kssr year 5 short story pdf

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

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

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

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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

A GUIDE FOR

TEACHERS

7

WHAT IS A SHORT STORY?

Short Story

Short

Limited characters

Single setting

Simple plot

8

ELEMENTS OF A SHORT STORY

Elements of a Short Story

Theme

Setting

Plot Point of view

Characters

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

SETTING

SETTING

HISTORICAL

GEOGRAPHICAL

SOCIAL

PHYSICAL

The place and time where the

story took place.

11

CHARACTERS

The people, animals or things

in the story.

TYPES OF CHARACTERS

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

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

http://fictionwriting.about.com/od/glossary/g/3rdperson.htm

http://fictionwriting.about.com/od/glossary/g/3rdperson.htm

14

STAGES In WORKING

WITH THE TEXT

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

Introducing

the short

story

17


Title

Characters

Author

Illustrator Publisher

Publisher’s

logo

18


Publisher’s name

and address Publisher

ISBN number

Illustrator

19


Synopsis

Characters

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

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

Characters are the people

or animals in the story.

CHARACTERS

23

CHARACTERS

Joel Joel’s new teacher

Yuki Tom

Natalie Ben

24

Mum Mr. Gelati

Anastasia Olivetti Gran

CHARACTERS

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

CHARACTERS

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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

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

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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

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

Suggested Activities

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


32

Front Cover

33

ISBN

number

Publisher Publisher‘s

website

Back Cover

Synopsis

Characters

34

WORKSHEET 1

Name the features found on the cover.

35

ANSWERS

Name the features found on the cover.

title

characters

author

illustrator

synopsis

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.


Multiple Intelligences (Verbal-Linguistic)

Assessment


ACTIVITY 2: MATCH ME! LS: 4.2.1

37

WORKSHEET 2

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

each character.

CHARACTER ACTIVITY

38

ANSWERS

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

each character.

CHARACTER ACTIVITY

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.


ACTIVITY 3: MY TOP 3 WISHES LS: 4.2.1

http://www.storybird.com/

http://goo.gl/TYl9X8

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

http://goo.gl/FJQGCi

https://docs.google.com/file/d/0ByEAHIlh9BQiODRFdlZJU0k3YUE/edit?usp=drive_web&pli=1

http://www.youtube.com/watch?v=Z2wUmLeQdgk

http://help.storybird.com/

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



Creativity and Innovation

Thinking Skills (Creating)

http://goo.gl/e2vHa

https://docs.google.com/file/d/0ByEAHIlh9BQib01jdF9ldFR2V2c/edit?usp=drive_web

http://www.teachertube.com/viewVideo.php?video_id=75267

http://windows.microsoft.com/en-us/windows-xp/help/digitalphotography/photo-story-faq

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.


Multiple Intelligences (Intrapersonal)

Contextual Learning

SYNOPSIS


ACTIVITY 1: WHAT A BORING HOLIDAY! LS: 4.2.1

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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.



Contextual Learning


SYNOPSIS


ACTIVITY 2: OUR HOLIDAY COLLAGE LS: 4.3.1

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


Thinking Skills

Multiple Intelligences (Verbal- Linguistics,

Bodily kinaesthetic)

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

WORKSHEET 1 (To be enlarged to A3 size)

CHAPTER 1 MAKING IT UP

1.

_________________________

3.

________________________

2.

________________________

_____________

4

__________________________

5.

_________________________

6.

_________________________

_________________________

___ 8.

_________________________

7.

_________________________

47

HANDOUT 2

48

HANDOUT 2

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.


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

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

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.



Thinking Skills (Analysing)

SYNOPSIS

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

HAPPEN

ACTIVITY 2: SENTENCE STRIPS LS: 4.2.1

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

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


Thinking skill (remembering)

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

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

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

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)

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

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.

……………………………………………………………………………………………

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?

..………………………………………………………………………………………..


CHAPTER 3: ___________________________________

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?

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


CHAPTER 4: ___________________________________

62

HANDOUT 4

63

HANDOUT 4

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.


Multiple Intelligences (Visual-Spatial &

Verbal-Linguistic)

Thinking Skills (Synthesising)

Constructivism

SYNOPSIS


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

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

70

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.


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


ACTIVITY 3: STORY CHAIN LS: 4.2.1, 4.3.1

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.


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


ACTIVITY 1: WHO AM I? LS: 4.2.1

72

WORKSHEET 1

AND SOMETHING WEIRD HAPPENED .......

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

MAJOR CHARACTER

_______________

MINOR CHARACTERS

______________ ________________ _________________

________________ _________________ ________________

________________ _________________ ________________

73

HANDOUT1

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

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.


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)


ACTIVITY 2: DESCRIBING THE CHARACTERS LS: 4.2.1

75

WORKSHEET 2

Write down the words that best describe each character.

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)


i-Think Programme (Bubble map)

Thinking Skills (applying)

beautiful, caring, loving, gentle,

attractive

brilliant, intelligent, determined, famous


ACTIVITY 3: MY FAVOURITE PERSONALITIES LS: 4.2.1

77

WORKSHEET 3

Describe each personality.

Famous Personality 2

(Cut and paste here)


(Cut and paste here)

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.


Multiple Intelligences – Intrapersonal, Bodily-

Kinaesthetic, verbal linguistic

Thinking Skills –Creating


ACTIVITY 4: MY FAVOURITE CHARACTER LS: 4.2.1

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.


• Multiple Intelligences

(Intrapersonal, Bodily-Kinaesthetic)

• Thinking Skills -Creating


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

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.



Thinking Skills (Analysing) Evaluating, Rationalising)

Information and Communication Technology Skills

(ICT)


ACTIVITY 6: *MEME GENERATOR LS: 4.3.1, 4.3.2

http://www.quickmeme.com/meme/364j15/

81

http://www.quickmeme.com/meme/364jl5/

SAMPLE MEME

http://www.quickmeme.com/meme/364jl5/

82

WORKSHEET 4

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.


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

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

http://www.urbansitter.com/blog/fun-activities-and-attractions-to-entertain-your-kids-after-school

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.


Contextual learning

Thinking skills (analysing, applying)

SETTING

ACTIVITY 2: I SPY LS: 4.2.1

88

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)

SETTING

ACTIVITY 3: LISTING THINGS LS: 4.2.1

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

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

SETTING

ACTIVITY 4: SOUNDS AND PLACES LS: 4.2.1, 4.3.2

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

http://www.youtube.com/watch?v=e-86xNCNts8

http://www.youtube.com/watch?v=CU069VIqoUw

http://www.youtube.com/watch?v=dQxG2QafyAM

http://www.youtube.com/watch?v=l_qCT0BclQQ

92

WORKSHEET 3

Sound number

Setting

1 Pizza shack

2 Public library

3 Ice-cream shop

4 Classroom

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.


i-Think (Circle Map)

Multiple intelligences (Interpersonal, Visual

Spatial, Bodily Kinesthetic)


SETTING

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

94

WORKSHEET 4

people talking

SETTING:

________________

SETTING:

________________

SETTING:

________________

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.


Multiple intelligences (Verbal linguistic)


Contextual learning

SETTING

ACTIVITY 6: ONOMATOPOEIA PLAY LS: 4.2.1, 4.3.2

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

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

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

EVENTS IN THE STORY


ACTIVITY 1: LIST ME L.S: 4.2.1

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

http://www.dreamstime.com/

100

WORKSHEET 2

played on the swing,……___ __Joel_____ ______________________ ______________________ __________ ______________________ ______________________

Holiday activities_ __________ ______________________ ______________________ __________ ______________________ ______________________ ___________ ______________________

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).


Thinking skills (remembering)

Multiple intelligences (visual-spatial & bodily

kinaesthetic)

Example:

MEMORY FLIP CARDS

Playing basketball

EVENTS IN THE STORY


ACTIVITY 2: FLIP ME L.S: 4.2.1

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

PICTURE CARDS

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?


Multiple intelligence (Verbal-linguistic)


Thinking skills (synthesising)

EVENTS IN THE STORY


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

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.


Multiple intelligence (verbal-linguistic)

Thinking skills (Synthesising)


EVENTS IN THE STORY

CHAPTER 2: MAKING IT UP!

ACTIVITY 1:WRITER’S BLOCK LS 4.2.1, 4.3.1

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

b) Complete your own version of the story given.


“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

c) Complete your own version of the story given.


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

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)

EVENTS IN THE STORY


ACTIVITY 2: PLOT ME LS 4.2.1

110

PICTURE CUT-OUT

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

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

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

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)

EVENTS IN THE STORY


ACTIVITY 3 – BUBBLE, BUBBLE LS 4.2.1, 4.3.2

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

3)

4)

Hmm, what

pizza should I

have today?

Wow! He is so

smart.

117

5)

6)

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


ACTIVITY 1: WEIRD HAPPENINGS LS 4.2.1, 4.3.1

119

WORKSHEET 5

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

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=img.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&fp=861c55c5e46faa0a&biw=1142&bih=698&imgdii=_

Educational emphases:

I- Think (bubble map)



(verbal-linguistic, visual-spatial)

Thinking skills ( Creating)

EVENTS IN THE STORY


ACTIVITY 2: MY FAVOURITE PET LS 4.3.1, 4.3.2

https://www.google.com/search?q=clip+art+cartoon+artists&client=badoo&tbm=isch&tbo=%20%20%20u&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=img.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_U






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

WORKSHEET 6

Create your dream pet and describe it.

MY DREAM __________

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



( Intrapersonal, bodily-kinesthetic)


EVENTS IN THE STORY


ACTIVITY 3: AN INTERVIEW LS 4.2.1, 4.3.2

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...17387.40672.0.40941.67.50.17.0.0.6.1300.15753.14j6j15j1j3j5j4j2.50.0....0.0..1c.1.20.img.MiaxSUExL3A&bav=on.2,or.r_cp.r_qf.&bvm=bv.4947809






124

WORKSHEET 7

Create an interview between the reporter and the artiste.

Question: _________________________________________________

________________________________________________

Answer: _________________________________________________

________________________________________________

Answer: _________________________________________________

________________________________________________

Answer: _________________________________________________

________________________________________________

Question: _________________________________________________

________________________________________________

Question: _________________________________________________

________________________________________________

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.


Multiple Intelligences (Interpersonal, Visual

Spatial)

Thinking Skills (Creating, Analysing)


EVENTS IN THE STORY

CHAPTER 4: MORE WEIRD THINGS HAPPENED

ACTIVITY 1: WEIRDO LS 4.3.1, 4.3.2

126

HANDOUT 1

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.


Multiple Intelligences (Intrapersonal,

Interpersonal, Bodily-Kinaesthetic, Verbal

Linguistic



EVENTS IN THE STORY


ACTIVITY 2: MY PIZZA LS 4.3.1, 4.3.2

128

SAMPLE OF FINISHED PRODUCTS

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


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

http://www.youtube.com/watch?v=pM_PWPHYTIw

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.


Multiple Intelligences (Intrapersonal,

Interpersonal, Verbal-Linguistic)



131

HANDOUT 2

Vanillicious Ice-cream Recipe

Ingredients

300 ml cream

2 table spoons castor sugar


1 teaspoon raisins


6 tablespoon salt



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/

http://stuffpoint.com/ice-cream/image/124255/nice-drawing-picture/

132

WORKSHEET 8

_______________ Ice-cream Recipe

Ingredients

300ml cream

2 tablespoons castor sugar


1 teaspoon raisins


6 tablespoons salt



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

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).



Assessment

Multiple intelligence (interpersonal )

Thinking skills (analysing, evaluating)

MORAL VALUES

ACTIVITY 1: THE DOS AND DON’TS LS 4.2.1

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

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

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


(verbal-linguistic, interpersonal)

Thinking skills ( Evaluation )

MORAL VALUES

ACTIVITY 2: Making It Up LS 4.2.1, 4.3.1

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

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)


MORAL VALUES

ACTIVITY 3: TAKE NOTE LS 4.2.1, 4.3.1, 4.3.2

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

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

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



ACTIVITY 1: A WEIRD HAPPENING LS: 4.3.1, 4.3.2

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.


Multiple intelligences

(bodily kineasthetic, verbal linguistic)

Contextual Learning




ACTIVITY 2: CHORAL SPEAKING LS: 4.1.1, 4.1.2

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.




Multiple intelligence (Interpersonal)


ACTIVITY 3: DEVELOPING THE STORY LS: 4.3.1, 4.3.2

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.




Assessment


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

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.


Multiple intelligence (verbal linguistic)

Thinking skills (creating)

Values and citizenship


ACTIVITY 5: THANK YOU NOTE LS: 4.3.1, 4.3.2

146

WORKSHEET 1

Dear _____________________

_____________________________________

_____________________________________

_____________________________________

From,

…………………………………………

Dear _____________________

_____________________________________

_____________________________________

_____________________________________

From,

………………………………………..

147

Dear _____________________

_____________________________________

_____________________________________

_____________________________________

From, ……………………………..

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


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

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

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)

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!


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

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



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


4.2.1 Able to respond to literary texts:

a) characters

b) place and time

c) values



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.

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

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


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

PICTURES OF PROMINENT PEOPLE/FIGURES

*Note: Teacher can choose other prominent figures.

159

WORKSHEET 2


160

WORKSHEET 3

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


(cut and paste here)


(cut and paste here

161



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



a) characters

b) place and time

c) values



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

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

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

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

PICTURES OF PROMINENT PEOPLE/FIGURE

Note: Teacher can choose other prominent figures

165

WORKSHEET 2


166

WORKSHEET 3

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


(cut and paste here)


(cut and paste here

167



Topic : Short Story (Setting)

Learning Standards:


(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.


(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)

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

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



Topic : Short Story (Setting)

Learning Standards:


(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.


(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)

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

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

https://www.google.com/search?q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUonOEsjxi

Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1


Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=messi&tbm=isch


Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=siti+nurhaliza&tbm=isch


Aebo4Aw&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%2

0People'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

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

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=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=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

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.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

http://www.dreamstime.com/

174

Assessment

175

OVERALL COMMENTS:

_____________________________________________________________

_____________________________________________________________

______________________________________________________________

______________________________________________________________

INDIVIDUAL ASSESSMENT FORM

176

OVERALL COMMENTS:

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

GROUP ASSESSMENT FORM

177

SELF REFLECTION FORM

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

kssr year 5 short story pdf

Education

story characters

story chapter

story chain

short story theme

short story elements

short story revolving

plot point of view characters

favourite characters