharizad binti Abdul Samad
SMK Teriang Hilir
Shubatra Thangarajoo
SMK Batu Kikir (Model Khas)
Siti Aida bt Ahmad
SMK Pasoh 2
Siti Suriah binti Mohd Jai
SMK Dato Undang Ali Al-Jufri
Sivakumar A/L Athimulam
SMK Chi Wen
Yusmawati Mohd Yunus
SMA Dato Haji Mustafa
Zarina Mohd Hamid
SMK Bahau 2
A Poison Tree
A Poison Tree
By William Blake
I was angry with my friend;

I told my wrath, my wrath did end.
I was angry with my foe:
I told it not, my wrath did grow.
And I watered it in fears,
Night and morning with my tears:
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night.
Till it bore an apple bright.
And my foe beheld it shine,
And he knew that it was mine.
And into my garden stole,
When the night had veiled the pole;
In the morning glad I see;
My foe outstretched beneath the tree.
A Poison Tree
Activity 1: Meaning
Paraphrase each stanza in your own words.


Night & morning with my tears:


In your own words, explain the personas feelings when he sees his enemy has died.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato Undang Musa Al-Haj)
A Poison Tree
SUGGESTED ANSWER
Activity 1 Meaning
Paraphrase each stanza in your own words.
William Blake speaks of someone, his friend and his
foe, whom has he is angry with. When he says I told

my wrath, my wrath did end after he said he was
angry with his friend, he is saying he was able to get
over being angry with his friend and forgot about it.
Although, it is quite the opposite when he mentions I
told it not, and my wrath did grow. Blake is saying
that with his enemy, he allowed himself to get angry,
and therefore, his wrath did grow.
In this stanza, Blake begins to make his anger grow

Night & morning with my tears:
and he takes pleasure in it, comparing his anger with

something, in this case, a tree or plant. The speaker
says he sunned it with smiles and and with soft,
deceitful wiles. This means he is creating an illusion
with his enemy saying he is pretending to be friendly
to seduce and bring him closer.

And it grew both day and night and til it bore an

apple bright are meaning that his illusion with his
enemy is growing and growing until it becomes a
strong and tempting thing. His illusion has a metaphor
and it is an apple. After, his foe believes it shines,
which means he thinks its true and means something,
and takes Blake illusion seriously. And he knew it
was mine suggests that he really thinks Blake is his
friend.
Being the last stanza, Blake needed to come up with a

conclusion. He has used the two lines in the morning

glad I see and my foe outstretched beneath the tree
to say that his foe finally fell to his tempting illusion
and metaphorically, consumed his poison apple and
died. So, obviously, his malicious intentions were
hidden behind illusion and he prevailed over his
enemy.
In your own words, explain the personas feelings when he sees his enemy has died.
Accept any relevant answer.
A Poison Tree
Activity 2: Meaning
Match the difficult words found in the poem with the meanings.
Difficult Words
Wrath
Deceit
Wiles
Veiled
Meanings
distortion
of the truth for the purpose of misleading
strong
conceal
trap
duplicity
fierce anger
trick
lacking clarity
fraud
stern
deeply resentful indignation
cheating
distinctness
In your own words, explain how a person should treat his enemy in a suitable manner.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
A Poison Tree
SUGGESTED ANSWER
Activity 2 Meaning
Match the difficult words found in the poem with the meanings.
Difficult Words
Meanings
distortion
of the truth for the purpose of misleading
strong
conceal
trap
duplicity
fierce anger
trick
lacking clarity
fraud
stern
deeply resentful indignation
cheating
distinctness
Wrath
Deceit
Wiles
Veiled
In your own words, explain how a person should treat his enemy in a suitable manner.
Accept any relevant answer.
10
A Poison Tree
Activity 1: Matching List
Match the following expressions from the text to their poetic devices.
EXPRESSION
1.
2.
3.
4.
the night has veiled the pole

the sunned it with smiles
Tree of anger is like an apple tree fruiting
Anger which is a poisonous thing is growing into a
tree which is something good and positive
5. and with soft deceitful wiles
6. The tree is a symbol of life anger is given life to
grow
7. The word wrath is repeated in stanza 1
8. My foe outstretched beneath the tree
9. Into my garden stole
10. Stanza 2 gives an image of a tree being well taken
care of
POETIC DEVICE
A
B
C
D
E
F
G
H
I
J
metaphor
repetition
imagery
alliteration
personification
diction
contrast
assonance
symbol
irony
By : Ms Yusmawati Binti Yunus (SMA Dato Haji Mustafa)
11
A Poison Tree
Activity 2: Complete the table
Complete the table below. Find the answers from the poem A Poison Tree
A Poison Tree by William Blake

Literary devices
Evidence
Metaphor
Description
Tears/ fears/ smiles/ deceitful wiles
-Image of the tree flourishing and finally
producing a fruit
Stanza 2/3/4
-Image of the foe sneaking into the

personas garden at night and lying under
the tree
Repetition
- Apple bright
Stanza 3/ 4
Irony
- My garden
Growing Tree usually a positive thing but it
is ironic that a growing tree is compared to
growing anger, something negative
12
A Poison Tree
Suggested answers:
Activity 1: Matching list
1
2
3
4
5
D
H
I
A
G
6
7
8
9
10
E
B
J
F
C
Activity 2: Complete the table

A Poison Tree by William Blake
Literary devices
Evidence
Description
Metaphor
Stanza 2
Tears/ fears/ smiles/ deceitful wiles
Imagery
Stanza 2/3/4
Repetition
Stanza 2/3/4
and
Symbolism
Stanza 3/4
Apple bright
My garden
Irony
title
Growing Tree usually a positive thing but it is ironic that a growing tree is compared to
growing anger , something negative
-Image of the tree flourishing and finally producing a fruit

-Image of the foe sneaking into the personas garden at night and lying under the tree
13
A Poison Tree
Activity 1:
Answer the following the questions
1. What are the moral values in this poem?

a.
b.
c.
2. Why someone should forgive his foe?
..
3. Why should we be rational and moderate?
By : Mr Md Noralami Bin Abd Malek (SMK Pertang)
14
A Poison Tree
Activity 2:
Answer the following the questions
1. Why should we be truthful?
.
2. Why we should not suppress negative feelings?
3. Why the persona should be patient?
15
A Poison Tree
Suggested answers:
Activity 1:
1.
Moral values:
a. Truthfulness
b. Forgiveness
c. Rationality and moderation
2. In life we experience pain, disappointment and anger. It is important to

seek counsel to help us to forgive and let go. By forgiving, we are released
from the burden of anger and will have peace and happiness in our hearts.
In A Poison Tree, the persona was unwillingly to forgive his foe. Therefore,
the anger he felt poisoned him from within and led to destruction of his
foe.
3. In A Poison Tree, the persona became irrational and went to the extreme
of committing a murder. It is clear that the persona refuse to make peace
with his foe by talking about his anger. He should be patient and exercised
some self-control. The persona should react with moderation. Thus,
exercising rationality and moderation will prevent us from falling into
traps made by ourselves or others.
Activity 2:
1.
We need to be truthful and sincere in our relationships for us to be happy

and at peace. In A Poison Tree, the persona was dishonest and hypocritical
in his relationship with his foe. Thus, he feels pain and anger because not
telling the truth. It is the best way to communicate how we feel.
2. We should resolve the negative feelings at source. If we remain silent

about our anger, it will make us to feel bitter and even evil. Suppressing
anger is dangerous as it can cause destructive effect on society. One of
the best ways to suppress the negative feelings is to communicate how
we feel to someone who cares about us such as our loving parents, close
friends or counsellor.
3. In A Poison Tree, it is clear that the persona does not exercise patience
because he refuses to make peace with his foe by talking about his anger,
he should exercise some self-control to have inner peace and happiness.
When the persona has practiced to be patient, he would react with
moderation and not to try to murder his foe.
16
A Poison Tree
Activity 1:
Write the theme of the poem in the box at the top of the page. Then, write 3
examples (lines) from the poem that demonstrates the theme you selected.
Why is it important to learn the theme you chose?
By : Ms Nanthini Kumari A/P Muthukumaran (SMK Seri Jempol)
17
A Poison Tree
Activity 2: Circle Map
Complete the circle map below by writing the words used to convey the theme given.
* foe
Anger, revenge,
death
While Blake's poem illustrates some of the destructive consequences of anger, it

also suggests that it is a normal emotion that needs to be dealt with properly. Talk it
out, students.
18
A Poison Tree
Activity 3 a: PRE-READING TASK
Look at the word cloud below. This was created using the poem A Poison Tree by
William Blake. Study the word cloud and answer the questions below.
What ideas in the poem are emphasised by the words of the word cloud?
(Frequency of words are increased in size and boldness)
Activity 3 b: POST-READING TASK

Go to http://wordle.net/
Create your own word cloud that represents your ideas and feelings about A Poison
Tree what does it mean to you?
19
A Poison Tree
ANSWERS
Suggested answers (accept any suitable answers)
Activity 1:
Theme: Suppressing anger
Lines: 1. I was angry with my friends
2. I told it not, my wrath did grow
3. My foe outstretched beneath the tree
Activity 2: Circle Map
Foe
Wrath
Deceitful
Poison
Angry
Outstretched
Activity 3 a and 3 b: Accept any suitable answers
20
A Poison Tree
21
Activity 1: A Poison Tree Organiser

1.
Complete the tree diagram based on the poem A Poison Tree

Persona:
Themes:
1. _________________
_________________
2. _________________
_________________
3. _________________
_________________
Moral values:
1. _________________
_________________
2. _________________
_________________
3. _________________
_________________
Literary devices:
1. Personification:
_________________
_________________
2. Symbol:
_________________
_________________
Setting:
1. Time:
a. ______________
b. ______________
2. Place:
a. ______________
2. In your opinion, does the poison tree exist in real life? If yes, where can you
find the tree?
_________________________________________________________________
_________________________________________________________________
By : Ms Noor Raihan Fatin Binti Ruslan (SMA Haji Muhamad)
A Poison Tree
22
Suggested answers:
Activity 1: A Poison Tree organizer
1.
Persona:
A boy/ a girl
(It could be anyone)
Moral values:
Themes:
1. We must not harbor

wrath and hatred
against anyone
2. We should express
our feelings in a
healthy way and not
bottle them up
1. Dangers of
harbouring wrath
and hatred
2. Bottling up ill
feelings
3. Insincerity and deceit
Literary devices:
1. Personification:
The night has veiled
the pole
2. Symbol:
The tree (symbol of
life)
2.
Setting:
1. Time:
a. (In the darkness of
the) night
b. (The next) morning
2. Place:
a. (At the personas)
garden
Accept any acceptable answers.

Example:
Yes, the tree grows in our heart.
A Poison Tree
Activity 2: Which line? Which clue?
1.
Match the clues (pictures) with the lines taken from the poem A Poison
Tree
Night and morning

with my tears
And I watered it in
fears
Till it bore an
apple bright
And I sunned it with
smiles
My foe
outstretched
beneath the tree
I was angry with my
friend
2. What advice can you give based on the first stanza?

_______________________________________________________________________________
23
A Poison Tree
Suggested answers:
Activity 2: Which line? Which clue?
Night and morning

with my tears
And I watered it in
fears
Till it bore an
apple bright
And I sunned it with
smiles
My foe
outstretched
beneath the tree
I was angry with my
friend
Accept any acceptable answers.

Example: We could forget the misunderstanding that we have with anyone
by discussing the problem and not bottling it up.
24
What Has Happened To Lulu?

By Charles Causley
What has happened to Lulu, mother?

What has happened to Lu?
There's nothing in her bed but an old rag-doll
And by its side a shoe.
Why is her window wide, mother?

The curtain flapping free,
And only a circle on the dusty shelf
Where her money-box used to be?
Why do you turn your head, mother?

And why do tear drops fall?
And why do you crumple that note on the fire
And say it is nothing at all?
I woke to voices late last night,

I heard an engine roar.
Why do you tell me the things I heard?
Were a dream and nothing more?
I heard somebody cry, mother,

In anger or in pain,
But now I ask you why, mother,
You say it was a gust of rain.
Why do you wander about as though?

You don't know what to do?
25

PRACTICE 1: DESCRIBING THE CHARACTERS
A. Write six adjectives to describe the personas mother. The first adjective is given.
MOTHER
B. Write five adjectives to describe Lulu, who has run away from home despite her mothers
LULU
By : Mr Huang Son Jan (SMK Palong 7)
26

c. Write four adjectives to describe the persona, Lulus younger brother/sister.
THE
PERSONA
27

PRACTICE 2:
Read the poem carefully and complete the graphic organiser below.
Subject:
Things in the room:
1. The persona is asking about
__________
2. Bed with an _____________
and a ________________.
What can be seen:

4.
window - _______________
and __________________
5.
shelf a ______________
that shows where
______________________
What Has Happened to

Lulu?
Mothers actions:
Things in the room:
6.
turns her head away and
____________________.
7.
____________________
into the fire.
8.
____________________not knowing what to do.
What the persona heard:

Mothers explanation:
9.
voices, an
_______________,
a _____________ in anger
or pain
10.
a ________________ and a
______________________.
28

PRACTICE 3:
Write down 4 possible reasons why teenage girls run away from home in the provided boxes below.
1.
2.
4.
REASONS
3.
29

ANSWERS:
PRACTICE 1: DESCRIBING THE CHARACTERS
A. Rational, concerned, confused, loving, worried, selfless, cautious, thoughtful, disappointed,
broken-hearted (accept any 6 answers)
B. Inconsiderate, unconcerned, thoughtless, selfish, irrational, callous, impulsive (accept any 5
answers)
C. Confused, puzzled, innocent, troubled/disturbed, observant (accept any 4 answers)
PRACTICE 2: What Has Happened to Lulu?

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
His sister who is missing

Old rag-doll
Shoe
Open wide, curtains flapping free
Circle, her money box used to be
Sheds tears
Crumples a note and throws it
Wanders about
Engine roar, cry
Dream, gust of rain
PRACTICE 3: REASONS OF RUNNING AWAY

They are abused/ they love someone/ nobody loves them at home/ their friends influence them/
their parents are too strict/ they are always compared unfavourably with the other siblings (accept
any 4 answer)
30

Practice X
Read the following extract of What Has Happened to Lulu? And answer the questions that follow.

Theres nothing in her bed but an old rag-doll
Why is her window wide, mother,
The curtain flapping free,
And only a circle on the dusty shelf
Where her money-box used to be?
Why do you turn your head, mother,
And why do the tear-drops fall?
And why do you crumple that note on the fire
And say it is nothing at all?
Charles Causley
1. From stanza 1, what was found on Lulus bed?

___________________________________________________________________________
2. From stanza 2, which line tells us that the wind was blowing?
___________________________________________________________________________
3. From stanza 3, why do you think the mother was crying?
___________________________________________________________________________
4. State two possible reasons why Lulu left home.
Scenario 1: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scenario 2: __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
31

Practice Y
Read the following extract of What Has Happened to Lulu? and answer the questions that follow.
I woke to voices late last night,

I heard an engine roar.
Why do you tell me the things I heard
Were a dream and nothing more?
I heard somebody cry, mother,
In anger or in pain,
But now I ask you why, mother,
You say it was a gust of rain.
Why do you wander about as though
You dont know what to do?
Charles Causley
1. Why did the persona wake up late at night?

________________________________________________________________________
2. In Line 8, what does the persona mean by a gust of rain?
________________________________________________________________________
3. Who is wandering about in Line 9?
________________________________________________________________________
4. (a) What do you think happened to Lulu?
_____________________________________________________________________
(b) Give a reason for your answer.
_____________________________________________________________________
_____________________________________________________________________
32

Answer
Practice X
1. An old rag-doll
2. The curtain flapping free/ Line 6
3. Lulu had left home or the family/ Lulu had quarrelled with her mother/
There had been an argument in the family
4. Scenarios 1 and 2 : Lulu and her mother had a quarrel/Lulu wanted more freedom/
Lulu and her mother could not get along / always at loggerheads.
( Accept any suitable answer)
Practice Y
1. He heard voices and the sound of a car.
2. It was a sudden brief rush of rain
3. The personas mother
4. (a) She has run away from home/ She has gone with someone/a man
(b) She wants freedom/ She loves the man
(Accept any suitable answer)
33

what has happened to lulu?
FILL IN THE BLANKS WITH THE MOST APPROPRIATE WORD GIVEN IN THE BOX BELOW.
heard
car
fire
cries
night
daughter
Lulu
pain
shoe
roar
Lulus younger brother wakes up and finds his sister gone. Only her old rag-doll and a ..
are in her room. They indicate that she has left her childhood and previous life behind. From
all the clues, we know that she has run away from home with someone in the middle of the
.. . Her brother heard the sound of people talking and the of the engine late
at night. The engine here suggests that someone drove her away in his .. .
The personas mother is terribly upset and she is grieving. She . and throws the note
that Lulu wrote to her on the . . She must have desperately tried to restrain and control
Lulu for her own safety. But her young . has disobeyed her. Now her mother
bravely bears the . alone. Her son suspects that something is amiss. He feels the pain in
his mothers cry and connects the roar of the engine to Lulu. But when he tells her what he
saw and , she dismisses them and denies that anything is wrong. When he repeatedly
asks where is, she remains silent.
By : Ms Norhaslina Binti Manap (SMK Bahau)
34

ANSWERS
WHAT HAS HAPPENED TO LULU?
FILL IN THE BLANKS WITH THE MOST APPROPRIATE WORD GIVEN IN THE BOX BELOW.
heard
car
fire
cries
night
daughter
Lulu
pain
shoe
roar
Lulus younger brother wakes up and finds his sister gone. Only her old rag-doll and a shoe
are in her room. They indicate that she has left her childhood and previous life behind. From
all the clues, we know that she has run away from home with someone in the middle of the
night. Her brother heard the sound of people talking and the roar of the engine late at night.
The engine here suggests that someone drove her away in his car.
The personas mother is terribly upset and she is grieving. She cries and throws the note that
Lulu wrote to her on the fire. She must have desperately tried to restrain and control Lulu for
her own safety. But her young daughter has disobeyed her. Now her mother bravely bears
the pain alone. Her son suspects that something is amiss. He feels the pain in his mothers cry
and connects the roar of the engine to Lulu. But when he tells her what he saw and heard she
dismisses them and denies that anything is wrong. When he repeatedly asks where Lulu is,
she remains silent.
35

GIVE FOUR MORAL VALUES THAT YOU CAN LEARN FROM THE POEM.
MORAL
VALUES
36
37
ANSWERS
WHAT HAS HAPPENED TO LULU?
GIVE FOUR MORAL VALUES THAT YOU CAN LEARN FROM THE POEM.
WE MUST HAVE A CLOSE
RELATIONSHIP WITH OUR
FAMILY MEMBERS TO
DISCUSS OUR PROBLEMS
EASILY
WE MUST
\\\ LOVE OUR
FAMILY
MEMBERS
MORAL
VALUES
RUNNING AWAY
FROM HOME DOES
NOT SOLVE OUR
PROBLEMS
IT IS DIFFICULT TO GET OVER

THE LOSS OF A FAMILY
MEMBER

VOCABULARY
Step 1 : Introduce the Poem

Put up the poem you have prepared to the wall. Read it aloud, then have everyone read it
aloud with you once or twice. Here's the first stanza of What Has Happened To Lulu:

There's nothing in her bed but an old rag-doll
Now write the first line at the very top of your pad or on the blackboard. Leave at least 1/2"
to 1" of space between each word, and keep everything on one horizontal line.
By : Ms Rimamelati Binti Samsudin (SMK Seri Perpatih)
38
39
Step 2: Word Substitutions

Ask the students for words that mean the same thing as the first significant word in the
line; in this case, it's the word "happened." No need to use the word "synonym"; it's fine to
say it "means the same." As they suggest words, write them on the pad in a vertical column
beneath the word "happened." After a few suggestions (try to get five to seven), move on to
the next significant word (in this case, "fast"), and do the same thing.
Note that in this poem, "fast" is used differently from its most common meaning, so point
that out. Once again, collect about the same number of synonyms as you did for the
previous word, then move to the next significant word, avoiding words like to, if, is, the,
etc. If the class is struggling for synonyms for a particular word, move on to the next.
Here's one way the first line from the poem might look:
What
Theres
has
nothing
happened
in
Lulu,
Mother?
taken place
Mom
occurred
Mama
come up
Mummy
befallen
Ma
her
nil
zero
to
Lulus
bed
but
cot
except
for
berth
an
old
rag
doll
aged
cloth
toy
worn
out
not a
thing
sack
shabby
none
hay
torn
schmatte plaything
tattered
And
by
its
side
Shoe
Why
is
her
window
wide,
mother
The
curtain
flapping
free
40
Step 3: Transforming the Poem

Once you've finished the line, read aloud across the top line of substituted
words. Now, read more and more variations, mixing up words from various
places on the chart, such as: "What has occurred to Lulu, Mom?" and "Theres
not a thing in Lulus cot except for a tattered toy" Point to each word as you
select it so the students can read aloud along with you. Remember to include
words from the original version as well.
Step 4: Pair-Share
Now have students take the next line and work on it in the same way in pairs,
either on paper or in their journals. Meanwhile, write the next line on the pad
or blackboard in columns, as you did the first. Give the students two or three
minutes to work, then start with the first word of the new line and have them
call out some of the words they came up with. Write them in the columns as
before. Now repeat the reading aloud with the class for a number of the
different variations.
You can now go on and do more lines, or come back and do two lines again
tomorrow. Because poems often have repetitive lines, you can ask the class for
new synonyms, or you can skip lines you've already done.
Step 5: Hots Question!
After you have finished it all, discuss which versions are their favourites and
why, especially if they're good enough to understand the differences between
the connotations of different words.
41

SETTING
1. Where does the poem take place? (Personas home)
___________________________________________________
2. What is the temporal structure of the poem? Does it take place in one time
(the present, the past, the future) or does it move back and forth between
times?
___________________________________________________
3. Is there a particular occasion for the poem (an incident, an event, a
realization)?
___________________________________________________
4. Are different parts of the poem located in different times?
___________________________________________________
5. Does time move smoothly? Are different states of being, or different ways of
thinking, associated with different times?
___________________________________________________
42
43
Complete the passage below with the most suitable words in the table
below.
highlights
leave
younger
poignant
example
return
language
upset
childlike
knows
gaps
adolescent
truth
attempt
mother
In this poem, the events are seen from the perspective of a child. He happens
to be the________________ (1) brother of Lulu, the elder sister, who runs away from
home. The ________________ (2) of the poem is very simple and truly
_________________ (3). The poem also has a __________________ (4) tone,
especially as a result of the repeated questions put forward by the child to his
__________________ (5). She does not tell the child the _________________ (6)
possibly because she does want the child to be _________________ (7) by the sad
news. Perhaps, the mother ___________________ (8) that is still possible that Lulu
will _________________ (9) home. The poem shows that _________________ (10)
of an innocent child to come to terms with the harsh facts of life. The poem also
_________________ (11) the struggles that mothers face in bringing up their
________________
(12)
children.
There
is
also
several
information
________________ (13) which have to be filled by the reader.
For
________________ (14) the reader has to figure out why Lulu decided to
____________________ (15) the home. What exactly was the argument about that
night?
By : Ms Siti Suriah Binti Mohd Jai (SMK Dato Undang Ali Al-Jufri)
44
Question 2
Lulu wrote a note to her mother before she ran away. What do you think
she would have written? Imagine that you are Lulu and complete the note
below.
Dear Mother,
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_______________________________________________________
Your loving daughter,
__________________
45
Answers:
1
2
3
4
5
6
7
8
younger
language
childlike
poignant
mother
truth
upset
knows
9 return
10 attempt
11 highlights
12 adolescent
13 gaps
14 example
15 leave
Suggested answer:
Dear Mother,
I am very sorry but I have to go away with David. I love him and I want to be with him. I know you
love me very much and you will be disappointed. But I hope you will understand me. I love you too,
mother. Please forgive me, Mother.
Dear Mr. Kilmer
46
Dear Mr. Kilmer
Dear Mr. Kilmer

Exercise 3
Unscramble the themes in Dear Mr. Kilmer
1.
opohabiXne
2.
Sfel sverus tyiunocmm

3.
rWa
4.
hdspienFir
5.
rtiyopuPla
6.
Fraisse nda ntyiluaeq

7.
hTe ancetmorpi fo neoduitac

8.
Psmtatiroi
9.
Levo ngstoma amlyif mebersm
By : Ms Rina Gunasegaran (SMK Datuk Mansor)
47
Dear Mr. Kilmer

No
1 Xenophobia
Answers
Self versus community
War
Friendship
Popularity
Fairness and equality
The importance of education
Patriotism
Love amongst family members
48
Dear Mr. Kilmer

The following is the novel that you have studied in the literature component in
English language.
DEAR MR. KILMER - ANNE SCHRAFF

Based on the novel that you have read, write one theme that you have learnt.
Support your answer with close reference to the text.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
49
Dear Mr. Kilmer

Complete the crossword puzzle with the themes found in
the novel, Dear Mr. Kilmer
1
2
3
2
4
3
Down
1. a conflict carried on by force of arms, as between nations or between
parties within a nation
2. a profoundly tender, passionate affection for another person
3. a friendly relation or intimacy
4. the state, condition, or quality of being free from bias or injustice
Across
1. the quality or fact of being popular
2. an unreasonable fear or hatred of foreigners or strangers or of that
which is foreign or strange
3. the act or process of imparting or acquiring general knowledge
4. devoted love, support, and defense of one's country; national loyalty
By : Ms Shubatra Thangarajoo (SMK Batu Kikir)
50
Dear Mr. Kilmer

Answers
Complete the crossword puzzle with the themes found in
the novel, Dear Mr. Kilmer
W
a
P o p u L a r i t y
o
F
v
r
Xe n o p h o b i a
e
Ed u c a t i o n
d
s
h
i
Pa t r i o t i
F
a
i
r
n
e
s m
s
Down
5. a conflict carried on by force of arms, as between nations or between
parties within a nation
6. a profoundly tender, passionate affection for another person
7. a friendly relation or intimacy
8. the state, condition, or quality of being free from bias or injustice
Across
5. the quality or fact of being popular
6. an unreasonable fear or hatred of foreigners or strangers or of that
which is foreign or strange
7. the act or process of imparting or acquiring general knowledge
8. devoted love, support, and defense of one's country; national loyalty
51
Dear Mr. Kilmer

Match the themes given below with the suitable phrases from the
novel Dear Mr. Kilmer
But Blanche, Peggy, and several other students were
gazing at him with newfound respect.
Patriotism
The importance
of Education
Popularity
Fairness and
equality
This war is going to end someday, Hannah said. And

when it does, maybe people will stop holding it against my
family that were German.
April arrived-and with it news that the United States had
declared war on Germany.
War
Suddenly, Richards father began to sob. Richard was

shaken. He had never seen his father cry before. He rose
from his bed and sat down beside Pa, putting his arm
around his shoulders.
Self-versus
Community
Youre not going anywhere until you graduate, the boys

father grumbled.
Friendship
Love amongst
family members
Xenophobia
Then Hannah smiled, and her blue eyes brimmed with

tears. Suddenly she reached out and squeezed Richards
hand.
I really like the poem, and I thought Mr. Kilmer was
awfully brave to volunteer to go fight in the war
Its true, Pa, Richard said. Ive been writing poetry for a
long time. Ive got a huge stack of it upstairs in a drawer. I
just never showed it to anybody or said anything about it.
We must make peace right here at home. We must
battle our own prejudices and hatred. We must learn to
care about one another, despite our differences in race,
religion, or nationality.
52
Dear Mr. Kilmer

Answers
Match the themes given below with the suitable phrases from the
novel Dear Mr. Kilmer
But Blanche, Peggy, and several other students were
gazing at him with newfound respect.
Patriotism
The importance
of Education
Popularity
Fairness and
equality
Friendship
War
Self versus
Community
Love amongst
family members
Xenophobia
This war is going to end someday, Hannah said. And

when it does, maybe people will stop holding it against my
family that were German.
April arrived-and with it news that the United States had
declared war on Germany.
Suddenly, Richards father began to sob. Richard was
shaken. He had never seen his father cry before. He rose
from his bed and sat down beside Pa, putting his arm
around his shoulders.
Youre not going anywhere until you graduate, the boys
father grumbled.
Then Hannah smiled, and her blue eyes brimmed with

tears. Suddenly she reached out and squeezed Richards
hand.
I really like the poem, and I thought Mr. Kilmer was
awfully brave to volunteer to go fight in the war
Its true, Pa, Richard said. Ive been writing poetry for a
long time. Ive got a huge stack of it upstairs in a drawer. I
just never showed it to anybody or said anything about it.
We must make peace right here at home. We must
battle our own prejudices and hatred. We must learn to
care about one another, despite our differences in race,
religion, or nationality.
53
Dear Mr. Kilmer

DEAR MR KILMER
PLOT/WORKSHEET 1a
Fill in the flow map below with the events in the novel.
The war ends.

Mrs. Hansen introduces a poem Trees by Joyce Kilmer in class.
Richard decides to write to Joyce Kilmer.
Richard notices that his classmate, Hannah Schermer is crying because the
words Dirty Huns are scribbled on her book.
Hannah is chosen to play Lady Liberty and Richard wins the part of
Doughboy.
Mrs. Hansen announces that they will hold a patriotic programme to sell
Liberty Bond to raise funds for the war.
Everyone is the class is angry and shocked with Mrs.Hansens decision.
Mrs. Hansen introduces a poem Trees by Joyce Kilmer in class.
Pa tells Richard that people accuse him of being unpatriotic.
Joyce Kilmer is dead, prompting Richard to pen his tribute to his late hero.
His poem is published in The Turtle Lake Weekly and his relationship with
Pa improves
Richard purposely misfires the beautiful young buck and let it escapes.
By : Ms Siti Aida Ahmad (SMK Pasoh 2)
54
Dear Mr. Kilmer

SUGGESTED ANSWERS
PLOT/WORKSHEET 1
1.Richard purposely misfires the beautiful young buck and let it

escapes.
2.Mrs. Hansen introduces a poem Trees by Joyce Kilmer in class.
3.Richard notices that his classmate, Hannah Schermer is crying
because the words Dirty Huns are scribbled on her book.
4.Richard decides to write to Joyce Kilmer.
5.Mrs. Hansen announces that they will hold a patriotic programme to
sell Liberty Bond to raise funds for the war.
6.Hannah is chosen to play Lady Liberty and Richard wins the part of
Doughboy.
7.Everyone is the class is angry and shocked with Mrs.Hansens
decision.
8.Both, Hannah and Richard decline the role.
9.Pa tells Richard that people accuse him of being unpatriotic.
10.Joyce Kilmer is dead, prompting Richard to pen his tribute to his
late hero.
11.His poem is published in The Turtle Lake Weekly and his
relationship with Pa improves
12.The war ends.
55
Dear Mr. Kilmer
56
PLOT/WORSHEET 1b
Identify the conflicts in the novel and how the characters in the novel resolve the conflicts.
THE CONFLICT
WHY IS
THERE A
CONFLICT?
HOW IS IT
RESOLVED?
HOW DOES
THE
RESOLUTION
AFFECT THE
CHARACTERS?
WHAT
HAPPENS AFTER
THE CONFLICT IS
RESOLVED?
PLOT/WORSHEET
Dear Mr. Kilmer
57
Suggested answers
THE CONFLICT
He is forced to go hunting
WHY IS THERE
A CONFLICT?
-He does not

enjoy killing
anything.
-He believes that
he has no right
to kill animals.
HOW IS IT
RESOLVED?
-He purposely
misfires the deer
and the animal
escapes.
HOW DOES
THE
RESOLUTION
AFFECT THE
CHARACTERS?
-He learns to
deal with the
things that he
does not like
doing and
ensures that he
does not have to
do them again.
WHAT
HAPPENS AFTER
THE CONFLICT IS
RESOLVED?
-His father
understands his
feeling and says
that he does not
have to go
hunting
anymore if he
does not want
to do so.
-He openly
admits the truth
to his father and
does not lie to
him to get out of
trouble.
Dear Mr. Kilmer

PLOT/WORKSHEET 2a
Sequence the stages in the story pyramid by using the events given.
Rising
action
Falling
action
Climax
Exposition
Resolution
1. Hannah is chosen for the part of lady Liberty whereas Richard is the Doughboy.
2. Mrs. Hansen introduces a poemTrees by Joyce Kilmer who has volunteered to fight in
the war in Europe.
3. Joyce Kilmer is killed in the battle.
4. Everyone in class is shcoked and angry with Mrs. Hansens decision.
5. Richards finds that Hannah is mistreated because she is a German.
6. Richards poem is published in the local newspaper and the war ends.
7. Both, Richard and Hannah declines their roles.
8. The relationship between Richard and his father improves.
9. Richards father tells him that people accuses him of being unpatriotic.
10. The tavern belongs to Hannahs parents is vandalised.
58
Dear Mr. Kilmer
59
Answers
PLOT/WORKSHEET 2a
4
Rising
action
Climax
Falling
action
10
2
Exposition
Resolution
Dear Mr. Kilmer
PLOT/WORSHEET 2b
In a novel one event leads to another in a pattern of cause and effect.
Map the sequence of events of the story as a result of cause and effect.
Richard deliberately misfires to allow the beautiful young buck to escape.
60
Dear Mr. Kilmer

Answers
PLOT/WORSHEET 2b
Richard deliberately misfires to allow the beautiful young buck to escape.
Pa has a private chat with Richard.
Pa learns that Richard does not like to kill anything.
Pa tells Richard that he does not need to go hunting again.
61
Dear Mr. Kilmer

Dear Mr. Kilmer
Worksheet 1
Read the following statements. Then, write (T) if the statement is True
and (F) if the statement is False.
1.
2.
3.
4.
5.
6.
7.
8.
Richard was aware that he did not fit in and other

people realized it too.
Mrs. Hansen read from Shakespeare, Lord Byron and
Shelley.
Mr. Joyce Kilmer worked for The Washington Post.
Richard was the only student who wanted to sign the
card.
Some of Hannahs neighbours came to repaint the
tavern wall.
Richard thought that Mr. Kilmer was courageous to
volunteer for the war.
Richard wanted to think of an original idea to help in the
war effort.
No one liked Hannahs essay except for Richard.
9.
Richard did not understand why Hannah did not want to

play Lady Liberty.
10. Joyce Kilmers death moved Richard to write another
poem.
By : Mr Sivakumar Al Athimulam (SMK Chi Wen)
62
Dear Mr. Kilmer

Worksheet 2
Rearrange the sentences below according to the sequence of events in this novel and
write them in the flow chart provided.
JUMBLED UP EVENTS
a. Richard sees his classmate, Hannah Schermer, crying. He notices that

the words Dirty Hun are scribbled on her book cover because her
parents are Germans. Besides, the tavern belonging to Hannahs parents
has been vandalized.
b. Mrs. Hansen, the English teacher reads a poem Trees by Joyce
Kilmer in class. Joyce Kilmer has volunteered to fight in the war in
Europe.
c. Joyce Kilmer is killed in the battle. Richard dedicates a poem for him
and is published in the local newspaper. His father understands him.
d. Hannah declines the role of Lady Liberty. Richard declines the role of
Doughboy.
e. School reopens, and Mrs. Hansen announces to the class that they
will hold a patriotic programme to help sell Liberty Bonds to raise funds
for the war. The girl with the best essay would play Lady Liberty while
the boy with the best essay would play Doughboy.
63
Dear Mr. Kilmer
64
Dear Mr. Kilmer

Answers
Worksheet 1
Worksheet 2
1. T
6. T
1. b
2. F
7. T
2. a
3. F
8. T
3. e
4. T
9. F
4. d
5. T
10. T
5. c
65
Dear Mr. Kilmer

Worksheet 1
a) Based on the novel Dear Mr. Kilmer, state whether you like or dislike the
ending of the story? Give reasons for your answer with close reference to the
text.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
By : Ms Zarina Mohd Hamid (SMK Bahau 2)
66
Dear Mr. Kilmer

Worksheet 2
b) Based on the novel Dear Mr. Kilmer, write about the importance of
friendship and how one character epitomised being a good friend. Give
reasons for your choice with close reference to the text.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
67
Dear Mr. Kilmer

Worksheet 3
c) Read the questions and answer the following questions.
1. Why did some of the students groan when Mrs. Hansen wanted to read a
poem?
2. In your opinion why did Joyce Kilmer volunteer for the army?
____________________________________________________________
3. Why did Richard feel that he had found a hero in Joyce Kilmer?
____________________________________________________________
4. What motivated Richard to write to Joyce Kilmer?

____________________________________________________________
5. In your opinion, why did Richard write a poem about his father?
____________________________________________________________
68
Dear Mr. Kilmer
(Suggested answers) Question a.

The ending in Dear Mr. Kilmer by Anne Schraff makes one think deeply. While I like
the ending, I also wish Mr. Kilmer didnt have to die in the war. But life in reality is
tough and as Richards father says, death is part of life. At the end of this novel,
Hannah is the one who breaks the news to Richard that Kilmer was killed in the war.
It is the most devastating news to Richard who has grown to like Kilmer very much
and share good relationship with him. They both love reading and writing poems and
have similar ideas about the war. They both want the end of the wars so that people do
not have to die unnecessarily.
Richard writes a poem to express his pain in losing his dear friend. When
Richards father reads the poem, he is deeply touched. The poem expresses his own
pain when he lost his own brother. He speaks to Richard and both of them understand
each other better and their relationship improves and goes on a better footing.
Question b.
Richard Knight is the epitome of a good friend to Hannah Schermer, a good American
citizen whose family was originally from Germany. The family had a tavern and
everyone was a friend to them until the war broke out. This caused the whole village
too see the Schermer family as outcasts because the war was against the Germans.
Despite his classmates and brothers advice to stay away from Hannah and her family,
Richard did the opposite. Someone had written Dirty Hun on Hannahs book cover.
He could not understand why someone would do so cruel things to sweet Hannah. He
did not give in to peer pressure and the pressure from the other members of his village
community. Villagers had even vandalised their tavern by painting terrible things on
the tavern walls.
People considered him a traitor for being a friend with her and even going to
dinner at her house. However, Richard did not see it as being a traitor. He was sure that
being a patriot did not mean being cruel to another person and her family simply
because of them being Germans, the food they served or the language they spoke. He
stood by Hannah through everything. Richard was the only one who signed the card
Mrs. Hansen had bought on behalf of the class to express their regret for such terrible
things happening to Hannah and her family. That action spurred Mrs. Hansen to
acknowledge how proud she was for him doing that as it showed he was a person with
integrity. Richard was truly a good friend to Hannah Schermer, and his words and
actions demonstrated that.
Question C.
1. They did not like poetry.
2. He wanted to serve his country as he was patriotic
3. Joyce Kilmer was brave and he wrote poetry.
4. Joyce Kilmers poems spoke to him directly
5. This was his way of trying to understand his father
69
Dear Mr. Kilmer

1. DEAR MR. KILMER- CHARACTERS
ACROSS
3. the History teacher who keeps the students updated about the war
5. the supportive English teacher
7. a poet, works for the New York Times
10. the main character in the novel
11. Richards older brother ; an ordinary boy
DOWN
1. German girl. Pretty with blue eyes and blonde hair
2. The troublemaker and full of prejudice against the Schermers
4. Richardss eldest sister; loving and patient
6. Richards classmate who is interested in the role of Lady Liberty
8. Hannahs brother who joins the army
9. A loving and understanding father of Richard, Gus and Angie
By : Ms Nurul Amirah Mohd Azam (SMK Alam Beraja) & Ms Aziratulsyida Mohd Razli (SMK Undang Jelebu)
70
Dear Mr. Kilmer

2. DEAR MR. KILMER (CHARACTERS)
I THINK....
1. Split the class into 2 groups.
2. Cut handout A (make 2 copies). Put all the 6 characters
cards on the board (2 columns, one for each group).
3. Prepare the characteristics cards in 2 different boxes (cut
handout B).
4. Give one characteristics box to each group. Allow the
students time to read all the characteristics and match the
correct characteristics to the right characters. NOTES: this is
only done in group.
5. Next, from each group, students take turn to paste the
characteristics to the characters on the board.
6. When everyone has finished, check the answers.
7. Make copies of handout C- one copy for each student. Tell
students to copy the right answers into the personal note
for reference.
VARIATION
1. Withdraw the fixed sequence of turns and invite students
to play competitively.
71
Dear Mr. Kilmer
72
ACTIVITY 2 (HANDOUT A)
GUS
PA
ANGIE
HANNAH
SCHERMER
JOYCE KILMER
RICHARD KNIGHT
Dear Mr. Kilmer
73
ACTIVITY 2 (HANDOUT B)
a famous poet, a friend of Richard and died in German

during war
the main character who likes to write poetry
Richard's dad
Richard's
Richards
elderdad
brother
Richard's older sister
Richard's neighbour. She is an American German
Kind, sensitive and sympathetic
Pale, slender, tall with blonde hair, resembles his mother
Brave and true to his principles
Creative and artistic
Beautiful, with blue eyes and blonde hair like corn silk
Hardworking, humble and helpful
Richards classmate
Sensitive and supportive
Intelligent and helpful
Dear Mr. Kilmer
Unseen character
A poet, works for The New York Times
Kind, thoughtful, encouraging and brave
Honest
A loving and understanding father
Stout, dark and brawny
A man of few words
A practical and hardworking farmer
Determined: enlist in the army
Insensitive
Loving and patient
# teachers may refer to any workbook for the characters traits
74
Dear Mr. Kilmer

ACTIVITY 2 (HANDOUT C)
Fill in the boxes with characteristics of each character.
RICHARD KNIGHT
JOYCE KILMER
HANNAH SCHERMER
GUS
ANGIE
PA
75
Dear Mr. Kilmer
76
Answers
Activity 1
Across
Down
3 Mr Higby
5 Mrs Hansen
7 Joyce Kilmer
10 Richard Knight
11 Gus
1 Hannah Schermer
2 Abner Lewis
4 Angie
6 Peggy
8 Otto
9 Pa
Activity 2
RICHARD KNIGHT
- the main character who likes to write
poetry
- Kind, sensitive and sympathethic
- Creative and artistic
- Pale, slender, tall with blonde hair,
resembles his mother
- Brave and true to his principles
- Hardworking, humble and helpful
JOYCE KILMER
- a famous poet, a friend of Richard and died
in German during war
- Unseen character
- A poet, works for the The New York Times
- Kind , thoughtful , encouraging and brave
- Honest
HANNAH SCHERMER
- Richards classmate
- Richard's neighbour.She is an American
German
- Beautiful, with blue eyes and blonde hair
like corn silk
- Sensitive and supportive
- Intelligent and helpful
GUS
- Richards elder brother
- Determined: enlist in the army
- Insensitive
ANGIE
- Richard's older sister
- Loving and patient
PA
- Richard's dad
- A loving and understanding father
- Stout, dark and brawny
- A man of few words
- A practical and hardworking farmer
Dear Mr. Kilmer

3. CHARACTERS- WHO IS WHO?
1. Cut up handout A and paste them around the class. Make

sure that they are visible to the students.
2. Divide the class into pairs. Give each student a copy of
handout B.
3. Explain: In each pair, one student will be the writer, and
one will be the runner. Only the runner can go around the
class and memorize the lines. The writer will write them on
handout B, in the section Evidence. Runner is not allowed
to write the sentences on their palms or papers. They need
to memorize the lines and tell the writers.
4. Reminder: tell students that it is okay to do it several times
(back and forth) for each line.
5. Once they manage to get all evidences, in pairs, they need
to match the characters to the evidences.
6. When everyone has finished, check answers in plenary.
7. Finally, students need to elaborate each evidence using
their own words. Encourage them to eleborate each point
with supporting details. Tell students to find the sixth
evidence of any characters in the novel.
77
Dear Mr. Kilmer
78
ACTIVITY 3: HANDOUT A
Chapter 4
I enjoyed your letter... You mustnt let fear of ridicule imprison you
...be strong!
Chapter 3
Slowly he picked up his pen...he had already made his decision. He
signed his name.
Chapter 6
When Hannah finished reading her essay, he applauded loudly. But
he realised, he was the only one clapping.
Chapter 7
She declined the role of Lady Liberty after many students were angry
about her selection for the role.
Chapter 8
She baked cookies with nuts and raisins in them, while her mother
knitted a scarf to Mr Kilmer for Christmas.
Dear Mr. Kilmer
79
ACTIVITY 3: HANDOUT B- Match the characters with the

lines (evidences). Complete the elaboration. Try to find
another evidence of any characters from the novel.
No
Evidences
Richard
Knight
Characters
Hannah
Schermer
Elaboration/Details
Joyce
Kilmer
Dear Mr. Kilmer
80
Activity 3
No
Evidences
Characters
I enjoyed your letter.. You musnt let fear of ridicule

imprison you ...be strong!
Joyce kilmer
Chapter 3
Slowly he picked up his pen...he had already made his
decision. He signed his name.
Richard Knight
Chapter 6
When Hannah finished reading her essay, he applauded
louldy. But he realised, he was the only one clapping.
Richard Knight
Chapter 7
She declined the role of Lady Liberty after many students
were angry about her selection for the role.
Hannah Schermer
Chapter 8
She baked cookies with nuts and raisins in them, while her
mother knitted a scarf to Mr Kimler for Christmas.
Hannah Schermer
Dear Mr. Kilmer

Activity 4 Characters
Msytery Box
1. Before we get started, you need to have speakers,
music and a box.
2. Cut handout A, fold and put them in the box.
3. Ask all students to sit in a big circle. Tell them that
they are going to play the Mystery Box game. When
music is played, they need to pass the box around
the circle, anti-clockwise. Keep passing the box until
the music stops. The last person who holds the box
need to choose a paper from the box and answer the
question written on it.
4. Give students some time to think of the answer. If
they could not answer the question, allow others to
help.
5. Repeat the steps until all questions are done.
81
Dear Mr. Kilmer
82
Activity 4 - Handout A
Richard is dark and browny. (TRUE OR FALSE?)
Richard looks like his mother. (TRUE OR FALSE?)
Richard is the youngest of 3 siblings. (TRUE OR FALSE?)
Richards English teachers name is ___________.
What is the name of the German girl?
Who wrote the poem, Trees?
Who is Joyce Kilmer?
Describe 2 physical traits of Gus.
Gus insists to join the war even though Pa does not allow it. This shows that Gus is...?
Give one evidence to show that the Schermers are patriotic Americans.
Give one evidence to show that the Schermers are patriotic Americans.
Pa is a supportive father. Give one example from the novel.
Richard is described as someone who is brave and true to his principles. Give 2
examples.
When Hannah decides to turn down the offer as Lady Liberty, it shows that she is
_____
Richards English teachers name is ___________.
Dear Mr. Kilmer
83
Give one example to show that Pa knows the importance of education.

Hannah is a beautiful girl. She has......
Which character from the novel that you admire most? Why?
Hannah faces a lot of challenges in the novel. Give 1 example.
Hannah faces a lot of challenges in the novel. How does she overcome the challenges?
Hannah faces a lot of challenges in the novel. How does she overcome them?
What lessons did the main character learn? How did it help him to become a better
person?
How would you describe Mrs Hansen?
Both Mr Kilmer and Richard tell us that writing poem is not a sissy thing. Do you
agree? why?
Dear Mr. Kilmer
EXPLORING THE SETTINGS

OF
DEAR MR KILMER
ACTIVITY 1
Where does the story take place?

____________________________________________________
____________________________________________________
____________________________________________________
During what time period does the story take place?

__________________________________________________
How does the setting (place and time period) affect or contribute to the
plot of the story?
By : Ms Nurul Nadiah Mohd Nasir(SMK Bandar Baru Serting), Mr James Thong Wai Meng & Ms Shahrizad bt
Abdul Samad (SMK Teriang Hilir)
84
Dear Mr. Kilmer

ANSWER KEY
1. Where does the story take place?

The Knights farmhouse
The Schermers tavern
Richards school
The headquarters of The New York Times

The battle trenches where American soldiers fight
The New York Armory where Joyce Kilmer trains for war
(Choose three out of the answers above)
2. During what time period does the story take place?

February 1917 to November 1918; before the United States joined
World War I until the end of the war.
3. How does the setting (place and time period) affect or contribute to the plot of
the story?
(Any relevant answer acceptable)
85
Dear Mr. Kilmer

ACTIVITY 2
Based from the pictures, describe the place where the story take place?
PICTURE 1
PICTURE 2
__________________________
_____________________
__________________________
_____________________
PICTURE 3
PICTURE 4
__________________________
_____________________
__________________________
_____________________
86
Dear Mr. Kilmer
ANSWER KEY
PICTURE 1
In the woods, where Richard, Gus and Pa went for hunting.
PICTURE 2
The battle trenches where American soldiers fight.
PICTURE 3
Richards classroom where he reads and writes the poem.
PICTURE 4
The Knights farmhouse where Richard and his father work on
together.
87
Dear Mr. Kilmer

ACTIVITY 3
Who do you associate with these places?
Match the characters (column A) to the places (column B)
COLUMN A
COLUMN B
1. A one room newspaper office
Pa
2. Pool in the forest
Mrs
Hansen
3. Open countryside for horseback riding and cattle herding
Gus
4. An old, leafy oak tree which overlooks a railway track
Roland
5 A tavern which serves sausages, sauerkraut and beer
Mr
Garrison
6. The football field
Schermers
7. The New York Armoury
Angie
8. El Carney, Cuba
deer
9. A farmhouse kitchen
Richard
10. A working desk with posters on a coming pageant
Joyce
Kilmer
88
Dear Mr. Kilmer

ANSWER KEY
1. Mr Garrison
2. Deer
3. Pa
4. Richard
5. Schermers
6. Gus
7. Joyce Kilmer
8. Uncle Roland
9. Angie
10. Mrs Hansen
89
Dear Mr. Kilmer

Activity 1 : FINDING VALUES
List 5 moral values that you have learnt from Dear Mr Kilmer
Ex : Family Love
dear mr
kilmer :
moral
values
Choose one value and relate the value to our daily life.
poem
By : Ms Kanimoli Subramaniam ( SMK Serting Hilir Kompleks )
90
Dear Mr. Kilmer
91
Activity 2 : MATCHING DESCRIPTION

Match the moral values to their description
1. War
benefits no
A. Richard was friends with the

Schermers despite receiving a lot
of pressure to stay away from
them.
one
2. Family
B. Many lives were lost and the

people of Turtle Lake were
divided. Unity was lost because of
discrimination
Relationships
3. The
gift of
Friendship
4. Be
C. Richard and Hannah supported

each other when their classmates
were unkind to them. Richard
also received moral support and
encouragement from Joyce
Kilmer
D. The Knights and Schermers care
about each other and worry about
each other's safety
creative
5. The
value of
Education
6. Stand
E. Poetry writing is a form of creative

expression which brings comfort
to both Richard and Joyce Kilmer
firm in
what you believe
in
F. Pa insisted that Gus finish his high

school education before joining
the army. Ignorance cause
discrimination, as seen in the
community's misconception of
Germans
Dear Mr. Kilmer
92
Activity 3 : FINDING EVIDENCE
Fill in the table with appropriate moral values, description

and evidence from the text.
MORAL VALUE
Ex : We must
always stand
firm in what
we believe in
EXPLANATION
Richard was friends
with the Schermers
despite receiving a lot
of pressure to stay
away from them.
TEXTUAL
EVIDENCE
Chapter 6/7 ( pg 78, 79)
When Hannah finished
reading, Richard clapedHe
was the only student in the
classroom applauding
Dear Mr. Kilmer
93
ANSWERS:
ACTIVITY 1
(Accept any possible answers)
ACTIVITY 2
1. (B) 2. (D) 3. (C) 4. (E) 5. (F) 6. (A)
ACTIVITY 3
Suggested Answers
MORAL VALUE
Ex : We
must always
stand firm in
what we
believe in
We must have
integrity
We must
support
family
through thick
and thin
EXPLANATION
TEXTUAL
EVIDENCE
Richard was friends with the

Schermers despite receiving a lot of
pressure to stay away from them.
Chapter 6/7 ( pg 78, 79)
Richard has shown integrity towards Hannah

when no one else did. Mrs Hansen was very
proud of his action. He signed the card.
Chapter 3 (pg 33)

But when he remembered
pretty Hannah, who has never
hurt anyone.
Despite the fact that he was
tired of being different, he
knew he had to sign the card
Chapter 1 (pg 7)
You dont have to come
hunting anymore Pa told
Richard
The Knights and the Schermers care about each

other. They support each other
When Hannah finished

reading, Richard clapedHe
was the only student in the
classroom applauding
Chapter 4 (pg 54-55)

1. The Schermers support
Papas decidion to
come to Iowa.
2. They also supported
Ottos decidion to join
the army
ACCEPT ANY POSSIBLE ANSWERS.
Pictures
94
Pictures
95
Pictures
96
Pictures
97
98
CONCLUSION
This module shows that teachers from Jempol and
Jelebu can work hand in hand in order to come out with
great ideas for the development of English language.
Hence, with fun activities to do during the literature lesson,
it is hoped that students are able to understand and learn
better.
This teacher collaboration will hopefully bring great
results to the teaching community. Therefore, more
collaboration between teachers from Jempol and Jelebu
as well as teachers from all around the globe should be
carried out from time to time in order to produce more
creative materials that may be used in the classrooms.
Thank you for your support.

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A Poison Tree

Prepared by English Language Teachers of Jempol and Jelebu

What Has Happened to Lulu?

Novel (Dear Mr. Kilmer)

SMK Palong Dua (F)

SMK Undang Jelebu

Ernie Azlena binti A. Rahim

SMK Seri Perpatih

Fifi Safia Adnan

SMA DatoHaji Tan Ahmad

Huang Son Jan

James Thong Wai Meng

SMK Teriang Hilir

Kanimoli A/P Subramaniam

SMK Serting Hilir Kompleks

SMK Undang Jelebu

Md Noralami bin Abd Malek

Mohd Zaidi bin Mat Radey

SMK Lui Barat

Nanthini Kumari A/P Muthukumaran

SMK Seri Jempol

Nazrulhani binti Mohd Taharim

SMK Dato Undang Musa Al-Haj

Noor Raihan Fatin binti Ruslan

SMA Haji Muhammad

Nurul Amirah Mohd Azam

SMK Alam Beraja

Nurul Nadiah Mohd Nasir

SMK Bandar Baru Serting

SMK Seri Perpatih

Rina A/P Gunasegaran

SMK Datuk Mansor

Sharizad binti Abdul Samad

SMK Teriang Hilir

SMK Batu Kikir (Model Khas)

Siti Aida bt Ahmad

Siti Suriah binti Mohd Jai

SMK Dato Undang Ali Al-Jufri

Sivakumar A/L Athimulam

SMK Chi Wen

Yusmawati Mohd Yunus

SMA Dato Haji Mustafa

Zarina Mohd Hamid

I was angry with my friend;

I was angry with my friend;

And I watered it in fears,

And it grew both day and night.

And into my garden stole,

By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato Undang Musa Al-Haj)

foe, whom has he is angry with. When he says I told

And I watered it in fears,

and he takes pleasure in it, comparing his anger with

And it grew both day and night.

And it grew both day and night and til it bore an

And into my garden stole,

conclusion. He has used the two lines in the morning

By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato Undang Musa Al-Haj)

By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato Undang Musa Al-Haj)

By : Ms Nazrulhani Binti Mohd Taharim (SMK Dato Undang Musa Al-Haj)

the night has veiled the pole

By : Ms Yusmawati Binti Yunus (SMA Dato Haji Mustafa)

A Poison Tree by William Blake

-Image of the foe sneaking into the