short story year 5

• 09

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2

TABLE OF CONTENTS

A GU IDE FOR TEACHERS

WHAT IS A SHORT STORY 7

ELEMENTS IN SHORT STORY 8

S TAGES IN W ORKING W ITH A TEXT

BEFORE READING

WHILE READING

AFTER READING 15

INTRODUCING TH E SH ORT 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

SUGG ESTED ACTIVITIES

REVOLVING AROUND THE TEXT

FRONT OR BACK? 31

MATCH ME! 36

MY TOP THREE WISHES 39

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 TH E STORY ( CH ARACTERS)

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

LISTING THINGS 88

SOUNDS AND PLACES

HEY, WHAT’S HAPPENING? 93

90

ONOMATOPOEIA PLAY 95

EVENTS IN TH E 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

M E S S AG E / MO R A L O F T H E S T O RY

THE DOS AND DON’TS 133

WILD IMAGINATIONS 136

TAKE NOTE 138

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G OING BEYOND TH E TEX T

A WEIRD HAPPENING 141

CHORAL SPEAKING 142

DEVELOPING THE STORY 144

MAKING A NEW COVER 145

THANK YOU NOTE 146

SAMPLE LESS ON 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

A GUIDE FOR

TEACHERS

7

WHAT IS A SHORT STORY?

Short

Simpleplot

ShortStory

Limitedcharacters

Singlesetting

8

ELEMENTS OF A SHORT STORY

Theme

Characters Setting

Elements of a

Short Story

Point of view Plot

WHAT IS THEME?

9

THEME

The main idea of a literary work,

usually expressed as a generalization.

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

1

SETTING

The place and time where the

story took place.

HISTORICAL

PHYSICAL SETTING GEOGRAPHICAL

SOCIAL

1

CHARACTERS

The people, animals or things

in the story.

TYPES OF CHARACTERS

1

PLOT

Plot is the sequence or order of

events in a story.

PLOT STRUCTURE

Climax

RisingAction

The most intense

moment

FallingAction

Resolution

Exposition

The start of the story.

Conflicts & crisis in the story that

leads to the climax

The events between the climax and resolution

The conclusion of

the story

1

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 Point of

first person, using "I" or "we";

Third Person Point of

second person, "you," the least common point of view.

1

STAGES In WORKINGWITH THE

TEXT

1

Before Reading

Prediction

Activate Background Knowledge Providing background information

During Reading

Predict and check Cross check

Connect Background Knowledge to the Information in the Text

After Reading

Discuss and Respond Retell and Summarize

1

Introducingthe short

story

17


Title

Characters

Author

Publisher’s

logo

Publisher Illustrator

8


Publisher’s name

and address

Publisher

ISBN number

1

Illustrator

1


Synopsis

Characters

2

SYNOPSIS OF EACH CHAPTER

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.

2

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….

2

CHARACTERS

Characters are the people

or animals in the story.

CHARACTERS

Joel Joel’s new teacher

Tom Yuki

Ben 23

Natalie

2

CHARACTERS

Gran Anastasia Olivetti

Mr. Gelati Mum

CHARA

2

CHARACTERS

DESCRIPTION OF PEOPLE IN THE STORY

CHARACTERS DESCRIPTIONS WHY WE SAY THIS

Joel active

i

maginative

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 Istarted 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

e

ncouraging

motivating

patient

kind/sympathetic

“No-one wanted to hear aboutthat! 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.”

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 hugeice-creams in his hands”.

Mum(Joel’s

mother)

loving caringshows

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 gaveme a big hug.

26

2

SETTING

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”

2

EVENTS

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.

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.

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.

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.

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.

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.

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.

Finally, they went to the Pizza Shack and the pizza manager welcomed

Joel and informed him that he had won pizza for a year.

2

Joel felt that everything was so weird and then he remembered his homework. He was told to write about his pet. He started imagining.

3

MORAL VALUES AND MESSAGE IN THE STORY

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.

Suggested Activities

30


ACTIVITY 1: FRONT OR BACK? LS: 4.2.1

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

31

Front Cover

32

Synopsis

Characters

Publisher

Publisher‘swebsite

ISBNnumber

Back Cover

33

WORKSHEET 1

Name the features found on the cover.

ANSWERS

Name the features found on the cover.

title

characters

author

illustrator

synopsis


ACTIVITY 2: MATCH ME! LS: 4.2.1

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.


Multiple Intelligences (Verbal-Linguistic)

Assessment

WORKSHEET 2

Match the characters to the activity based on the short story. Use a different colour

for each character.

CHARACTER ACTIVITY

ANSWERS

Match the characters to the activity based on the short story. Use a different colour

for each character.

CHARACTER ACTIVITY


ACTIVITY 3: MY TOP 3 WISHES LS: 4.2.1

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?

L o w e r-I nte r m e diate Pupils ( No tec h)

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.

Av e r a ge ( H i g h T ec h : T e a c h e r uses s o ftwa re )

i. Teacher visits this website www .stor yb ir d.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.

vii. Teacher can check pupils’ work under the Class Library.

* Teacher’s Note

For detailed guidelines on Storybird, please download the Quick Guide here: go o . gl/FJ Q G C i and the Tutorial here: go o . gl / hV 8 L r N

Or watch the tutorial on YouTube here:go o . gl/ 9m Y b sP

For further information, please visit: help.storyb ir d.com

Advan c e d ( L o w T ec h : T e a c h e r uses vide o s and a ud i os )

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

To install Photo Story, please download the installer here:go o .gl/ e 2v H a

For detailed guidelines on Photo Story, please download the tutorialhere: go o .gl/s8 V b N v Or watch the tutorial on TeacherTube here: go o .gl/j A J E M3

For further information, please visit: goo.gl/ Fv3HH m

3. Award pupils’ best work with certificates or other means of acknowledgement (stars,

badges, sweets).


Multiple Intelligences (Visual-Spatial)

Creativity and Innovation

Thinking Skills (Creating)

41

SYNOPSIS


ACTIVITY 1: WHAT A BORING HOLIDAY! LS: 4.2.1

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.


Multiple Intelligences (Intrapersonal)

Contextual Learning

42

SYNOPSIS


ACTIVITY 2: OUR HOLIDAY COLLAGE LS: 4.3.1

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.


Multiple Intelligences (Visual-Spatial) Contextual Learning


43

SYNOPSIS

CHAPTER 2: MAKING IT UP

ACTIVITY 1: WHAT HAPPENS NEXT? LS: 4.3.1

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.


Thinking Skills

Multiple Intelligences (Verbal-

Linguistics, Bodily kinaesthetic)

44

HANDOUT 1

Br ief v er s io n o f 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.

45

WORKSHEET 1 (To be enlarged to A3 size)

CHAPTER 1 MAKING IT UP

1. 2.

4 3.

5. 6.

8. 7.

HANDOUT 2

47

HANDOUT 2

48

SYNOPSIS

CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS

ACTIVITY 1: LET’S GUESS LS: 4.2.1

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.


Thinking Skills (Remembering, analysing) Multiple Intelligences (Logical-Mathematical)

Constructivism

49

Names: WORKSHEET 2

Q1: Whodid Joel meet?

Q2: Wheredid he meet them?

Q3: If you are at theseplaces, what do you usually do there?

Q4: Something weirdhappens. What do you think happened?

Q5: What actually happened?(Refer to your book. Indicate the page.)

1.Page:

2.Page:

3.Page:

50

5

S

SYNOPSIS

CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THING

ACTIVITY 2: SENTENCE STRIPS LS: 4.2.1

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.


Multiple Intelligences (Verbal-Linguistic)

Thinking Skills (Analysing)

5

HANDOUT 3

Rearrange the sentence strips in the correct order.

On Saturday, Natalie, Mum and I went to the library and shops.

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.

My teacher asked me to write about the pet we’d like to have using our own

imaginations.

I went home thinking I should use my imagination to write about a horse,

elephant, crocodile or a dinosaur.

Mr. Gelati rushed out with two huge ice-creams in his hands screaming Joel’s Jelly

Baby Freeze is selling like crazy.

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.

N

5

SYNOPSIS

CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS HAPPE

ACTIVITY 3: WHO SAID THAT? LS: 4.3.1

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.


Thinking skill (remembering)

5

WORKSHEET 3

“I wanteveryone to write about your pet.

But not the pet you’ve really got.”

“Joel’s JellyBaby Freeze is

selling like crazy!

Everyone wants it!

Thank you, thank you!

“I’ve used thatending 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 lotsof customers.

“Ready forpizza? Let’s get a family-size Shack

Special with double

topping.”

NATALIE MR. GELATI TEACHER MUM ANASTASIA

OLIVETTI

5

ANSWERS

“I wanteveryone to write about your pet.

But not the pet you’ve really got.”

“Joel’s JellyBaby Freeze is

selling like crazy!

Everyone wants it!

Thank you, thank you!

“I’ve used thatending 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 lotsof customers.

“Ready forpizza? Let’s get a family-size Shack

Special with double

topping.”

NATALIE MR. GELATI TEACHER MUM ANASTASIA

OLIVETTI

5

SYNOPSIS

ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING)

ACTIVITY 1: SUMMARY CARDS LS: 4.3.1

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.

C h a p te r 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?

C h a p te r 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?

C h a p te r 3

Where did Joel go on Saturday

night? Who did he meet in the

library?

What happened there?

C h a p te r 4

Where did he go next?

5

What happened to

Mr.Gelati? Did he go to the

Pizza Shack? What

happened there?

What was his

homework? Did he

manage to write?

5

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.


Multiple Intelligences (Interpersonal, Bodily Kinaesthetic)

Thinking skills (remembering)

5

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.

6

……………………………………………………………………………………………

6

CHAPTER 2:


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.

6

……………………………………………………………………………………………

6

CHAPTER 3:


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

……………………………………………………………………………………………

6. Who would you like to meet in your life and why?

……………………………………………………………………………………………

7. Who is your favourite author?

..………………………………………………………………………………………..

6

CHAPTER 4:


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?

6

………………………………………………………………………………………..………

HANDOUT 4

62

HANDOUT 4

63

6

SYNOPSIS


ACTIVITY 2: GUESS THE CHAPTER! LS: 4.2.1, 4.3.1

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.


Multiple Intelligences (Visual-Spatial & Verbal-Linguistic)

Thinking Skills (Synthesising) Constructivism

6

*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

oe ave you

scarce your homework yet?"

.

68

7

SYNOPSIS


ACTIVITY 3: STORY CHAIN LS: 4.2.1, 4.3.1

Group work

Steps:


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.

7

PEOPLE IN THE STORY (CHARACTERS)

ACTIVITY 1: WHO AM I? LS: 4.2.1

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.

Su gg ested 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

7

WORKSHEET 1

AND SOM ET HI NG WEI RD HAPP ENE D .......

Paste the pictures in the boxes provided. Name the characters.

MAJOR CHARACTER

MINOR CHARACTERS

7

HANDOUT1

Cut and paste the pictures into the boxes provided in Worksheet 1.

7


ACTIVITY 2: DESCRIBING THE CHARACTERS LS: 4.2.1

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)

Su gg ested Answers

Joel - active, imaginative, creative, determinedNatalie - youngJoel’s mother - concerned, caring, understandingJoel’s grandmother - caring, loving, concerned, responsibleJoel’s New Teacher – gentle, loving, caring, encouraging,

motivating, patient, kindYuki - thoughtfulBen – active, athletic, determinedTom’s cousin - active, athletic, determined, supportive, kind, loving

(Accept any suitable answers)

7

WORKSHEET 2

Write down the words that best describe each character.

7


ACTIVITY 3: MY FAVOURITE PERSONALITIES LS: 4.2.1

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)

Educational Emphases: i-Think Programme (Bubble map) Thinking Skills (applying)

S u g g e st e d answ e rs

beautiful, caring, loving, gentle,

brilliant, intelligent, determined, famous

7

(Accept any suitable answers)

7

WORKSHEET 3

Describe each personality.

Famous Personality 1

(Cut and paste here)

FamousPersonality 2

(Cut and paste here)

7


ACTIVITY 4: MY FAVOURITE CHARACTER LS: 4.2.1

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.

T eacher’s Instr uctions:

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.


Multiple Intelligences – Intrapersonal, Bodily- Kinaesthetic, verbal linguistic

Thinking Skills –Creating

8


ACTIVITY 5: MY MASCOT’S JOURNEY LS: 4.2.1, 4.3.1

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

s

8


ACTIVITY 6: *MEME GENERATOR LS: 4.3.1, 4.3.2

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 h tt p://ww w . quic k meme .c om / meme / 36 4 j 1 5 / and ask pupils to create the meme on the computer. Pupils may later present it in class using the projector.


Multiple Intelligences (Verbal-Linguistic) Thinking Skills (Analysing) Evaluating, Rationali

)

8

Information and Communication Technology Skills

(ICT)

8

SAMPLE MEME

h t t p : / / w w w . qu ic k m e m e.c o m /m e m e / 3 6 4 jl 5 /

8

WORKSHEET 4

AUTHOR

Whatmy Boss thinks I do What I think I do What I really do

ICE-CREAM MAN

83

SETTING

ACTIVITY 1: TOWN PLANNER LS: 4.2.1, 4.3.1

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.


Multiple intelligences (Visual-spatial, Verbal linguistic)

Thinking skills (Analysing, Evaluating, Synthesising, Rationalising) Contextual

learning

85

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 .ur bans itter .com/blo g/fun - acti v ities- and- attr actions- to -enter tain- your- kids- after -s choo l

86

8

SETTING

ACTIVITY 2: I SPY LS: 4.2.1

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)

8

SETTING

ACTIVITY 3: LISTING THINGS LS: 4.2.1

Individual work

Steps:


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.


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


i-Think (Tree Map)

Contextual Learning

Thinking Skills (application)

8

WORKSHEET 2

Listing Things

Ice-cream

shop

Pizza shack Public library

The things we can find here include...

9

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

6.

9

SETTING

ACTIVITY 4: SOUNDS AND PLACES LS: 4.2.1, 4.3.2

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.


Multiple intelligences (Naturalistic, Verbal linguistic)

Thinking skills (Analysing, Rationalising) Contextual learning

Suggested answers and links:

Soundnumber

Setting Link

1 Classroom htt p :/ / www .y o utu b e . c o m/ w a tc h?v= e - 86x N C N ts8

2 Pizza shack htt p :/ / www .y o utu b e . c o m/ w a tc h?v=CU069 V I q o U w

3 Publiclibrary

htt p :/ / www .y o utu b e . c o m/ w a tc h? v= dQ xG 2 Q afy A M

4 Ice-creamshop

htt p :/ / www .y o utu b e . c o m/ w a tc h?v=l_qCT0B cl Q Q

91

WORKSHEET 3

Sound number Setting

1 Pizza shack

2 Public library

3 Ice-cream shop

4 Classroom

92

9

SETTING

ACTIVITY 5: HEY, WHAT’S HAPPENING? LS: 4.2.1, 4.3.1, 4.3.2

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.


i-Think (Circle Map)

Multiple intelligences (Interpersonal, Visual Spatial, Bodily Kinesthetic)

Thinking skills (Analysing, Rationalising)

9

WORKSHEET 4

people talking

SETTING:

SETTING:

SETTING:

9

SETTING

ACTIVITY 6: ONOMATOPOEIA PLAY LS: 4.2.1, 4.3.2

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.


Multiple intelligences (Verbal linguistic)

Thinking skills (Analysing, Rationalising)

Contextual learning

WORKSHEET 5

PICTURE SOUND PLACE

Ice-cream shop Pizza shack Public library Classroom






96

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

97

EVENTS IN THE STORY


ACTIVITY 1: LIST ME L.S: 4.2.1

Individual work

Steps:

1. Ask pupils to refer to the pictures on pages 6 and 7 (Pupils are not required to read).


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.


i-Think (Brace Map) Thinking skills (analysing, applying) Contextual learning

98

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.

w w w . d r ea m s tim e . co m

99

WORKSHEET 2

Joelplayed on the swing,……

Ho l i d ay a c t ivi t i es _

100

ORY FLIP CARDS

EVENTS IN THE STORY


ACTIVITY 2: FLIP ME L.S: 4.2.1

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).


Thinking skills (remembering)

Multiple intelligences (visual-spatial & bodily

kinaesthetic)

Example:

Playing basketball

MEM

101

WORD CARDS

Playing basketball

Skating on askateboard

Flying in an aeroplane

Playing on the swing

Watching DVD

Listening to stories

Playing board games

Walking the dog

102

PICTURE CARDS

103

10

EVENTS IN THE STORY


ACTIVITY 3: HOW WEIRD IS MY HOLIDAYS? LS 4.3.1, 4.3.2

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?


Multiple intelligence (Verbal-linguistic)

Creativity and innovation

Thinking skills (synthesising)

10

EVENTS IN THE STORY

CHAPTER 2: MAKING IT UP!

ACTIVITY 1:WRITER’S BLOCK LS 4.2.1, 4.3.1

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.


Multiple intelligence (verbal-linguistic)

Thinking skills (Synthesising)


10

WORKSHEET 3

a) Complete your own version of the story given.

Joe l’s s tor y

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)

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.

10

b) Complete your own version of the story given.

Joe l’s s tor y

“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)


“They want something new. Something different. I

can’t think of anything different at all!”

I thought about it. “How about

10

c) Complete your own version of the story given.

Joe l’s s tor y

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)


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,

10

EVENTS IN THE STORY


ACTIVITY 2: PLOT ME LS 4.2.1

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.


Multiple intelligence (visual-spatial &

bodily kinaesthetic)

Thinking skills (understanding)

11

PICTURE CUT-OUT

Sequence the pictures into the correct order and paste the correct excerpt.

11

DIALOGUES CUT-OUT

“What did you do over theholidays, 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 Olivettiwas 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.

11

I thought about it. ‘”How aboutputting 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 thedoor 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 myshoulder.

“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, veryexciting holiday, didn’t he?” shefinished. She winked at me again.

And again, something sort of…

sparkled… in the air

around her.

11

EVENTS IN THE STORY


ACTIVITY 3 – BUBBLE, BUBBLE LS 4.2.1, 4.3.2

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.


Multiple intelligence (Verbal-linguistic, bodily- kinaesthetic)


Thinking skills (creating, applying)

11

WORKSHEET 4

Fill in the speech bubbles with suitable expressions.

Khairil, you should have1) started writing your

essay fifteen minutes

ago.

2)

11

Hmm, what pizza should I have today?

3)

4)

Wow! He is sosmart.

11

5)

6)

11

EVENTS IN THE STORY


ACTIVITY 1: WEIRD HAPPENINGS LS 4.2.1, 4.3.1

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)

11

WORKSHEET 5

List THREE weird things that happened in Chapter 3 in the bubbles below.

12

EVENTS IN THE STORY


ACTIVITY 2: MY FAVOURITE PET LS 4.3.1, 4.3.2

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:

h t t p s : // w w w. g oo g l e.c om / s earch?q = cli p +art + car t oo n + artists & clie n t = b a d o o & t b m =isch&t b o = u &s o u r c e = un i v &sa = X & e i= QZ P n U Y 7 J E M m eiAfw k Y D Q A w & v ed = 0 CCsQs A Q & b i w= 1 1 4 2 &bi h = 6 9 8 #clien t = b a d o o & t bm =isch & sa = 1 & q =p i cture + o f+d r ea m +pe t +r a bb it &o q =p i c ture + o f+d r e a m +p e t + ra bb it & g s _l= i m g .3.. . 13 7 45 . 2 23 76 .8 . 2 3 4 9 8 . 25 . 2 1 .0 . 0 .0 . 0 . 1 0 9 5 . 6 0 7 2 .4 j 3 j 1 0 j 7 - 3 . 2 0 .0.. . .0. 0 . . 1 c.1 . 2 0 . i m g . d f - g Odk0 4 Y k &bav = o n .2 , o r . r _c p . r _qf . &b v m =bv . 494 7 8 0 9 9 % 2 C d .a G c % 2 C p v .xjs.s . e n _ U S .c7 5 b K y 5 E Q 0 A . O & f p = 8 6 1 c 55 c 5 e 46 f a a0 a &bi w = 1 1 4 2 &bi h = 6 9 8 & i m gd ii=_

Educational emphases:

I- Think (bubble map) Knowledge acquisition Multiple intelligence

(verbal-linguistic, visual-spatial) Thinking skills ( Creating)

12

SAMPLE SLIDE OF A PET

MY PET RABBIT

T HE DESCR IPT ION

Name: Comel Physical: white fur, round black

eyes, long whiskers, bushy tail, pinkishnose, small mouth

Food: : carrots, radish, Home : cage

12

WORKSHEET 6

Create your dream pet and describe it.

MY DREAM

12

EVENTS IN THE STORY


ACTIVITY 3: AN INTERVIEW LS 4.2.1, 4.3.2

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.

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Educational Emphases

Knowledge acquisition

Multiple intelligence

( Intrapersonal, bodily-kinesthetic)

Thinking skills ( Creating)

12

WORKSHEET 7

Create an interview between the reporter and the artiste.

Question:

Answer:

Question:

Answer:

Question:

Answer:

12

EVENTS IN THE STORY

CHAPTER 4: MORE WEIRD THINGS HAPPENED

ACTIVITY 1: WEIRDO LS 4.3.1, 4.3.2

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.


Multiple Intelligences (Interpersonal, Visual

Spatial)

Thinking Skills (Creating, Analysing) Creativity and Innovation

HANDOUT 1

126

EVENTS IN THE STORY


ACTIVITY 2: MY PIZZA LS 4.3.1, 4.3.2

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.


Multiple Intelligences (Intrapersonal,

Interpersonal, Bodily-Kinaesthetic,

Verbal Linguistic



127

SAMPLE OF FINISHED PRODUCTS

128

12

EVENTS IN THE STORY


ACTIVITY 3: I SCREAM FOR ICE-CREAM LS 4.3.1, 4.3.2

*Teacher’s Note:

Preparation

Download a YouTube video on how ice-creams are made. Link:

ww w . y o u t u b e . com / w a t c h ? v = p M _ P W P HY T I w

Ask pupils to bring the following ingredients for the next lesson.

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

Make the necessary preparations and arrangements for the activity.

13

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.


Multiple Intelligences (Intrapersonal,

Interpersonal, Verbal-Linguistic)



13

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!!

htt p: // stuffpo int.co m/ ice -cream/ im age/ 12 42 55/ nice -drawing-picture/

13

WORKSHEET 8

Ice-cream Recipe

Give your ice-cream a name!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

replace this with anything that

is replace this with any

fruit

replace this with any fruits and/or

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!!

13

MORAL VALUES

ACTIVITY 1: THE DOS AND DON’TS LS 4.2.1

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).


Knowledge acquisition Assessment Multiple intelligence (interpersonal ) Thinking skills (analysing, evaluating)

13

HANDOUT 1

Share your ideas based on the situation given,

I am not sure what to write about….but I

will try to do something about it. I

will do my

best.

You can do it, Joel. Iknow you

can.Can you complete the essay

about your holiday?

Can he??? But hedidn’t go anywhere forthe holidays!

13

WORKSHEET 1

List three things you should do and three things you should not do based on the situation.

THINGS YOU SHOULD DO

1.

2.

3.

THINGS YOU SHOULD NOT DO

1.

2.

3.

13

MORAL VALUES

ACTIVITY 2: Making It Up LS 4.2.1, 4.3.1

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


Assessment Multiple intelligence

(verbal-linguistic, interpersonal) Thinking skills ( Evaluation )

13

WORKSHEET 2

Joel’s imaginations.

Meeting

famous

author

Inventing a

great new ice cream

flavour

Winning free pizza for a year

Discuss Joel’s imaginations above. Is it good to make up stories? Give reasons tosupport your answers.

13

MORAL VALUES

ACTIVITY 3: TAKE NOTE LS 4.2.1, 4.3.1, 4.3.2

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:


Assessment Multiple intelligence (visual-spatial,

intrapersonal, musical, bodily-kinaesthetic)

Thinking skills ( Creating)

13

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!!!!!!!!!

!!

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,

………………………………………….

140

14

GOING BEYOND THE TEXT

ACTIVITY 1: A WEIRD HAPPENING LS: 4.3.1, 4.3.2

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.


Multiple Intelligence (bodily-kinaesthetic)

Mastery Learning Thinking Skills (Creating)

14


ACTIVITY 2: CHORAL SPEAKING LS: 4.1.1, 4.1.2

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) St e ps:

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.


Multiple intelligences(bodily kineasthetic, verbal linguistic)

Contextual Learning



14


ACTIVITY 3: DEVELOPING THE STORY LS: 4.3.1, 4.3.2

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.


Thinking Skills (Synthesising)


Multiple intelligence (Interpersonal)

14


ACTIVITY 4: MAKING A NEW COVER LS: 4.3.1, 4.3.2

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.


Thinking Skills (Synthesising)


Assessment

14


ACTIVITY 5: THANK YOU NOTE LS: 4.3.1, 4.3.2

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.


Multiple intelligence (verbal linguistic)

Thinking skills (creating)

Values and citizenship

14

WORKSHEET 1

Dear

From,

………………………………

…………

Dear

From,

………………………………………..

14

Dear

From, ……………………………..

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

Q u i z

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

A ct i v ity 1 : G ue s s t he C h a p te r !

149


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.

A ct i v ity 2 : Se q ue nc ing

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 C h a in St o r y T e l l i n g

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

150

15

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.

15

SAMPLE LESSON PLAN 2 (SJK)


Topic : And Something Weird Happens…





(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)

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 Q u i z

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

A ct i v ity: G ue s s t he C h a p te r s !


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

A ct i v ity: S e qu e n c ing & De sc r i b ing

1. Pupils work together to sequence the pictures

accordingly (from chapters 1-4) and compile them

into a

153

15

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.

15



Topic : And Something Weird Happens...........


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.


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.

STAGE STEPS

Set Induction A ct i v ity: G ue s s i ng W ho ( 5 m i n ut e s)

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 D i s c u s s ion

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 A ct i v ity 1 : De s c r i b i n g C h a r a ct e r s ( 1 0 m i nu te s)

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.

156

4. Pupils are given 5 minutes to complete the task.


Post-reading M y F a v o u r ite C h a r a ct e r ( 20 m inu te s )

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

W r a p pin g - Up ( 5 m i n ut e s)

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.

157

15

PICTURES OF PROMINENT PEOPLE/FIGURES

*Note: Teacher can choose other prominent figures.

15

WORKSHEET 2


16

WORKSHEET 3

Fill in the blank s w ith the cor rect char acter istics o f e ach per so nality.


(cut and paste here)

FamousPersonality 2

(cut and paste here

16



Topic : And Something Weird Happens...........


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.

STAGE STEPS

Set Induction G ue s s W ho ( 3 m i n ut e s)

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 D i s c u s s ion

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 A ct i v ity: De s c r i b ing C h a r a ct e r s ( 1 0 m i n ut e s)

1. In groups of three, pupils are given Worksheet 2.

162

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.


Post reading M y F a v o u r ite C h a r a ct e r ( 20 m inu te s )

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

W r a p pin g - Up ( 2 m i n ut e s)

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.

163

16

PICTURES OF PROMINENT PEOPLE/FIGURE

Note: Teacher can choose other prominent figures

16

WORKSHEET 2


16

WORKSHEET 3

Fill in the blanks with the correct characteristics of each personality.


(cut and paste here)

FamousPersonality 2

(cut and paste here



Topic : Short Story (Setting)

Learning Standards:

4.2.1 Able to respond to literary

texts: (a)characters

(b)place and time

(c) values




(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.


1. Multiple intelligences (Visual-spatial, Verbal linguistic)

2. Thinking skills (Analysing, Evaluating,

Synthesising, Rationalising)

167

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 building

s are located.

Eg: The school is next to t h e l i b r a r y .

The hospital is opposite t h e l a k e .

(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

168

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.

169



Topic : Short Story (Setting)

Learning Standards:

4.2.1 Able to respond to literary

texts: (a) characters

(b) place and time

(c) values



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.


1. Multiple intelligences (Visual-spatial, Verbal linguistic)

2. Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)

170

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 t h e l i b r a r y .

a. The hospital is opposite t h e l a k e .

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.

171

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.

172

h t t p s : // w w w. g oo g l e.c om / s earch?q= l e e + cho ng + w e i &s o u rce = l n m s & t b m =isc h &s a = X & ei= L m h O U o n O E sjxi

Ae b o4 A w & sq i = 2 & v ed= 0 C A cQ _ A U o AQ&b i w = 1 3 6 6 &bi h = 6 2 4 &d p r = 1 h t t p s : // w w w. g oo g l e.c om / s earch?

q= l e e + cho ng + w e i &s o u rce = l n m s & t b m =isc h &s a = X & ei= L m h O U o n O E sjxi

Ae b o4 A w & sq i = 2 & v ed= 0 C A cQ _ A U o AQ&b i w = 1 3 6 6 &bi h = 6 2 4 &d p r = 1 #q = m essi & tb m =isch

h t t p s : // w w w. g oo g l e.c om / s earch?q= l e e + cho ng + w e i &s o u rce = l n m s & t b m =isc h &s a = X & ei= L m h O U o n O E sjxi

Ae b o4 A w & sq i = 2 & v ed= 0 C A cQ _ A U o AQ&b i w = 1 3 6 6 &bi h = 6 2 4 &d p r = 1 #q = siti+n u r h al iz a& t bm =isch

h t t p s : // w w w. g oo g l e.c om / s earch?q= l e e + cho ng + w e i &s o u rce = l n m s & t b m =isc h &s a = X & ei= L m h O U o n O E sj x i

Ae b o4 A w & sq i = 2 & v ed= 0 C A cQ _ A U o AQ&b i w = 1 3 6 6 &bi h = 6 2 4 &d p r = 1 #q=n i c o l+ d a v i d & t bm =isch

http://www .beautifulkk .co m/2008/05/06/city - mall

http://www .bibalex.or g/I mageGaller y/BA _Galler y_EN .aspx? id=47&name=Y o ung%2

0Peo ple's %20Libr ar y

http://www .janicew agner .co m/m ur als .html

http://www .m as ter file.co m/s tock - pho tography/se ar ch/schoo l%20bell

http://s adaffar oo qi.co m/

http://www .123r f.com/pho to_2557089_putting -w hip- cr eam-o n- an- ice-co ff ee .html

http://bytha peo ple.co m/s tor e/inde x.php? r o ute=pr oduct/pr o duct&pr o du ct_id =62

http://www .mo ntecarlo .co m/pool- amenities/bell- des k -s er v ice. aspx

http://www .agencypo s t.co m/my- 7-dir ties t- inter net- mark eting-s ecr ets /

http://www .wr ittens ound. co m/index.php

w ww .dr eams time .com

173

Assessment

174

17

INDIVIDUAL ASSESSMENT FORM

OVERALL COMMENTS:

17

GROUP ASSESSMENT FORM

OVERALL COMMENTS:

SELF REFLECTION FORM

177

GLOSSARY

1 caravan (n) a road vehicle without an engine that is pulled by acar, designed for people to live and sleep in, especially when they are on holiday/vacation2 champ (n) a person, team, etc. who has won a competition,especially in a sport3 wink (v) to close one eye and open it again quickly,especially as a private signal to somebody, or to show something is a joke4 sparkle (v) to shine brightly with small flashes of light

5 imagine (v) to form a picture in your mind of what somethingmight be like6 disappointed (adj) upset because something you hoped for has nothappened or been as good, successful, etc. as you expected7 dedicate (v) to say at the beginning of a book, a piece of musicor a performance that you are doing it for somebody, as a way of thanking them or showing 8 jelly babies (n) a small soft sweet/candy in the shape of a baby,made from gelatin and flavoured with fruit9 shack (n) a small building, usually made of wood or metal,that has not been built well10 exciting (adj) causing great interest or excitement

11 make it up to create something that did not happen12 imagination (n) the ability to create pictures in your mind;

thepart of your mind that does this13 stare (v) the ability to create pictures in your mind; thepart of your mind that does this14 flavour (n) a particular type of taste

15 jumped to her feet stand on her feet immediately because of fear orsurprise16 crowded (adj) having a lot of people or too many people

17 weird (adj) very strange or unusual and difficult to explain18 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 otherto find out who is the best at something

179

short story year 5

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