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KSSR Year 5 Short Story PDF

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1
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TABLE OF CONTENTS 
A GUIDE FOR TEACHERS 
 WHAT IS A SHORT STORY 7 
 ELEMENTS IN SHORT STORY 8 
STAGES IN WORKING WITH...
3 
SYNOPSIS 
CHAPTER 1 
 WHAT A BORING HOLIDAY! 42 
 OUR HOLIDAY COLLAGE 43 
CHAPTER 2 
 WHAT HAPPENS NEXT? 44 
CHAPTER...
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KSSR Year 5 Short Story PDF

  1. 1. 1
  2. 2. 2 TABLE OF CONTENTS A GUIDE FOR TEACHERS  WHAT IS A SHORT STORY 7  ELEMENTS IN SHORT STORY 8 STAGES IN WORKING WITH A TEXT  BEFORE READING  WHILE READING  AFTER READING 15 INTRODUCING THE SHORT STORY  REVOLVING AROUND THE TEXT 17  SYNOPSIS 20  CHARACTERS 22  DESCRIPTION OF PEOPLE IN THE STORY 25  SETTING/PLACE OF THE STORY 27  EVENTS IN THE STORY 28  MORAL VALUES AND MESSAGES IN THE STORY 29 SUGGESTED ACTIVITIES REVOLVING AROUND THE TEXT  FRONT OR BACK? 31  MATCH ME! 36  MY TOP THREE WISHES 39
  3. 3. 3 SYNOPSIS CHAPTER 1  WHAT A BORING HOLIDAY! 42  OUR HOLIDAY COLLAGE 43 CHAPTER 2  WHAT HAPPENS NEXT? 44 CHAPTER 3 AND 4  LET’S GUESS 49  SENTENCE STRIPS 51  WHO SAID THAT? 53 ADDITIONAL ACTIVITIES (UPON COMPLETION OF THE BOOK)  SUMMARY CARDS 56  GUESS THE CHAPTER 64  STORY CHAIN 70 PEOPLE IN THE STORY (CHARACTERS)  WHO AM I? 71  DESCRIBING THE CHARACTERS 74  MY FAVOURITE PERSONALITIES 76  MY FAVOURITE CHARACTERS 78  MY MASCOT’S JOURNEY 79  MEME GENERATOR 80 SETTING  TOWN PLANNER 85  I SPY 87
  4. 4. 4  LISTING THINGS 88  SOUNDS AND PLACES 90  HEY, WHAT’S HAPPENING? 93  ONOMATOPOEIA PLAY 95 EVENTS IN THE STORY CHAPTER 1  LIST ME 98  FLIP ME 101  HOW WEIRD IS MY HOLIDAYS? 104 CHAPTER 2  WRITER’S BLOCK 105  PLOT ME 109  BUBBLE, BUBBLE. 114 CHAPTER 3  WEIRD HAPPENINGS 118  MY FAVOURITE PET 120  AN INTERVIEW 123 CHAPTER 4  WEIRDO 125  MY PIZZA 127  I SCREAM FOR ICE-CREAM 129 MESSAGE/MORAL OF THE STORY  THE DOS AND DON’TS 133  WILD IMAGINATIONS 136  TAKE NOTE 138
  5. 5. 5 GOING BEYOND THE TEXT  A WEIRD HAPPENING 141  CHORAL SPEAKING 142  DEVELOPING THE STORY 144  MAKING A NEW COVER 145  THANK YOU NOTE 146 SAMPLE LESSON PLANS  SAMPLE 1 (SK) 150  SAMPLE 2 (SJK) 153  SAMPLE 3 (SK) 156  SAMPLE 4 (SJK) 162  SAMPLE 5 (SK) 168  SAMPLE 6 (SJK) 171 ASSESSMENT  INDIVIDUAL 176  GROUP 177 SELF REFLECTION 178 GLOSSARY 180
  6. 6. 6 A GUIDE FOR TEACHERS
  7. 7. 7 WHAT IS A SHORT STORY? Short Story Short Limited characters Single setting Simple plot
  8. 8. 8 ELEMENTS OF A SHORT STORY Elements of a Short Story Theme Setting Plot Point of view Characters
  9. 9. 9 THEME WHAT IS THEME? WHAT IS A THEME? A central message, concern, or insight into life expressed through a literary work It is the author's underlying meaning or main idea. Can be expressed by one or two sentences. Open to interpretation. Use various figures of speech to emphasize his theme, such as: symbol, allusion, simile, metaphor, hyperbole and irony. Examples of Themes: Love is blind Believe in yourself Man proposes, God disposes. Don't judge a book by its cover The main idea of a literary work, usually expressed as a generalization.
  10. 10. 10 SETTING SETTING HISTORICAL GEOGRAPHICAL SOCIAL PHYSICAL The place and time where the story took place.
  11. 11. 11 CHARACTERS The people, animals or things in the story. TYPES OF CHARACTERS
  12. 12. 12 PLOT PLOT STRUCTURE Exposition Rising Action Climax Falling Action Resolution Plot is the sequence or order of events in a story. The start of the story. Conflicts & crisis in the story that leads to the climax The most intense moment The events between the climax and resolution The conclusion of the story
  13. 13. 13 POINT OF VIEW Point of view is the perspective from which a story is told. We may choose to tell our story in first person, using "I" or "we"; second person, "you," the least common point of view. First Person Point of Third Person Point of
  14. 14. 14 STAGES In WORKING WITH THE TEXT
  15. 15. 15 Prediction Activate Background Knowledge Providing background information Predict and check Cross check Connect Background Knowledge to the Information in the Text Discuss and Respond Retell and Summarize Before Reading During Reading After Reading
  16. 16. 16 Introducing the short story
  17. 17. 17 REVOLVING AROUND THE TEXT Title Characters Author Illustrator Publisher Publisher’s logo
  18. 18. 18 REVOLVING AROUND THE TEXT Publisher’s name and address Publisher ISBN number Illustrator
  19. 19. 19 REVOLVING AROUND THE TEXT Synopsis Characters
  20. 20. 20 CHAPTER 1: A VERY BORING HOLIDAY Joel was back to school after the holidays. His new teacher wanted the class to write about their holidays. Everyone shared their exciting holiday adventure. Joel felt sad that he had the most boring holiday ever. All of his classmates set off to write at least a page about their holiday, leaving Joel wondering. CHAPTER 2: MAKING IT UP Joel’s teacher approached him and asked him about his holiday. Joel repeatedly told his teacher that he did not do anything fun during the holidays but his teacher persistently encouraged him saying that he can write an essay, he can even make it up and she walked away. That’s when Joel decided that maybe he can actually come up with an interesting piece. He then started recalling all the activities he did during the holidays with his sister Natalie and his grandmother. They went to the park, the library, the pool, ice-cream shops, the Pizza and all seemed unexciting to Joel. However, he started writing, believing that he can make it interesting. He imagined and he made up his own exciting holiday story. In his essay, he wrote that he met his favourite author in the library in his town; he invented a new flavour for Mr.Gelati’s ice-cream and he had an unexpected surprise in the Pizza Shack. He was happy with his work and so is his teacher. His teacher read Joel’s essay to the whole class and returned it to him feeling satisfied. SYNOPSIS OF EACH CHAPTER
  21. 21. 21 CHAPTER 3: SOMETHING WEIRD HAPPENS Although his teacher was happy with his work, Joel felt sad and wished that his holiday was indeed as exciting as he pictured it in his essay. Joel’s teacher again asked her students to prepare another write up about a pet they would like to have. Joel ran out of idea as he had used up all his imagination for his previous work. He kept his homework away and did not think about it. During the weekend, on Saturday, Joel, his mother and his sister, Natalie went to the shops and library. They entered the library and saw a crowd of people. Joel saw his favourite author, Anastasia Olivetti, just like in his imagination. The author recognized Joel and thanked him for his idea. CHAPTER 4: MORE WEIRD THINGS HAPPEN After the library, they headed to Mr. Gelati’s ice-cream shop. To his surprise, the shop was crowded with customers. Mr. Gelati saw Joel and ran toward him and acknowledged him as the inventor of his new ice-cream, Joel’s Jelly Baby Freeze. Again, just like in his imagination. Joel’s mother brought them to the pizza shack. The manager of Pizza Shack welcomes Joel and his family to the shop as Joel is the winner of the pizza-for-a-year. They enjoyed the pizza. When he went home, he thought about what happened earlier. He realized that it all started when he told his teacher he had nothing to write about. Joel’s mother reminded him to finish up his homework. Joel’s started on his homework and he imagined. He imagined having a horse….or a crocodile….or even a dinasour….
  22. 22. 22 Characters are the people or animals in the story. CHARACTERS
  23. 23. 23 CHARACTERS Joel Joel’s new teacher Yuki Tom Natalie Ben
  24. 24. 24 Mum Mr. Gelati Anastasia Olivetti Gran CHARACTERS
  25. 25. 25 DESCRIPTION OF PEOPLE IN THE STORY CHARACTERS DESCRIPTIONS WHY WE SAY THIS Joel active imaginative creative determined “... played on the swings at the park, listened to story time at the library and swum in the local pool...........”. (pg. 7) “That was true. But then I started to imagine”.(pg 12) “I told her. Anastasia Olivetti was so pleased with my ending, she..................”. (pg. 13) “Excellent! I thought. I’d already filled two pages!” Joel’s new teacher gentle loving caring encouraging motivating patient kind/ sympathetic “No-one wanted to hear about that! But my new teacher did.” “Well, if you really didn’t do anything exciting,” she said, “then make something up!” “My new teacher looked at me. Now she looked as if she felt a bit sorry for me.” CHARACTERS
  26. 26. 26 Tom adventurous brave/bold/ daring “Tom’s cousin was a skateboard champ. He’d taught Tom some really good tricks.” Yuki thoughtful “ ....to visit her grandparents in Japan.” Mr. Gelati generous “...rushed out with two huge ice-creams in his hands”. Mum (Joel’s mother) loving caring shows concern “Have you startedyour homework yet?” Gran (Joel’s grandmother) helpful caring warm “My gran came to look after us.” Anastasia Olivetti friendly “My friend, Joel!” She gave me a big hug.
  27. 27. 27 The story takes place mainly in the classroom. Apart from that, the story also takes the readers to the main character’s home and several of the town’s landmarks namely the public library, the ice-cream parlour (“Mr.Gelati”) and a pizza joint (“Pizza Shack”). Joel’s classroom The public library The ice-cream parlour, “Mr. Gelati” The pizza joint, “Pizza Shack” SETTING
  28. 28. 28 Joel felt that everything was so weird and then he remembered his homework. He was told to write about his pet. He started imagining. Finally, they went to the Pizza Shack and the pizza manager welcomed Joel and informed him that he had won pizza for a year. Then they went to the ice-cream parlour and Mr Gelati was so excited to see Joel and addressed him as the inventor of Joel's Jelly Baby Freeze. They went to the library and to Joel's surprise, he met his favourite author Anastasia Olivetti who used his idea to write the ending of her story. Joel's teacher was happy with his work and prepared another homework to be completed during the weekend. Joel decided to do it later and went for an outing with his family. Then Joel and his family headed for Pizza Shack and was welcomed by the customers as he was the winner for free-pizza-for-a-year, for being the one millionth customer. Then Joel wrote about meeting Mr. Gelati who was looking sad because he can't please his customers with his ice-cream. Joel suggested that he tried putting in jelly babies. His teacher assured him that surely he has something interesting to write about his holiday and so Joel started imagining and writing about meeting Anastasia Olivetti, his favourite author in the library. Joel is back to school and was asked by his new teacher to write an essay about his holiday but Joel did not have anything interesting to write about compared to his classmates. EVENTS
  29. 29. 29 MORAL VALUES IN THE STORY Determination Diligence Helpful MESSAGE IN THE STORY We should know that nothing is impossible in this world as long as we take things positively. We should never give up and always strive for the best in everything we do. We should be hardworking instead of waiting for things to come our way. We should not lie and make up stories in our lives. MORAL VALUES AND MESSAGE IN THE STORY
  30. 30. 30 Suggested Activities
  31. 31. 31 Individual work Steps: 1. Show pupils the book cover. 2. Describe the general features of the book cover: a. Title of the story b. Picture of the main characters c. Author’s name d. Illustrator’s name 3. Ask pupils to talk about story based on the cover. Elicit responses through Wh-questions. For example:  What can you see from this book cover?  What is the story about?  What do you think will happen to the boy in the picture?  What will the ending be? 4. Distribute Worksheet 1 to pupils for them to complete. 5. Show another story book and get pupils to identify the features on the cover. * Teacher’s note: The cover refers to the front and back of the book. Educational Emphases:  Multiple Intelligences (Visual-Spatial)  Contextual Learning ACTIVITY 1: FRONT OR BACK? LS: 4.2.1 REVOLVING AROUND THE TEXT
  32. 32. 32 Front Cover
  33. 33. 33 ISBN number Publisher Publisher‘s website Back Cover Synopsis Characters
  34. 34. 34 WORKSHEET 1 Name the features found on the cover.
  35. 35. 35 ANSWERS Name the features found on the cover. title characters author illustrator synopsis
  36. 36. 36 Individual work Steps: 1. Ask pupils to skim through pages 5, 6 & 7. 2. Ask pupils to match the correct activities for each character in Worksheet 2. 3. Ask pupils about their activities during the holidays and share with the whole class. For example:  What did you do during the holidays?  Did you share the same activities as the characters in the story?  Did you do it alone? Or with your family or friends?  Any interesting moments that you would like to share?  Did you like the activity? Why? 4. Ask pupils to write a short reflection on their experiences during the holidays. Educational Emphases:  Multiple Intelligences (Verbal-Linguistic)  Assessment REVOLVING AROUND THE TEXT ACTIVITY 2: MATCH ME! LS: 4.2.1
  37. 37. 37 WORKSHEET 2 Match the characters to the activity based on the short story. Use a different colour for each character. CHARACTER ACTIVITY
  38. 38. 38 ANSWERS Match the characters to the activity based on the short story. Use a different colour for each character. CHARACTER ACTIVITY
  39. 39. 39 Pair work Steps: 1. Ask pupils to list the events that happened to Joel. 2. Ask pupils to imagined how they would have felt if they were Joel. E.g. How would you feel if you were Joel? Lower-Intermediate Pupils (No tech) i. In pairs or groups, ask pupils to list 3 wishes that may come true. ii. When the pupils are done, ask them to share with the class. iii. Ask pupils to state the rationale of their selections when they are presenting. Average (High Tech : Teacher uses software) i. Teacher visits this website www.storybird.com and sign up as a Teacher. ii. Teacher sets up a Storybird Classroom and adds pupils in the class. iii. Teacher creates an Assignment for the class. Teacher fills in the Assignment information: “If you are given some magical powers, what are the three things that you would like happen? In groups of 3-4, you are going to create an online storybook on Storybird. Select one and create a picture. An example is provided for you here: goo.gl/TYl9X8.” iv. Teacher asks pupils to log in using the username and password provided. v. Teacher explains the task that pupils have to do for their Assignment. vi. After they are done, teacher asks pupils to comment on their friend’s work. REVOLVING AROUND THE TEXT ACTIVITY 3: MY TOP 3 WISHES LS: 4.2.1
  40. 40. 40 vii. Teacher can check pupils’ work under the Class Library. Advanced (Low Tech : Teacher uses videos and audios) i. Divide the pupils into groups of 3-4. ii. Ask each group to select 3 things that they want that can come true. iii. Ask each group to design and create a short digital story (video) about their imaginations using Photo Story. iv. Ask each group to download the resources (images, audio) or teacher provides a resource pack (downloaded images and audio) for the pupils. v. Ask each group to use the resources to build the video. Pupils may add narrations or texts to describe about the 3 imaginary things. vi. When they are done, each group presents their digital story. vii. Teacher can create a YouTube channel and ask pupils to upload their videos there. Pupils can then comment on their friends’ work. * Teacher’s Note  For detailed guidelines on Storybird, please download the Quick Guide here: goo.gl/FJQGCi and the Tutorial here: goo.gl/hV8LrN  Or watch the tutorial on YouTube here:goo.gl/9mYbsP  For further information, please visit: help.storybird.com
  41. 41. 41 3. Award pupils’ best work with certificates or other means of acknowledgement (stars, badges, sweets). * Teacher’s Note  To install Photo Story, please download the installer here: goo.gl/e2vHa  For detailed guidelines on Photo Story, please download the tutorial here: goo.gl/s8VbNv Or watch the tutorial on TeacherTube here: goo.gl/jAJEM3  For further information, please visit: goo.gl/Fv3HHm Educational Emphases:  Multiple Intelligences (Visual-Spatial)  Creativity and Innovation  Thinking Skills (Creating)
  42. 42. 42 Group work Steps: 1. Pupils sit in groups. 2. Write the title “An enjoyable holiday” on the board. 3. Elicit responses from pupils on the title. 4. Write the responses on the board. 5. Show a picture of “an enjoyable holiday”. 6. Get pupils to respond to the picture. Teacher initiates by asking related questions.  Does this picture depict an enjoyable holiday?  Have you been to this place? Do you know this place?  Do you think the people are enjoying themselves? 7. Draw pupils’ attention to the board. Change the word “enjoyable” in the title to “boring”. 8. In their respective groups, pupils discuss what would a boring holiday be like. 9. Pupils come up with a simple mind map on a display sheet. 10. Pupils present their work. Educational Emphases:  Multiple Intelligences (Intrapersonal)  Contextual Learning SYNOPSIS CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 1: WHAT A BORING HOLIDAY! LS: 4.2.1
  43. 43. 43 Group work Steps: 1. Pupils work in small groups. 2. Distribute display sheets, markers and old newspapers. 3. Pupils make four columns on the display sheet. 4. Each column is written with each pupil’s name. 5. Pupils select suitable pictures from the newspaper cuttings which depict how they spent their holidays. 6. Pupils cut and paste the pictures on the display sheet (in their own column). 7. Pupils present their collage when they have completed their work. Educational Emphases:  Multiple Intelligences (Visual-Spatial)  Contextual Learning  Creativity and Innovation SYNOPSIS CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 2: OUR HOLIDAY COLLAGE LS: 4.3.1
  44. 44. 44 Pair work Steps: 1. Distribute a brief version of chapter 2 (Handout 1) to each pupil. 2. Pupils are to read aloud and pupils are to follow. 3. Pupils work in pairs. 4. Each pair is given Worksheet 1 with the title of the chapter and a set of pictures from chapter 2 (Handout2). 5. Pupils are to cut out the pictures and paste them on Worksheet 1 in the correct sequence based on Handout 1 given earlier. 6. Then, pupils choose sentences from Handout1 and write them on the task sheet to reflect each picture. SYNOPSIS CHAPTER 2: MAKING IT UP ACTIVITY 1: WHAT HAPPENS NEXT? LS: 4.3.1 Educational Emphases:  Thinking Skills  Multiple Intelligences (Verbal- Linguistics, Bodily kinaesthetic)
  45. 45. 45 HANDOUT 1 Brief version of Chapter 2. Joel did not know what to write. He told his teacher he had nothing to write about his holiday. The teacher felt sorry for him. She was sure that he could write something if he could make something up. Joel was determined to make something up and he wrote it after being encouraged by his teacher. He recalled the places he went during the holidays with his grandmother and Natalie. He started writing and imagining. He wrote about meeting Anastasia Olivetti, his favourite author in the library. To his surprise, Anastasia Olivetti knew him. She greeted and thanked him for his idea he contributed to the ending of her story. She dedicated the book to him. He then continued writing about his trip to the ice-cream shop. He helped poor Mr. Gelati to create a new ice cream flavour. He suggested adding in jelly babies. Mr. Gelati was excited and named it “Joel’s Jelly Baby Freeze”. The next stop was to the Pizza Shack for lunch. There, Joel saw many people waiting for him. To his surprise again, the crowd cheered loudly when they opened the door. He and Natalie were the one millionth customers. He and Natalie got a free pizzas for the whole year! Joel was pleased with his work and so was his teacher who read his essay to the whole class.
  46. 46. 46 WORKSHEET 1 (To be enlarged to A3 size) CHAPTER 1 MAKING IT UP 1. _________________________ 3. ________________________ 2. ________________________ _____________ 4 __________________________ 5. _________________________ 6. _________________________ _________________________ ___ 8. _________________________ 7. _________________________
  47. 47. 47 HANDOUT 2
  48. 48. 48 HANDOUT 2
  49. 49. 49 Pair work Steps: 1. Pupils work in pairs. 2. Distribute Worksheet 2 to each pair. 3. Ask pupils to look at pages 19-29. 4. Pupils are to identify three important people Joel met. 5. Pupils are to write them down in the first column in the worksheet provided. 6. Highlight the titles, stressing on the word “weird”. Teacher explains the meaning to enable pupils to complete the task. 7. In pairs, pupils are to discuss questions 2 to 4 without referring to the text. 8. Monitor and assist when necessary. 9. When pupils are done, refer to the text to answer question number 5. 10. Remind pupils not to alter their answers for question numbers 2 to 4 after referring to the text. 11. Choose pairs randomly to read out their answers. Educational Emphases:  Thinking Skills (Remembering, analysing)  Multiple Intelligences (Logical-Mathematical)  Constructivism SYNOPSIS CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS ACTIVITY 1: LET’S GUESS LS: 4.2.1
  50. 50. 50 Names: ______________________ WORKSHEET 2 Q1: Who did Joel meet? Q2: Where did he meet them? Q3: If you are at these places, what do you usually do there? Q4: Something weird happens. What do you think happened? Q5: What actually happened? (Refer to your book. Indicate the page.) 1. _________ _________ ___________________ ___________________ ___________________ ___________________ ___________________ Page:_______ ________________________ ________________________ 2. _________ _________ ___________________ ___________________ ___________________ ___________________ ___________________ Page:_______ 3. _________ _________ ___________________ ___________________ ___________________ ___________________ ___________________ Page:_______ ________________________ ________________________ ________________________
  51. 51. 51 Group work Steps: 1. Read the events in Chapter 3 & 4. 2. Pupils are divided into groups. 3. Distribute jumbled up sentence strips (Handout 3) in an envelope to each group. 4. Pupils rearrange sentence strips on display sheets according to the events in the story. 5. Select a few groups to present in front of the class. *Teacher’s note: The sentence strips (Handout 3) are already in order. Educational Emphases:  Multiple Intelligences (Verbal-Linguistic)  Thinking Skills (Analysing) SYNOPSIS CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS HAPPEN ACTIVITY 2: SENTENCE STRIPS LS: 4.2.1
  52. 52. 52 HANDOUT 3 Rearrange the sentence strips in the correct order. My teacher asked me to write about the pet we’d like to have using our own imaginations. Natalie and I walked towards Mr. Gelati’s ice-cream shop where he was serving ice cream. I’d imagined meeting a famous author, inventing a great new ice cream flavour and winning free pizza for a year until I am left with no imagination. Mr. Gelati rushed out with two huge ice-creams in his hands screaming Joel’s Jelly Baby Freeze is selling like crazy. On Saturday, Natalie, Mum and I went to the library and shops. I went home thinking I should use my imagination to write about a horse, elephant, crocodile or a dinosaur. I met a famous author named Anastasia Olivetti in the library where she dedicated the success of her book to me. Mum bought us for pizza and we found out that we have won free pizza for a year.
  53. 53. 53 Pair work Steps: 1. Get pupils to look at the pictures in the short story. 2. Pupils can discuss the pictures very quickly with a partner. 3. Distribute Worksheet 3 to each pupil. 4. They match the dialogue to the appropriate character. 5. Once they have matched, discuss with pupils. SYNOPSIS CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS HAPPEN ACTIVITY 3: WHO SAID THAT? LS: 4.3.1 Educational Emphases:  Thinking skill (remembering)
  54. 54. 54 WORKSHEET 3 “I want everyone to write about your pet. But not the pet you’ve really got.” “Joel’s Jelly Baby Freeze is selling like crazy! Everyone wants it! Thank you, thank you! “I’ve used that ending you told me about. It’s so good! My book’s all finished. I dedicated it to you. Thank you, thank you!” Looks like Mr. Gelati’s got lots of customers. “Ready for pizza? Let’s get a family-size Shack Special with double topping.” NATALIE TEACHER MUM ANASTASIA OLIVETTI MR. GELATI
  55. 55. 55 ANSWERS “I want everyone to write about your pet. But not the pet you’ve really got.” “Joel’s Jelly Baby Freeze is selling like crazy! Everyone wants it! Thank you, thank you! “I’ve used that ending you told me about. It’s so good! My book’s all finished. I dedicated it to you. Thank you, thank you!” Looks like Mr. Gelati’s got lots of customers. “Ready for pizza? Let’s get a family-size Shack Special with double topping.” NATALIE TEACHER MUM ANASTASIA OLIVETTI MR. GELATI
  56. 56. 56 Group work Steps: 1. Go through chapter by chapter with the pupils by referring to the book. 2. Ask questions as they scheme and scan through the book. Chapter 1 What is the title of the first/second/third/fourth chapter/ Who is the main character? What was Joel asked to do? Did he do what he was asked to? Chapter 2 What did his teacher say? What did he write about? Where did he go and who did he meet? Was he able to write about his holiday? Chapter 3 Where did Joel go on Saturday night? Who did he meet in the library? What happened there? Chapter 4 Where did he go next? What happened to Mr.Gelati? Did he go to the Pizza Shack? What happened there? What was his homework? Did he manage to write? SYNOPSIS ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING) ACTIVITY 1: SUMMARY CARDS LS: 4.3.1
  57. 57. 57 What did he want to write about? 3. Pupils work in groups of four. 4. Each group is given four summary cards (Chapter 1-4) and a set of pictures (Handout 4). 5. Pupils work in their groups and paste pictures correctly in the summary cards as well as writing down the details of each chapter as needed (refer to the summary cards). 6. Pupils compile the summary cards into a booklet. 7. Pupils present their work. Educational Emphases:  Multiple Intelligences (Interpersonal, Bodily Kinaesthetic)  Thinking skills (remembering)
  58. 58. 58 SUMMARY CARDS CHAPTER 1: ___________________________________ PASTE YOUR PICTURE HERE 1.Identify the characters in this chapter. …………………………………………………………………………………………… 2.Who is the main character? ……………………………………………………………………………………………….. 3.Where is/are the setting(s) for this chapter? ……………………………………………………………………………………………. 4.State an interesting event that happened. ……………………………………………………………………………………………
  59. 59. 59 CHAPTER 2: ___________________________________ PASTE YOUR PICTURE HERE 1.Identify the characters in this chapter. ……………………………………………………………………………………… 2.Who are the three new characters introduced in this chapter? ………………………………………………………………………………………….. 3.Where did Joel meet the three new characters? ……………………………………………………………………………………………. 4.State an interesting event that happened here. ……………………………………………………………………………………………
  60. 60. 60 1.Where did Joel go? ………………………………………………………………………………………… 2.Who was with him? ………………………………………………………………………………………….. 3.What happened here? ……………………………………………………………………………………………. 4.Who did he meet? …………………………………………………………………………………………… 5.State an interesting event that happened here? If yes, state them. …………………………………………………………………………………………… 6.Who would you like to meet in your life and why? …………………………………………………………………………………………… 7.Who is your favourite author? ..……………………………………………………………………………………….. PASTE YOUR PICTURE HERE CHAPTER 3: ___________________________________
  61. 61. 61 1.Where did Joel go? ……………………………………………………………………………………………… 2.Who did he meet? …………………………………………………………………………………..………….. 3.Was he happy meeting them? Why? ………………………………………………………………………………………………. 4.What do you like about this chapter? ………………………………………………………………………………………..……… PASTE YOUR PICTURE HERE CHAPTER 4: ___________________________________
  62. 62. 62 HANDOUT 4
  63. 63. 63 HANDOUT 4
  64. 64. 64 Group work Steps: 1. Pupils work in groups of 4-5. 2. Each group is given a picture booklet (jumbled up). 3. Pupils take turns to look at a picture from the booklet and describe it to the other members in the group. 4. Members of the group should listen carefully and guess the correct chapter the picture is from without looking at the picture. Educational Emphases:  Multiple Intelligences (Visual-Spatial & Verbal-Linguistic)  Thinking Skills (Synthesising)  Constructivism SYNOPSIS ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING) ACTIVITY 2: GUESS THE CHAPTER! LS: 4.2.1, 4.3.1
  65. 65. 65 *Teacher’s note: The pictures in the picture booklet for this activity should not be in sequence following the chapter. *Idea on how to compile the pictures into a booklet.  The picture can be photocopied larger and laminated.  Punch a hole in the top left corner of each picture and all pictures are compiled together in a ring. PICTURE BOOKLET
  66. 66. 66
  67. 67. 67
  68. 68. 68
  69. 69. 69
  70. 70. 70 Group work Steps: 1. Pupils work in groups of 5-6. 2. The first person in each group will be given a picture booklet (booklet used in Activity 2). 3. He/she will look at the first picture and start the story in his/her own words (at least one sentence) based on their understanding of the story. 4. The next pupil looks at the second picture and continues the story and this step goes on until the last picture in the booklet. Educational Emphases:  Multiple Intelligence (verbal-linguistics)  Constructivism  Creativity and innovation  Thinking skills (creating) *Note for teacher: The pictures in the picture booklet for this activity should be in sequence following the chapters. SYNOPSIS ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING) ACTIVITY 3: STORY CHAIN LS: 4.2.1, 4.3.1
  71. 71. 71 Pair work Steps: 1. In pairs, pupils are given Worksheet 1 and are asked to discuss and complete the given task based on the short story “And Something Weird Happened.....”. 2. Pupils are asked to cut and paste the given pictures in Handout 1 onto Worksheet 1. 3. Then, pupils are asked to identify the characters. 4. Discuss the answers with the pupils. Educational Emphases:  Multiple Intelligences (Visual Spatial, Bodily-Kinesthetic)  Thinking Skills –(Remembering) *Note for Teacher: Teacher can select a few pairs to present their answers. Suggested Answers: Major Character - Joel Minor Characters - Joel’s new teacher, Yuki, Ben, Natalie ( Joel’s sister), Tom, Joel’s mother, Joel’s grandmother, Anastasia Olivetti, Mr Gelati PEOPLE IN THE STORY (CHARACTERS) ACTIVITY 1: WHO AM I? LS: 4.2.1
  72. 72. 72 WORKSHEET 1 AND SOMETHING WEIRD HAPPENED ....... Paste the pictures in the boxes provided. Name the characters. MAJOR CHARACTER _______________ MINOR CHARACTERS ______________ ________________ _________________ ________________ _________________ ________________ ________________ _________________ ________________
  73. 73. 73 HANDOUT1 Cut and paste the pictures into the boxes provided in Worksheet 1.
  74. 74. 74 Individual work Steps: 1. Based on the short story “And Something Weird Happened....”pupils are asked to fill in the blanks with the correct characteristics of each character using the adjectives (Worksheet 2). Pupils are encouraged to use other suitable adjectives. 2. Pupils compare their answers with their friends. 3. Pupils present their answers. Educational Emphases:  i-Think Programme (Bubble map)  Thinking Skills (applying) Suggested Answers Joel - active, imaginative, creative, determined Natalie - young Joel’s mother - concerned, caring, understanding Joel’s grandmother - caring, loving, concerned, responsible Joel’s New Teacher – gentle, loving, caring, encouraging, motivating, patient, kind Yuki - thoughtful Ben – active, athletic, determined Tom’s cousin - active, athletic, determined, supportive, kind, loving (Accept any suitable answers) PEOPLE IN THE STORY (CHARACTERS) ACTIVITY 2: DESCRIBING THE CHARACTERS LS: 4.2.1
  75. 75. 75 WORKSHEET 2 Write down the words that best describe each character.
  76. 76. 76 Group work Steps: 1. Pupils are given Worksheet 3. 2. Teacher recalls the adjectives learnt (Refer to Activity 2). 3. In groups, they are asked to choose 2 famous/ prominent personalities of their choice and describe them. (Teacher can provide the pictures if necessary) Suggested answers (Accept any suitable answers) Educational Emphases:  i-Think Programme (Bubble map)  Thinking Skills (applying) beautiful, caring, loving, gentle, attractive brilliant, intelligent, determined, famous PEOPLE IN THE STORY (CHARACTERS) ACTIVITY 3: MY FAVOURITE PERSONALITIES LS: 4.2.1
  77. 77. 77 WORKSHEET 3 Describe each personality. Famous Personality 2 (Cut and paste here) Famous Personality 1 (Cut and paste here)
  78. 78. 78 Group work Steps: 1. Pupils are divided into groups of five. 2. Each group is given a pair of scissors, A4 paper (coloured and white), glue, colours (colour pencil, crayon), manila card. 3. In their respective groups, pupils are asked to discuss and complete the given task. Teacher’s Instructions: a. Write the name of your group in the middle of an A4 paper. b. Cut out the shape of your group’s name. c. On that cut piece, colour and design your shape into a character. d. Complete the drawing: it can be an alien, a person, an animal or anything of your group’s imagination. 4. Glue your finished character onto a piece of A4 coloured paper. 5. After having done the above, ask pupils to write a descriptive paragraph about the character as if it is an alien arriving here on earth for the first time. Give characteristics to the character. Give it a name, place of origin reason for being here, etc. 6. The group that finishes first will be the winner. 7. Presentation of each group is done and teacher provides necessary comments/feedback. Educational Emphases:  Multiple Intelligences – Intrapersonal, Bodily- Kinaesthetic, verbal linguistic  Thinking Skills –Creating PEOPLE IN THE STORY (CHARACTERS) ACTIVITY 4: MY FAVOURITE CHARACTER LS: 4.2.1
  79. 79. 79 Group project Steps: 1. Find a small soft toy or puppet which will become each group’s mascot. 2. In their respective groups, pupils are asked to:  choose a name for the mascot,  discuss its background  where it comes from,  its friends and family,  its likes and dislikes, etc 3. Let each pupil take turns to bring the mascot home for a few days at a time. 4. While they are “looking after the mascot”, they should write a short story in their notebook outlining what the mascot has done during its stay with them. 5. This can be true or the pupils can make up events (e.g. a trip to the moon). 6. Encourage them to be as creative as possible. 7. When the mascot “returns to school”, spend some time discussing what it has done and where it has been. 8. The class could make a book describing the mascot's travels. Teacher’s Note: This can be done as a group project and a longer period of time is given to complete this task. Teacher needs to check their progress from time to time. Educational Emphases: • Multiple Intelligences (Intrapersonal, Bodily-Kinaesthetic) • Thinking Skills -Creating PEOPLE IN THE STORY (CHARACTERS) ACTIVITY 5: MY MASCOT’S JOURNEY LS: 4.2.1, 4.3.1
  80. 80. 80 Group work Steps: 1. Pupils work in groups of 4. 2. Show a sample meme on ‘teachers’ as a stimulus to introduce the next activity. 3. Ask pupils questions based on the meme to stimulate discussion  What do my friends think I do?  What does my mother think I do?  What does the society think I do?  What do my students think I do?  What do I think I do?  What do I really do? 4. Based on the given meme template, create a meme for each main occupation found in the short story. Find and cut out suitable pictures from old magazines or newspapers that best illustrate your responses. 5. Pupils paste their work on the wall to share with the rest of their peers. Invite pupils to do a gallery walk. *Teacher’s note:  Meme is pronounced as /mem/.  Ask pupils to bring old magazines or old newspapers for the lesson.  Teacher can distribute a soft copy of the template at http://www.quickmeme.com/meme/364j15/ and ask pupils to create the meme on the computer. Pupils may later present it in class using the projector. Educational Emphases:  Multiple Intelligences (Verbal-Linguistic)  Thinking Skills (Analysing) Evaluating, Rationalising)  Information and Communication Technology Skills (ICT) PEOPLE IN THE STORY (CHARACTERS) ACTIVITY 6: *MEME GENERATOR LS: 4.3.1, 4.3.2
  81. 81. 81 http://www.quickmeme.com/meme/364jl5/ SAMPLE MEME
  82. 82. 82 WORKSHEET 4
  83. 83. 83
  84. 84. 84
  85. 85. 85 Group work Steps: 1. Distribute Worksheet 1 to each group. 2. Pupils study the distributed map. Teacher explains that some of the buildings in the map have not been labelled. 3. Pupils discuss an ideal location for the following and indicate the buildings in the map.  a school  a public swimming pool  an ice-cream shop  a pizza shack 4. Pupils label the buildings in the map. 5. Pupils list reasons why they have selected the particular location. 6. Group presentation: i. Pupils describe to the class the location of the school, the public swimming pool, the ice-cream shop and pizza shack. (Note: Teacher tell pupils that they may use the following words to explain the building location: next to, near, beside, opposite, in front of) ii. Pupils give reasons why they think it is an ideal location for the buildings. Educational Emphases:  Multiple intelligences (Visual-spatial, Verbal linguistic)  Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)  Contextual learning SETTING ACTIVITY 1: TOWN PLANNER LS: 4.2.1, 4.3.1
  86. 86. 86 WORKSHEET 1 Label the map. Some of the buildings in the map have not been labelled. You may choose these or select another location and indicate it in the map. http://www.urbansitter.com/blog/fun-activities-and-attractions-to-entertain-your-kids-after-school
  87. 87. 87 Pair work Steps: 1. Show the following picture to the pupils. 2. In pairs, pupils list down as many things as they can see in the picture. 3. Choose a few pairs at random. Each pair takes turn to ask the class to play the “I spy” game. E.g.: “I spy with my little eyes something beginning with the letter _____.” 4. The class makes guesses. Educational Emphases:  Contextual learning  Thinking skills (analysing, applying) SETTING ACTIVITY 2: I SPY LS: 4.2.1
  88. 88. 88 Individual work Steps: 1. Pupils are given Worksheet 3. 2. Pupils look at the pictures. 3. Pupils list things likely to be found at each place in the given boxes. 4. Pupils name at least 6 things that can be found at each place. 5. Pupils present their answers. Suggested answers: Ice-cream shop Pizza restaurant Public library 1. ice-cream cones 2. ice-cream 3. straws 4. strawberries 5. chocolate topping 6. glasses 1. plates 2. spoons 3. forks 4. knives 5. vegetables 6. pepperoni 1. books 2. shelves 3. rubber stamps 4. tables 5. chairs 6. bags Educational Emphases:  i-Think (Tree Map)  Contextual Learning  Thinking Skills (application) SETTING ACTIVITY 3: LISTING THINGS LS: 4.2.1
  89. 89. 89 WORKSHEET 2 Listing Things Ice-cream shop Pizza shack Public library The things we can find here include... 1. _________________ 2. _________________ 3. _________________ 4. _________________ 5. _________________ 6. _________________ 1. _________________ 2. _________________ 3. _________________ 4. _________________ 5. _________________ 6. _________________ 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________
  90. 90. 90 Individual work Steps: 1. Distribute Worksheet 3 (or draw the table on the board). 2. Pupils study the table in Worksheet 3. 3. Play the audio recording twice and pupils listen attentively to the sounds played (the links are provided in the suggested answer table). 4. Pupils match the sound to the settings in the table provided. 5. Elicit responses. 6. Pupils work in groups of four and select any one of the above settings. 7. Pupils mime a scene from one of the settings in front of the class. Class guesses the scene. *Teachers Note: Advanced pupils can download other sounds that can be heard at the different settings. Pupils can present it to their peers and ask the other pupils to guess. Educational Emphases:  Multiple intelligences (Naturalistic, Verbal linguistic)  Thinking skills (Analysing, Rationalising)  Contextual learning SETTING ACTIVITY 4: SOUNDS AND PLACES LS: 4.2.1, 4.3.2
  91. 91. 91 Suggested answers and links: Sound number Setting Link 1 Classroom http://www.youtube.com/watch?v=e-86xNCNts8 2 Pizza shack http://www.youtube.com/watch?v=CU069VIqoUw 3 Public library http://www.youtube.com/watch?v=dQxG2QafyAM 4 Ice-cream shop http://www.youtube.com/watch?v=l_qCT0BclQQ
  92. 92. 92 WORKSHEET 3 Sound number Setting 1 Pizza shack 2 Public library 3 Ice-cream shop 4 Classroom
  93. 93. 93 Group work Steps: 1. Pupils work in groups of four. Number the groups (E.g.: group 1, 2, etc). Each group member is labelled as A, B, C and D. 2. Distribute worksheet 6. 3. Pupils study the pictures in the worksheet. Label the setting as illustrated in the picture. 4. In each circle map, pupils list the events that may happen in each picture. (The first one has been done for you). *Teacher’s note Worksheet 6 is a circle map. A circle map is used for brainstorming about a topic. The inner circle contains the item to be discussed. Words or phrases used to discuss these items are placed in the outer circle. Educational Emphases:  i-Think (Circle Map)  Multiple intelligences (Interpersonal, Visual Spatial, Bodily Kinesthetic)  Thinking skills (Analysing, Rationalising) SETTING ACTIVITY 5: HEY, WHAT’S HAPPENING? LS: 4.2.1, 4.3.1, 4.3.2
  94. 94. 94 WORKSHEET 4 people talking SETTING: ________________ SETTING: ________________ SETTING: ________________
  95. 95. 95 Pair work Steps: 1. Distribute Worksheet 5 to each pair. 2. Ask pupils to look at the pictures in the worksheet. 3. Pupils identify the sound in each picture and write their responses in the appropriate boxes. 4. Ask pupils where they might hear similar sounds elsewhere. Educational Emphases:  Multiple intelligences (Verbal linguistic)  Thinking skills (Analysing, Rationalising)  Contextual learning SETTING ACTIVITY 6: ONOMATOPOEIA PLAY LS: 4.2.1, 4.3.2
  96. 96. 96 WORKSHEET 5 PICTURE SOUND PLACE  Ice-cream shop  Pizza shack  Public library  Classroom  Ice-cream shop  Pizza shack  Public library  Classroom  Ice-cream shop  Pizza shack  Public library  Classroom  Ice-cream shop  Pizza shack  Public library  Classroom  Ice-cream shop  Pizza shack  Public library  Classroom  Ice-cream shop  Pizza shack  Public library  Classroom
  97. 97. 97 SUGGESTED ANSWERS PICTURE SOUND PLACE Shh….  Public library  Classroom Rrring  Ice-cream shop  Pizza shack  Public library  Classroom Clank  Pizza shack Bloop  Ice-cream shop  Pizza shack Ting Tingle Jangle Ding  Ice-cream shop  Classroom Cring  Public library
  98. 98. 98 Individual work Steps: 1. Ask pupils to refer to the pictures on pages 6 and 7 (Pupils are not required to read). 2. Pupils are given Worksheet 1. 3. Get pupils to write down all the words related to holidays referring to the pictures (pupils are not supposed to refer to the text). 4. Once pupils are done, teacher asks pupils to refer to the text to check if those words listed can be related to the pictures. Pupils can add on to their list. Examples: basketball, aeroplane, skating, playing, playground, library, story time, television, skateboard. 5. Get pupils to talk about what Joel and his classmates did during the holidays.  What did Tom do with the skateboard?  Who played basketball?  What did Joel do in the library?  Who did Joel play with on the swings?  Where did Yuki fly to? 6. Distribute Worksheet 2 for pupils to complete individually. Educational Emphases:  i-Think (Brace Map)  Thinking skills (analysing, applying)  Contextual learning EVENTS IN THE STORY CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 1: LIST ME L.S: 4.2.1
  99. 99. 99 WORKSHEET 1 Refer to pictures on pages 6 and 7. Relate words associated to the pictures. List all the words in the circle below. It can be nouns or verbs. www.dreamstime.com
  100. 100. 100 WORKSHEET 2 played on the swing,……___ __Joel_____ ______________________ ______________________ __________ ______________________ ______________________ Holiday activities_ __________ ______________________ ______________________ __________ ______________________ ______________________ ___________ ______________________
  101. 101. 101 Pair work Steps: *After reading Chapter 1 1. Get pupils to recall all the events and activities Joel and his classmates did. 2. Pupils work in pairs or small groups. 3. Each pair/group is given a set of play cards. 4. The play cards consist of word cards and picture cards. 5. Pupils arrange the word cards on the left and the picture cards on the right, all facing down. 6. The first person is to flip one word card and one picture card at a time. If the word card represents the picture flipped, he/she wins the card and gets to flip again. If the cards are not related, the next person gets his/her turn (The rule is to flip ONE word card and ONE picture card. The word card must represent the picture. Example shown below). Educational Emphases:  Thinking skills (remembering)  Multiple intelligences (visual-spatial & bodily kinaesthetic) Example: MEMORY FLIP CARDS Playing basketball EVENTS IN THE STORY CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 2: FLIP ME L.S: 4.2.1
  102. 102. 102 WORD CARDS Playing basketball Playing board games Listening to stories Watching DVD Playing on the swing Flying in an aeroplane Skating on a skateboard Walking the dog
  103. 103. 103 PICTURE CARDS
  104. 104. 104 Pair work Steps: 1. Assign a role to each pair (pair 1: Yuki, pair 2: Tom, pair 3: Ben, pair 4: Rosie, pair 5: Yuki, pair 6: Tom and so on). 2. In pairs, pupils create a story on a weird holiday. 3. Provide a guideline for them to write (Handout 1). 4. Each pair writes a short paragraph based on the guideline given. 5. Select pairs at random to present their work. Handout 1 You may use these questions as a guideline to write your weird holiday story. 1. Introduce your role. 2. Tell your friends where you went. 3. Did you enjoy your trip? 4. Anything interesting happened? 5. How did you feel? 6. What did you do? 7. How did you react? 8. Was it unusual? Educational Emphases:  Multiple intelligence (Verbal-linguistic)  Creativity and innovation  Thinking skills (synthesising) EVENTS IN THE STORY CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 3: HOW WEIRD IS MY HOLIDAYS? LS 4.3.1, 4.3.2
  105. 105. 105 Pair work Steps: 1. Each pair skims through pages 12,13,14,16. 2. They list out events that happened to Joel. 3. Distribute Worksheet 3 and get each pair to write their own version if a similar event had happened to them before. 4. Pupils present their own version of the story to the whole class. Educational Emphases:  Multiple intelligence (verbal-linguistic)  Thinking skills (Synthesising)  Creativity and innovation EVENTS IN THE STORY CHAPTER 2: MAKING IT UP! ACTIVITY 1:WRITER’S BLOCK LS 4.2.1, 4.3.1
  106. 106. 106 WORKSHEET 3 a) Complete your own version of the story given. And now, it’s time for your new version of the story… We went to the library for story time. You wouldn’t believe it.___________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Joel’s story We went to the library for story time. You wouldn’t believe it. It was my favourite author, Anastasia Olivetti. She was making a surprise visit to our local library. I told her, Anastasia Olivetti was so pleased with my ending. (page 12)
  107. 107. 107 b) Complete your own version of the story given. And now, it’s time for your new version of the story… “They want something new. Something different. I can’t think of anything different at all!” I thought about it. “How about____________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Joel’s story “They want something new. Something different. I can’t think of anything different at all!” I thought about it. “How about putting jelly babies in the ice-cream?” I said. “That would be different!” (page 14)
  108. 108. 108 c) Complete your own version of the story given. And now, it’s time for your new version of the story… Outside the Pizza Shack, there was a band and a lot of people. They all looked as if they were waiting for something. And they were. When Natalie and I pushed the door open,__________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Joel’s story Outside the Pizza Shack, there was a band and a lot of people. They all looked as if they were waiting for something. And they were. When Natalie and I pushed the door open, the band started to play. All the people cheerd wildly. Natalie and I were the Pizza Shack’s one millionth customers! We got free pizzas for a year! (page 16)
  109. 109. 109 Group work Steps: 1. Distribute cut-out pictures to each group. 2. Pupils sequence the pictures on a display sheet according to the story line. 3. Pupils match the pictures with the given dialogues correctly. Educational Emphases:  Multiple intelligence (visual-spatial & bodily kinaesthetic)  Thinking skills (understanding) EVENTS IN THE STORY CHAPTER 2: MAKING IT UP! ACTIVITY 2: PLOT ME LS 4.2.1
  110. 110. 110 PICTURE CUT-OUT Sequence the pictures into the correct order and paste the correct excerpt.
  111. 111. 111
  112. 112. 112 DIALOGUES CUT-OUT “What did you do over the holidays, Joel?” she asked. “Nothing,” I said. “Nothing, absolutely nothing?” said my teacher. “Well, nothing that I can write about,” I said. “You must have done something,” my teacher said. “But I didn’t!” I said. “I had a really, really, boring holiday!” My new teacher looked at me. Now she looked as if she felt a bit sorry for me. I watched her walk away. Make it up, she’d said. Make it up… All right then, I thought, I will. I’ll make it up. And I’ll really make it exciting! I told her. Anastasia Olivetti was so pleased with my ending, she said she’d dedicate her next book to me. I read over what I’d written. Pretty good, I thought. Great start! I went on.
  113. 113. 113 I thought about it. ‘”How about putting jelly babies in the ice- cream?” I said. “That would be different!” “Wow!” said MrGelati. “That’s a great idea! What an ice-cream! I’ll call it ‘Joel’s Jelly Baby Freeze. When Natalie and I pushed the door open, the band started to play. All the people cheered wildly. Natalie and I were the Pizza Shack’s one millionth customer! We got free pizza for a year! My teacher looked over my shoulder. “I knew you could do it, Joel,” she said. “That’s wonderful! Will you let me read it to the class?” And she did. “So Joel has a very, very exciting holiday, didn’t he?” she finished. She winked at me again. And again, something sort of… sparkled… in the air around her.
  114. 114. 114 Pair work Steps: 1. Distribute Worksheet 4 to each pupil. 2. Pupils are asked to complete the speech bubbles. 3. Pupils check their answers with their partner. 4. Get pupils’ feedback and list answers on the board. 5. In pairs, pupils role play the dialogues that they have completed. * Teacher’s Note: Accept any suitable answers. Educational Emphases:  Multiple intelligence (Verbal-linguistic, bodily-kinaesthetic)  Creativity and innovation  Thinking skills (creating, applying) EVENTS IN THE STORY CHAPTER 2: MAKING IT UP! ACTIVITY 3 – BUBBLE, BUBBLE LS 4.2.1, 4.3.2
  115. 115. 115 WORKSHEET 4 Fill in the speech bubbles with suitable expressions. 1) 2) Khairil, you should have started writing your essay fifteen minutes ago.
  116. 116. 116 3) 4) Hmm, what pizza should I have today? Wow! He is so smart.
  117. 117. 117 5) 6)
  118. 118. 118 Pair work Steps: 1. Show pupils picture on page 19. 2. Write the title of chapter 3 on the board. 3. Pupils predict what they are going to read by looking at the picture. 4. Distribute Worksheet 5. 5. Pupils complete the bubbles. Edecational emphases  Knowledge acquisition  Multiple intelligence (interpersonal, visual )  Thinking skills ( generating ideas) EVENTS IN THE STORY CHAPTER 3: SOMETHING WEIRD HAPPENS ACTIVITY 1: WEIRD HAPPENINGS LS 4.2.1, 4.3.1
  119. 119. 119 WORKSHEET 5 List THREE weird things that happened in Chapter 3 in the bubbles below.
  120. 120. 120 Individual work Steps: 1. Teacher asks pupils about their pets. 2. Show a slide of a rabbit (pet) with its descriptions. 3. Encourage pupils to describe their pets. 4. Distribute worksheet 6 and ask pupils to create their “dream pets” and describe it 5. Pupils display their “dream pets” and do a gallery walk. 6. Pupils are given three stars each to stick on to their top 3 dream pets. 7. Award the winners with the most stars. Picture source: https://www.google.com/search?q=clip+art+cartoon+artists&client=badoo&tbm=isch&tbo= u&source=univ&sa=X&ei=QZPnUY7JEMmeiAfwkYDQAw&ved=0CCsQsAQ&biw=1142&bih=698#client= badoo&tbm=isch&sa=1&q=picture+of+dream+pet+rabbit&oq=picture+of+dream+pet+rabbit&gs_l=im g.3...13745.22376.8.23498.25.21.0.0.0.0.1095.6072.4j3j10j7-3.20.0....0.0..1c.1.20.img.df-gOdk04Yk& bav=on.2,or.r_cp.r_qf.&bvm=bv.49478099%2Cd.aGc%2Cpv.xjs.s.en_US.c75bKy5EQ0A.O&f p=861c55c5e46faa0a&biw=1142&bih=698&imgdii=_ Educational emphases:  I- Think (bubble map)  Knowledge acquisition  Multiple intelligence (verbal-linguistic, visual-spatial)  Thinking skills ( Creating) EVENTS IN THE STORY CHAPTER 3: SOMETHING WEIRD HAPPENS ACTIVITY 2: MY FAVOURITE PET LS 4.3.1, 4.3.2
  121. 121. 121 SAMPLE SLIDE OF A PET MY PET RABBIT THE DESCRIPTION  Name: Comel  Physical: white fur, round black eyes, long whiskers, bushy tail, pinkish nose, small mouth  Food: : carrots, radish,  Home : cage
  122. 122. 122 WORKSHEET 6 Create your dream pet and describe it. MY DREAM __________
  123. 123. 123 Group work Steps: 1. Divide pupils into groups. 2. Show a picture/video clip of an artiste (Sheikh Muzaffar). 3. Elicit from pupils the questions they are going to ask if they happen to meet him. 4. Distribute worksheet 7 and ask them to create an interview between the reporter and the artiste. 5. Each group will role play the interview. 6. Choose the best group based on their creativity, fluency and pronunciation. Picture source : https://www.google.com/search?q=clip+art+cartoon+artists&client=badoo&tbm=isch&tbo=u &source=univ&sa=X&ei=QZPnUY7JEMmeiAfwkYDQAw&ved=0CCsQsAQ&biw=1142&bih=698# client=badoo&tbm=isch&sa=1&q=clip+art+cartoon+singers+and+actors&oq=clip+art+cartoon+ singers+and+actors&gs_l=img.3...17387.40672.0.40941.67.50.17.0.0.6.1300.15753.14j6j15j1j3j 5j4j2.50.0....0.0..1c.1.20.img.MiaxSUExL3A&bav=on.2,or.r_cp.r_qf.&bvm=bv.49478099%2Cd.a Gc%2Cpv.xjs.s.en_US.c75bKy5EQ0A.O&fp=861c55c5e46faa0a&biw=1142&bih=698 Educational Emphases  Knowledge acquisition  Multiple intelligence ( Intrapersonal, bodily-kinesthetic)  Thinking skills ( Creating) EVENTS IN THE STORY CHAPTER 3: SOMETHING WEIRD HAPPENS ACTIVITY 3: AN INTERVIEW LS 4.2.1, 4.3.2
  124. 124. 124 WORKSHEET 7 Create an interview between the reporter and the artiste. Question: _________________________________________________ ________________________________________________ Answer: _________________________________________________ ________________________________________________ Answer: _________________________________________________ ________________________________________________ Answer: _________________________________________________ ________________________________________________ Question: _________________________________________________ ________________________________________________ Question: _________________________________________________ ________________________________________________
  125. 125. 125 Individual work /Pair work Steps: 1. Give each individual or pair an incomplete picture of a dinosaur from Handout 1 and a piece of A4 paper. 2. Pupils paste the incomplete picture of the dinosaur onto the A4 paper. 3. Pupils complete the picture by drawing their own version of a weird dinosaur pet. 4. Pupils put up the picture of their weird pet to share with their friends. 5. Pupils do a gallery walk. *Teacher’s Note:  Pupils may work individually or in pairs.  Preparation: Refer to Handout 1. Cut along the dotted lines. The incomplete picture will later be distributed to pupils. Educational Emphases:  Multiple Intelligences (Interpersonal, Visual Spatial)  Thinking Skills (Creating, Analysing)  Creativity and Innovation EVENTS IN THE STORY CHAPTER 4: MORE WEIRD THINGS HAPPENED ACTIVITY 1: WEIRDO LS 4.3.1, 4.3.2
  126. 126. 126 HANDOUT 1
  127. 127. 127 Group work Steps: 1. Distribute modelling clay of different colours to each group. 2. Using the modelling clay, pupils create their own pizza with their personal favourite toppings. 3. Write prompt questions (and answer template, for weaker pupils) on the board: i. What are your favourite pizza toppings? My favourite pizza toppings are _____, _____ and _____. ii. Why do you like them? I like _________, __________ and ___________ because they are _________________. 4. Group presentation: based on the prompt questions, each group describe their “pizza” and explain what are their favourite toppings and why. Educational Emphases:  Multiple Intelligences (Intrapersonal, Interpersonal, Bodily-Kinaesthetic, Verbal Linguistic  Thinking Skills (Creating)  Creativity and Innovation EVENTS IN THE STORY CHAPTER 4: MORE WEIRD THINGS HAPPENED ACTIVITY 2: MY PIZZA LS 4.3.1, 4.3.2
  128. 128. 128 SAMPLE OF FINISHED PRODUCTS
  129. 129. 129 *Teacher’s Note: Preparation  Download a YouTube video on how ice-creams are made. Link: www.youtube.com/watch?v=pM_PWPHYTIw  Ask pupils to bring the following ingredients for the next lesson.  Make the necessary preparations and arrangements for the activity. EVENTS IN THE STORY CHAPTER 4: MORE WEIRD THINGS HAPPENED ACTIVITY 3: I SCREAM FOR ICE-CREAM LS 4.3.1, 4.3.2 Ingredients  300 ml cream  2 tablespoons castor sugar  1 teaspoon vanilla essence  1 teaspoon raisins  2 trays of ice cubes  6 tablespoon salt  1 medium-sized plastic bag  1 large-sized plastic bag 2 rubber bands
  130. 130. 130 Group work Steps: 1. Pupils watch a video on how ice-creams are made. 2. Demonstrate how ice-creams are made using the recipe for the home-made ice cream (Handout 2). 3. Tell pupils that they will help Mr. Gelati to create a new ice-cream flavor in their respective groups. 4. Pupils make the ice-cream under teacher’s supervision. Pupils give the ice- cream a name. 5. Pupils can enjoy their ice-cream. 6. Distribute Worksheet 8 to pupils. *Teacher’s Note Worksheet 8 can be given as homework. Educational Emphases:  Multiple Intelligences (Intrapersonal, Interpersonal, Verbal-Linguistic)  Creativity and Innovation  Thinking Skills (Creating)
  131. 131. 131 HANDOUT 2 Vanillicious Ice-cream Recipe Ingredients  300 ml cream  2 table spoons castor sugar  1 teaspoon vanilla essence  1 teaspoon raisins  2 trays of ice cubes  6 tablespoon salt  1 medium-sized plastic bag  1 large-sized plastic bag 2 rubber bands Step 1 Place the cream, sugar and vanilla essence into the medium- sized plastic bag. Tie the bag securely with a rubber band. Step 2 Place the ice and salt into the larger plastic bag. Step 3 Place the medium bag containing the cream mixture inside the larger bag on top of the ice and salt. Tie the bigger bag securely. Step 4 Shake the bags for 5 to 10 minutes or until the mixture hardens like ice-cream. Step 5 Once ready, remove the bag of cream. Step 6 Your own homemade Vanillicious ice-cream is ready!! http://stuffpoint.com/ice-cream/image/124255/nice-drawing-picture/
  132. 132. 132 WORKSHEET 8 _______________ Ice-cream Recipe Ingredients  300ml cream  2 tablespoons castor sugar  1 teaspoon vanilla essence  1 teaspoon raisins  2 trays of ice cubes  6 tablespoons salt  1 medium-sized plastic bag  1 large-sized plastic bag  2 rubber bands Step 1 Place the cream, __________________________________ ______________________ into the medium-sized plastic bag. Tie the bag securely with a rubber band. Step 2 Place the ice and salt into the larger plastic bag. Step 3 Place the medium bag containing the cream mixture inside the larger bag on top of the ice and salt. Tie the bigger bag securely. Step 4 Shake the bags for 5 to 10 minutes or until the mixture hardens like ice cream. Step 5 Once ready, remove the bag of cream. Step 6 Your __________________ ice cream is ready!! replace this with anything that is sweet replace this with any fruit juice replace this with any fruits and/or nuts Give your ice-cream a name!
  133. 133. 133 Group work Steps: 1. Distribute Handout 1 to each group. 2. Ask pupils to discuss in their respective groups what they think about the situation. 3. Pupils present their answers in class. 4. Based on the short story, pupils discuss the 5 things they should and should not do (Worksheet 1). Educational Emphases:  Knowledge acquisition  Assessment  Multiple intelligence (interpersonal )  Thinking skills (analysing, evaluating) MORAL VALUES ACTIVITY 1: THE DOS AND DON’TS LS 4.2.1
  134. 134. 134 HANDOUT 1 Share your ideas based on the situation given, Can you complete the essay about your holiday? You can do it, Joel. I know you can. Can he??? But he didn’t go anywhere for the holidays! I am not sure what to write about….but I will try to do something about it. I will do my best.
  135. 135. 135 WORKSHEET 1 List three things you should do and three things you should not do based on the situation. THINGS YOU SHOULD DO THINGS YOU SHOULD NOT DO 1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________ 1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________
  136. 136. 136 Group work Steps: 1. Distribute Worksheet 2 to pupils showing Joel’s imaginations. 2. Ask pupils if it is good to make up stories. 3. In groups, get pupils to discuss whether to agree or disagree with Joel’s imaginations. 4. Pupils need to give reasons in order to support their answers. 5. Pupils present their answers in class. Educational emphases  Knowledge acquisition  Assessment  Multiple intelligence (verbal-linguistic, interpersonal)  Thinking skills ( Evaluation ) MORAL VALUES ACTIVITY 2: Making It Up LS 4.2.1, 4.3.1
  137. 137. 137 WORKSHEET 2 Joel’s imaginations. Discuss Joel’s imaginations above. Is it good to make up stories? Give reasons to support your answers. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Inventing a great new ice cream flavour Winning free pizza for a year Meeting famous author
  138. 138. 138 Individual work Steps: 1. Show pupils a slide (Handout 2). 2. Ask pupils to imagine that they are in the situation. 3. Elicit their feelings based on the situation. 4. Distribute Worksheet 3suggesting ideas on what to do during the holidays. 5. Play the poison box game. The one who ends up with the poison box will read out his or her suggestions. Educational emphases:  Knowledge acquisition  Assessment  Multiple intelligence (visual-spatial, intrapersonal, musical, bodily-kinaesthetic)  Thinking skills ( Creating) MORAL VALUES ACTIVITY 3: TAKE NOTE LS 4.2.1, 4.3.1, 4.3.2
  139. 139. 139 HANDOUT 2 I had the most boring holiday in the planet. My mum had to work, so I stayed at home, day after day, with my sister, Natalie. BOOOOOOORING!!!!!!!!!!!
  140. 140. 140 WORKSHEET 3 Write your suggestions on how to help Joel with his boredom. Dear ………………………, I am bored. Could you please help me plan something interesting during my holiday> From. Joel Dear Joel, __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ From, ………………………………………….
  141. 141. 141 Group work Steps: 1. Pupils are asked to discuss and to continue the story: “I’m going to do my homework now, Mum,” I called. “Right now!” And I did. I grabbed my notebook and I wrote and wrote. And something weird happened........ 2. Pupils are told to be as imaginative and creative as possible. 3. Pupils present their story. *Teacher’s Note: Teachers can ask students to write their story on a display sheet and present it to the class or teachers can do a gallery walk. Educational Emphases:  Multiple Intelligence (bodily-kinaesthetic)  Mastery Learning  Thinking Skills (Creating) GOING BEYOND THE TEXT ACTIVITY 1: A WEIRD HAPPENING LS: 4.3.1, 4.3.2
  142. 142. 142 Group work (Advanced pupils) Steps: 1. Based on the story, each group comes up with a short choral speaking text. 2. Provide basic information and rules on choral speaking emphasising on tone, intonation, stress, rhythm and sound effects to make it more creative and interesting. 3. Provide a sample of choral speaking – audio, 4. Each group presents their choral speaking with teacher’s guidance. Group work (Lower intermediate pupils) Steps: 1. Play a sample video on any choral speaking performance. 2. Distribute a short choral speaking text (Handout 1) to each group. 3. Read the text with the pupils. 4. Pupils practise in groups. Provide help when needed. 5. Pupils present in groups. Educational Emphases:  Multiple intelligences (bodily kineasthetic, verbal linguistic)  Contextual Learning  Thinking Skills (Creating)  Creativity and innovation GOING BEYOND THE TEXT ACTIVITY 2: CHORAL SPEAKING LS: 4.1.1, 4.1.2
  143. 143. 143 Group work Steps: 1. Show an enlarged picture of a dinosaur. 2. Discuss the characteristics of a dinosaur (fierce, scary, rough, huge, gigantic). 3. Get pupils to recall the story when Joel’s mother asked about his homework. (Teacher can also read pages 30-32 and then initiate discussion). 4. Pupils discuss in their groups and write their prediction on the piece of paper provided. 5. Pupils discuss and use creative ideas to complete the story. 6. Once pupils are done, get them to paste their predictions around the classroom. 7. Gallery walk for pupils to read their friends’ predictions. 8. Select a few groups to present their predictions. Educational Emphases:  Thinking Skills (Synthesising)  Creativity and Innovation  Multiple intelligence (Interpersonal) GOING BEYOND THE TEXT ACTIVITY 3: DEVELOPING THE STORY LS: 4.3.1, 4.3.2
  144. 144. 144 Group work Steps: 1. Refresh on the previous activity (what pupils have predicted). 2. Pupils get into groups of four to five. 3. Pupils can discuss again and improve on their prediction. 4. Pupils then come with a new cover design based on their prediction (a continuation of the last chapter of the story book) with a new title. 5. Once pupils are done, they display their product in class. 6. A representative from each group talks about their cover. Educational Emphases:  Thinking Skills (Synthesising)  Creativity and Innovation  Assessment GOING BEYOND THE TEXT ACTIVITY 4: MAKING A NEW COVER LS: 4.3.1, 4.3.2
  145. 145. 145 Group work Steps: 1. Go through pages 23 to 29 and brainstorm on the important events that took place. 2. Distribute Worksheet 1 to each group. 3. Pupils cut out the thank you note and each of them takes one. 4. Each pupil in the group imagines that they are Joel and write a short thank you note to Mr. Gelati, Anastasia Olivetti and the Pizza Shack manager respectively. 5. Once completed, pupils read their thank you note to their group members. 6. Pupils then paste them on the notice board in the class for all to view and read. *Teacher’s Note: Pupils work in groups of three. Educational Emphases:  Multiple intelligence (verbal linguistic)  Thinking skills (creating)  Values and citizenship GOING BEYOND THE TEXT ACTIVITY 5: THANK YOU NOTE LS: 4.3.1, 4.3.2
  146. 146. 146 WORKSHEET 1 Dear _____________________ _____________________________________ _____________________________________ _____________________________________ From, ………………………………………… Dear _____________________ _____________________________________ _____________________________________ _____________________________________ From, ………………………………………..
  147. 147. 147 Dear _____________________ _____________________________________ _____________________________________ _____________________________________ From, ……………………………..
  148. 148. 148
  149. 149. 149 SAMPLE LESSON PLAN 1 (SK) Theme : World of Stories Topic : And Something Weird Happens… Learning Standards : 4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance. Objectives : By the end of the lesson, pupils should be able to: (a) describe the pictures and guess the chapters, (b) present a chain story telling in groups. (c) sequence the story orally Time : 60 minutes Teaching Aids : Silhouettes of 5 characters, a set of quiz questions and picture booklets. Educational Emphases : 1. Information and Communication Technology Skills (ICT) 2. Creativity and Innovation 3. Multiple Intelligence (Verbal-Linguistics) STAGE STEPS Set Induction 1. Teacher shows silhouettes of the characters found in the story (Joel, the teacher, Anastasia Olivetti, Mr. Gelatti, Pizza manager.) 2. Pupils guess the characters. Presentation Quiz 1. Teacher gets pupils to answer a set of YES/NO quiz questions related to each chapter in pairs (quiz can be designed on the VLE-FROG). Practice Activity 1: Guess the Chapter!
  150. 150. 150 1. Pupils work in groups of 4-5. 2. Each group is given a booklet with jumbled up pictures (refer to pages 66-70 for the booklet). 3. Pupils describe the pictures in terms of what they can see, who they can see, what the character(s) in that particular picture is doing etc. but they are not allowed to show their pictures to the members. 4. Members of the group should listen carefully and guess the chapter that describes the picture. Activity 2: Sequencing 1. Pupils work together to sequence the pictures accordingly (from chapters 1-4) and compile them into a booklet. 2. Select a few groups to present. 3. Discuss the correct sequence to ensure that they will be able to proceed to the next activity. Production Chain Story Telling 1. Pupils work in the same groups. 2. Each group appoints a leader. 3. The first person in each group holds the picture booklet. 4. He/she will look at the first picture and start the story in his/her own words (at least one sentence) based on their understanding of the story and the discussion they had earlier in Activity 1. 5. The next pupil looks at the second picture and continues the story and this step goes on until the last picture in the booklet. 6. Teacher goes around listening to each group to make
  151. 151. 151 sure they are all participating and assist them if necessary. Closure 1. If time permits, teacher may ask one or two groups to present their story chain to the whole class. *Teacher’s note:  The pictures in the picture booklet for Activity 1 (Guess the Chapter) should not be in sequence following the chapter. Pictures are jumbled up.  Please refer to Activity 2: Guess the Chapter! of suggested activities for synopsis on how to do the booklet.
  152. 152. 152 SAMPLE LESSON PLAN 2 (SJK) Theme : World of Stories Topic : And Something Weird Happens… Learning Standards : 4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance. Objectives : By the end of the lesson, pupils should be able to: (a) describe the pictures and guess the chapters, (b) sequence the chapters orally Time : 30 minutes Teaching Aids : Silhouettes of 5 characters, a set of quiz questions and picture booklets. Educational Emphases : 1. Information and Communication Technology Skills (ICT) 2. Creativity and Innovation 3. Multiple Intelligence (Verbal-Linguistics)
  153. 153. 153 STAGE STEPS Set Induction 1. Teacher shows silhouettes of the characters found in the story (Joel, the teacher, Anastasia Olivetti, Mr. Gelati, Pizza manager.) 2. Pupils guess the characters. Presentation Quiz 1. Teacher gets pupils to answer a set of YES/NO quiz questions related to each chapter in pairs (quiz can be designed on the VLE-FROG). 2. Discuss answers. Practice Activity: Guess the Chapters! 1. Pupils work in groups of 4-5. 2. Each group is given a booklet of jumbled up pictures ( refer to pages 66-70). 3. Teacher tells them that they can describe the pictures in terms of what they can see, who they can see, what is the character(s) in that particular picture is doing etc. but they are not allowed to show their pictures to the members. 4. Members of the group should listen carefully and guess the chapter that describes the picture. Production Activity: Sequencing & Describing 1. Pupils work together to sequence the pictures accordingly (from chapters 1-4) and compile them into a
  154. 154. 154 booklet. 2. Discuss the correct sequence to ensure that they will be able to proceed to the next activity. 3. Teacher can get each group to describe a picture. Pupils help each other. Closure 1. If time permits, teacher may ask one or two groups to present their story chain to the whole class. Teacher’s note:  The pictures in the picture booklet for Guess the Chapter activity should not be in sequence following the chapter. Pictures are jumbled up.  Please refer to Activity 2: Guess the Chapter of suggested activities for synopsis on how to do the booklet.
  155. 155. 155 SAMPLE LESSON PLAN 3 (SK) Theme : World of Stories Topic : And Something Weird Happens........... Learning Standards : 4.2.1 Able to respond to literary texts: a) characters b) place and time c) values 4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance. 4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works. Objectives : By the end of the lesson, pupils should be able to: a) use adjectives to describe the characteristics of characters correctly, b) fill in the bubbles with the correct adjectives. Time : 60 minutes Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue, coloured pencils. Educational Emphasis : 1. Thinking skills 2. Values and citizenship 3. Contextual learning 4. Creativity and innovation.
  156. 156. 156 STAGE STEPS Set Induction Activity: Guessing Who (5 minutes) 1. Teacher shows a covered picture of a prominent figure (E.g.: Lee Chong Wei, Nicole David, their headmaster/headmistress). 2. Teacher peels off strips of papers from the picture until pupils are able to guess the personality in the picture. 3. Teacher introduces the prominent figure and discusses with pupils. Pre-reading Discussion 1. Teacher introduces some adjectives used to describe the prominent figure. e.g: famous, caring, determined, hardworking, gentle. 2. Teacher provides two more prominent figures. 3. Teacher elicits adjectives from pupils to describe these two figures. e.g.: Siti Nurhaliza – creative, beautiful, rich, humble, famous, elegant. 4. In groups, pupils are given Worksheet 2 and a newspaper each. While-reading Activity 1: Describing Characters (10 minutes) 1. In groups of three, pupils are given Worksheet 2. 2. Based on the short story “ And Something Weird Happened....” pupils are asked to describe each character using suitable adjectives . 3. Pupils write the adjectives around each picture.
  157. 157. 157 4. Pupils are given 5 minutes to complete the task. 5. Pupils present their answers. Post-reading My Favourite Character (20 minutes) 1. Pupils are asked to find and choose pictures of two prominent personalities of their choice from newspapers. 2. Cut them out and paste them onto Worksheet 3. 3. Using all the adjectives that they have learnt, pupils fill in the bubbles with the correct characteristics of each personality. 4. Few groups are then selected to present their answers. *Note: Teacher can provide pictures if necessary. Closure Wrapping-Up (5 minutes) 1. Teacher wraps up the lesson by asking a few questions about the characters in the story. E.g:  Which character in the story do you like best? Why?  State some positive values of the character chosen. 2. Pupils answer. 3. Teacher provides feedback and ends the lesson.
  158. 158. 158 PICTURES OF PROMINENT PEOPLE/FIGURES *Note: Teacher can choose other prominent figures.
  159. 159. 159 WORKSHEET 2 Write down the words that best describe each character.
  160. 160. 160 WORKSHEET 3 Fill in the blanks with the correct characteristics of each personality. Famous Personality 1 (cut and paste here) Famous Personality 2 (cut and paste here
  161. 161. 161 SAMPLE LESSON PLAN 4 (SJK) Theme : World of Stories Topic : And Something Weird Happens........... Learning Standards : 4.2.1 Able to respond to literary texts: a) characters b) place and time c) values 4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance. 4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works. Objectives : By the end of the lesson, pupils should be able to: a) use adjectives to describe the characteristics of prominent characters correctly, b) fill in the blanks with the correct adjectives, Time : 30 minutes Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue, coloured pencils. Educational Emphasis: 1. Thinking skills, 2. Values and citizenship 3. Contextual learning 4. Creativity and innovation.
  162. 162. 162 STAGE STEPS Set Induction Guess Who (3 minutes) 1. Teacher shows a video clip of a prominent figure speaking and asks pupils to guess. 2. Teacher asks a few questions pertaining to the person. E.g:  Who is he/she?  Which country is he/she from?  What do you know about him/her?  Do you like him/her?  What is he/she famous for? 3. Pupils present their answers orally. Pre-reading Discussion 1. Teacher introduces some adjectives used to describe the prominent figure. e.g: famous, caring, determined, hardworking, gentle. 2. Teacher provides two more prominent figures. 3. Teacher elicits adjectives from pupils to describe these two figures. e.g.: Siti Nurhaliza – creative, beautiful, rich, humble, famous, elegant. 4. In groups, pupils are given Worksheet 2 and a newspaper each. While-reading Activity: Describing Characters (10 minutes) 1. In groups of three, pupils are given Worksheet 2.
  163. 163. 163 2. Based on the short story “ And Something Weird Happened....” pupils are asked to describe each character using suitable adjectives . 3. Pupils are to write the adjectives around each picture. 4. Pupils present their answers. Post reading My Favourite Character (20 minutes) 1. Pupils are asked to find and choose pictures of two prominent personalities of their choice from newspapers. 2. Cut them out and paste them onto Worksheet 3. 3. Using all the adjectives that they have learnt, pupils fill in the bubbles with the correct characteristics of each personality. 4. Few groups are then selected to present their answers. *Note: Teacher can provide pictures if necessary. Closure Wrapping-Up (2 minutes) 1. Teacher wraps up the lesson by asking a few questions pertaining to the characters found in the story. e.g: Which character in the story do you like best? Why him/her? State the positive values found in the character that you like. 2. Pupils answer. 3. Teacher provides feedback and ends the lesson.
  164. 164. 164 PICTURES OF PROMINENT PEOPLE/FIGURE Note: Teacher can choose other prominent figures
  165. 165. 165 WORKSHEET 2 Write down the words that best describe each character.
  166. 166. 166 WORKSHEET 3 Fill in the blanks with the correct characteristics of each personality. Famous Personality 1 (cut and paste here) Famous Personality 2 (cut and paste here
  167. 167. 167 SAMPLE LESSON PLAN 5 (SK) Theme : World of Stories Topic : Short Story (Setting) Learning Standards: 4.2.1 Able to respond to literary texts: (a)characters (b)place and time (c) values 4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance. Objectives : By the end of the lesson, pupils should be able to: (a) Identify and justify a suitable location for the identified buildings in their own words orally. (b) label the location of the buildings on the map. Time : 60 minutes Teaching Aids : A colourful, reader-friendly town map, Worksheet 1, coloured marker pens, cut-out pictures of 4 different buildings (school, hospital, shopping mall, swimming pool), word cards. Educational Emphases: 1. Multiple intelligences (Visual-spatial, Verbal linguistic) 2. Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)
  168. 168. 168 STAGE STEPS Set Induction 1. Show pupils a map of a town. 2. Ask pupils if they have seen such “pictures” before. 3. Teacher introduces the concept of a map to pupils. 4. Ask pupils to name some of the buildings in the map. Presentation 1. Based on the same map, teacher asks pupils to place some of the cut-out pictures on the map. 2. After each cut-out pictures are placed on the map, teacher writes sentences to describe where the buildings are located. Eg: The school is next to the library. The hospital is opposite the lake. (or any other appropriate sentences) 3. Teacher asks pupils why it is a good location for the building and why they think so. Practice 1. Teacher divides pupils into groups. 2. Teacher distributes Worksheet 1. 3. Pupils study the distributed map. Teacher explains that some of the buildings in the map have not been labelled. 4. Pupils discuss where would be a good location for the following and indicate the building in the map:  a school  a local library  an ice-cream shop  a pizza shack 5. Pupils label the map with the locations of the above buildings. 6. Pupils list reasons why they have selected the particular
  169. 169. 169 location. 7. Group presentation. 7. Pupils describe the location of the school, the local library, the ice-cream shop and pizza shack. (Note: Teacher tell Pupils that they may refer to the example of sentences earlier or use the following words to explain the location of the building: next to, near, beside, opposite, in front of) 8. Pupils tell friends why they think it is a good location for the building. Closure 1. Teacher asks pupils to draw their dream township.
  170. 170. 170 SAMPLE LESSON PLAN 6 (SJK) Theme : World of Stories Topic : Short Story (Setting) Learning Standards: 4.2.1 Able to respond to literary texts: (a) characters (b) place and time (c) values 4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance. Objectives : By the end of the lesson, pupils should be able to: (a) identify a suitable location for the identified buildings. (b) label the location of the buildings on the map. (c) justify the selected locations for the buildings. Time : 30 minutes Teaching Aids : A colourful, reader-friendly town map, Worksheet 1, coloured marker pens, cut-out pictures of 4 different buildings (school, hospital, shopping mall, swimming pool), word cards. Educational Emphases: 1. Multiple intelligences (Visual-spatial, Verbal linguistic) 2. Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)
  171. 171. 171 STAGE STEPS Set Induction 1. Teacher shows pupils a map of a town. 2. Ask pupils if they have seen a map like this before. 3. Ask pupils to name some of the buildings in the map. Presentation 1. Based on the same map, teacher asks pupils to place some of the cut-out pictures on the map. 2. Each cut-out picture is placed on the map. 3. Teacher writes sentences to describe where the buildings are located. Eg: The school is next to the library. a. The hospital is opposite the lake. b. (or any other appropriate sentences) OR (for more advanced learners): 4. Teacher asks pupils why it is a good location for the building and why pupils think so. Teacher tells pupils that they may use the following words when justifying their choice: “_____because_____”, “_____for_____”, “_____since_____” Eg: The hospital is located next to the lake because of the healthy environment. Practice 1. Teacher distributes pupils into groups 2. Teacher distributes Worksheet 1. 3. Pupils study the distributed map. Teacher explains that some of the buildings in the map have not been labelled. 4. Pupils discuss where would be a good location for the following and indicate the building in the map.
  172. 172. 172  a school  a local library  an ice-cream shop  a pizza shack 5. Pupils ist reasons why they have selected the particular location. 6. Group presentation: Closure Teacher wraps up the lesson with a mini quiz:  Class is divided into groups A and B.  They pose quiz questions to each other.
  173. 173. 173 https://www.google.com/search?q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUonOEsjxiAebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1 https://www.google.com/search?q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUonOEsjxiAebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=messi&tbm=isch https://www.google.com/search?q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUonOEsjxiAebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=siti+nurhaliza&tbm=isch https://www.google.com/search?q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUonOEsjxiAebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=nicol+david&tbm=isch http://www.beautifulkk.com/2008/05/06/city-mall http://www.bibalex.org/ImageGallery/BA_Gallery_EN.aspx?id=47&name=Young%20People's%20Library http://www.janicewagner.com/murals.html http://www.masterfile.com/stock-photography/search/school%20bell http://sadaffarooqi.com/ http://www.123rf.com/photo_2557089_putting-whip-cream-on-an-ice-coffee.html http://bythapeople.com/store/index.php?route=product/product&product_id=62 http://www.montecarlo.com/pool-amenities/bell-desk-service.aspx http://www.agencypost.com/my-7-dirtiest-internet-marketing-secrets/ http://www.writtensound.com/index.php www.dreamstime.com
  174. 174. 174 Assessment
  175. 175. 175 OVERALL COMMENTS: _____________________________________________________________ _____________________________________________________________ ______________________________________________________________ ______________________________________________________________ INDIVIDUAL ASSESSMENT FORM
  176. 176. 176 OVERALL COMMENTS: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ GROUP ASSESSMENT FORM
  177. 177. 177 SELF REFLECTION FORM
  178. 178. 178
  179. 179. 179 GLOSSARY 1 caravan (n) a road vehicle without an engine that is pulled by a car, designed for people to live and sleep in, especially when they are on holiday/vacation 2 champ (n) a person, team, etc. who has won a competition, especially in a sport 3 wink (v) to close one eye and open it again quickly, especially as a private signal to somebody, or to show something is a joke 4 sparkle (v) to shine brightly with small flashes of light 5 imagine (v) to form a picture in your mind of what something might be like 6 disappointed (adj) upset because something you hoped for has not happened or been as good, successful, etc. as you expected 7 dedicate (v) to say at the beginning of a book, a piece of music or a performance that you are doing it for somebody, as a way of thanking them or showing respect 8 jelly babies (n) a small soft sweet/candy in the shape of a baby, made from gelatin and flavoured with fruit 9 shack (n) a small building, usually made of wood or metal, that has not been built well 10 exciting (adj) causing great interest or excitement 11 make it up to create something that did not happen 12 imagination (n) the ability to create pictures in your mind; the part of your mind that does this 13 stare (v) the ability to create pictures in your mind; the part of your mind that does this 14 flavour (n) a particular type of taste 15 jumped to her feet stand on her feet immediately because of fear or surprise 16 crowded (adj) having a lot of people or too many people 17 weird (adj) very strange or unusual and difficult to explain 18 family-size A certain amount of food that is enough for a family 19 double topping (n) two layers of food that you put on top of a dish, cake, etc. to add flavour or to make it look nice 20 competition (n) an event in which people compete with each other to find out who is the best at something
  180. 180. 180

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