year 4 unit 1 sow programme 2013 - beautiful borneo

8/12/2019 Year 4 Unit 1 SOW Programme 2013 - Beautiful Borneo

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YEAR 4

UNIT 1

THEME: Beautiful BorneoOverview

During Year 4, themes continued to be used to create opportunities for the children toread, write and discuss texts. At this stage of their learning, the children should have afirm foundation of the 44 phonemes in the English language, having consolidated themthroughout the Year 2 English programme and continued to practise them in the Year 3programme.

n !nit ", the theme is #eautiful #orneo. $ver the first wee% of this unit, teachers havethe opportunit& to revise and prepare children for the upcoming wor% in the unit, usingaspects of the Year 3 'elebrations unit as a focus. (rom wee% 2, children explore well%nown places of interest and festivals from each of the states of #orneo. Each statestud& utilises the principles of integration across the four language s%ills, uses concreteexperiences and further develops independent reading and writing habits. A sharedread is the focus of each state stud& from which listening, spea%ing, reading and writingtas%s are set. )he stress is on en*o&ment, communication and the needs of individuallearners. )here is also a set librar& programme lin%ed to the unit of wor%, which willfurther develop children+s reading, writing, and stud& s%ills, including higher orderthin%ing.

Overarching objectives:Although each activity undertaken within the English programme has its ownspecific objective, it is important to be aware of the overarching objectives of thescheme and what we, as teachers, are aiming towards with the children.

The first overarching objective for the programme is to use the four skills listening, speaking, reading and writing to become more familiar with te!t typesand to respond to them.

The second overarching objective is to e!tend the children"s confidence, abilityand stamina in reading, writing, speaking and listening. #This objective comeswith the awareness that each child"s individual starting point in these areas in$ear % will differ and so we are working to e!tend them at their own level, hencethe necessity for differentiated tasks&.

The purpose'objective of each of the specific activities of the lesson is shownbelow within the e!planation and description of each activity.


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UNIT OVERVIEWWEEK THEME

"'lassroom anagement, -ound and -tructure evision and ecap of#runei 'elebrations

2 / 3 nteresting 0laces in #runei1 )emaro%

4 / nteresting 0laces in -abah1 0esta aamatan / 5 nteresting 0laces in -arawa%1 0esta #abulang

6 / 7 nteresting 0laces in alimantan1 0era&aan Erau

"8 !nit evision of text t&pes and genres

DAILY OVERVIEWDAY ATIVITIE! TIMIN"" 9 4 -ustained -ilent eading "8 mins

:ocabular& 0ractice 8 mins

;istening and spea%ing riting

"8 ixed genre ixed genre


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E#$lanation an% %e&'ri$tion of t(ea'ti)itie&Vo'a*ular+ ,ra'ti'e

Wor%& &$e'ifi' to t(e -ee./& -or.:

)hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in theclassroom with picture prompts and should be the focus of minutes of each lesson in place ofspeed& sounds and speed& words for those children who can access them. )eachers can use ideasfrom the lower primar& programmes, or their own ideas, for games and activities which will support thechildren in becoming familiar with these words and their meanings. 0or t(o&e nee%in to 'ontinue'on&oli%atin &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o

Vo'a*ular+ ,ra'ti'e 5*len%in 6for '(il%ren -(o &till nee% t(i& $ra'ti'e7

,ur$o&e to practise blendingMaterial& list of words to blend


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,ro'e%ure". )he shared reading time is preceded b& a spea%ing and listening tas% to introduce it or to enable

the children to reflect on the previous da&+s shared reading.2. Displa& the large shared reading text. f &ou have a ver& large class, &ou ma& want to give the

children the text in front of them so that the& can see it clearl&.3. ive the children time to read either all of the shared text in their heads or an element of it here a puppet is used, the teacher and

puppet can share the roles of writer and critiFue.3. ntroduce the purpose of &our writing to the children e.g. am going to write a diar& as though

were As&raf.4. -pea% aloud &our thought process as &ou write, modelling to the class the wa& in which &ou are

structuring the text as a whole and also at the sentence level.


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E.g. -o, need to start with the date for the diar&. ;et+s sa&, B)hursda& 4 tharch+. @ow, because+m writing a diar& need to write about things which have alread& happened. -hall sa& B)oda& swim+ or B)oda& swam+G

. As% the class for help in this wa& as &ou write in order to maintain their full engagement.. -pelling or punctuation errors could be made and the children in the class can help to correctthese.5. >hen the modelled tas% is complete, read through it encouraging the children to listen. 0erhapsstop at

times and as% the children to help &ou to ma%e the writing better e.g. H#ig is Fuite a good word butis there a better word could useG a&be could sa& Benormous+ instead.I

la&& %i'tate% -ritin

,ur$o&e: to involve the children in a shared and guided writing experience, demonstrating value forthe ideas the& have and supporting them in constructing sentences accuratel&Material&:enerall&, the teacher will write the class dictated writing onto a white board.". )he spea%ing and listening tas% prior to the class dictated writing tas% often acts as an introduction

to the writing.2. As% children to contribute their ideas for the writing as%ing prompting Fuestions to encourage their

ideas e.g. >e+re going to wor% together to write ideas about an interesting place to visit in -abah.ow do start an information reportG

3. f the ideas are not contributed in a grammatical sentence, suggest a suitable wording for thesentence.

4. Encourage the children to be involved in recognising where punctuation is needed.. As% the children to help spell onl& one or two words in each sentence.


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the teacher

Differentiation b& resource ? some children ma& need cue cards, sentence starters to complete or

pictures to prompt their ideas

,RO"RAMME

Wee. 1 5 la&&roo2 Manae2ent3 Re)i&ion of !oun%&3!tru'ture& an% Brunei ele*ration&

Rea%in enre 5 Infor2ation8 Writin enre 9 Re'ount

0o'u& -or%& 6an% 2eanin&7 t(i& -ee.:)hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first minutes of eachlesson along with games and activities which help consolidate understanding of thevocabular&. 0or t(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion&of t(e -or%&3 $lea&e ena*le t(e2 to %o &o

Wor%:

". celebration2. parade3. invited4. performances. displa&s. success5. sil%6. traditional7. dumplings"8.mass"".trailing

"2.nightl&"3.recited"4.decorated".occasions

Meanin:

". special time of the &ear2. event where people march and

perform3. as%ed4. dances, songs, marching, acting. shows,. doing well5. a smooth, soft fabric6. related to a countr& or people7. finel& chopped meat and vegetables in

a thin pastr&

"8.man& all together"".following behind"2.each night"3.said aloud"4.made to loo% beautiful".events

Da+ Ele2ent& ontent

1 ntroduction to

-ustained-ilenteading

:ocabular&

practice

;istening and

spea%ing


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riting tas%

Da& " ?modelled andclass dictated

because J.I or H don+t li%e J. because J.I. Displa& the brainstormfor future use this wee%.)his discussion can ta%e place in pairs or small groups, allowing theteacher to roam and listen to individual children+s responses.(ote )or Teachers: Teachers will need to check the Year 3

programme to ensure they know which celebrations children maysuggest.

There are many different celebrations in *runei. One of thefirst celebrations for the year is (ational +ay, on )ebruary - rd.On (ational +ay there is a special parade at Taman OA/adang. 0is 1ajesty, members of the royal family and invited

guests watch the performances and displays. 1any childrenare involved in the dances and singing. 2hildren also celebrate(ational +ay in their schools, with marching, flag waving andsinging national songs.

As% the children to get into pairs. )he children should ta%e turns toas% each other Fuestions about their national Da& experiences Eg,>hat do &ou do on @ational Da&G JJ on @ational Da&. >here do

&ou go on @ational Da&G go to the JJ on @ational Da&.Teachers may need to model this first, either with a puppet or anable child, and write suggested structures as prompts on the boardfor the children.

odelled1'lass Dictated >riting odel a piece of first personrecount writing on the whiteboard for the children, telling what &oudo on @ational Da& Eg, $n @ational Da& go to the )aman -$A-0adang to watch the parade. t is alwa&s exciting to see the dancersand performers.As% children to suggest similar structures recounting their nationalDa& experiences. Encourage use of ad*ectives to ma%e the

sentences more interesting. -ustained

-ilenteading

:ocabular&

practice

;istening and

spea%ing


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eat traditional 2hinese foods, including dumplings, fish andspring rolls.

As% the children Fuestions about the shared reading to see if the&can pic% out information from within the text. Eg, >hen is 'hinese@ew &ear usuall& celebratedG >ho ta%es part in 'hinese @ew YearcelebrationsG >hat event is described in the reading textG Expectchildren to answer in full sentence structures Eg, 'hinese @ew Year

is celebrated in Kanuar& or (ebruar&.roup >riting n groups of 394, children write a simple recount ofthe shared reading text, recalling the main points Eg, 'hinese @ewYear is the main celebration for the 'hinese people. en and bo&sdress in dragon costumes and dance etc. )eacher to monitor andprompt groups who are struggling to come up with ideas, or who arehaving difficult& with sentence structures.

(ote )or Teachers: Children should be familiar with group writingfrom Year 2 and 3 however they may need prompting to rememberhow to complete the task successfully. Make sure you have read the

roup !eading instructions before asking children to complete thisactivity.

; -ustained

-ilenteading

:ocabular&

0ractice

;istening and

spea%inghich celebrations have beendiscussed alread&G 0redict which celebration will be learned abouttoda&., %eeping in mind the month *ust discussed. Eg, thin% we willlearn about JJ

Another very important celebration in *runei is 0is 1ajesty"s*irthday, on 4uly 56th. 0is 1ajesty"s birthday celebrationbegins with a mass 1aghrib prayer held at 4ame7Asr 0assanil*olkiah 1os8ue. At 0is 1ajesty"s birthday parade, peoplewave flags and cheer as 9oyal *runei Air )orce helicopters

perform a fly past, trailing colourful smoke behind them.

+uring the celebration period there are nightly performances,including traditional music, dancers and street markets.

As% the children to discuss in pairs what the& do for their birthda&celebrations. Encourage children to as% and answer Fuestions in fullsentence structures. Eg, >hat do &ou wear for &our birthda&G

wear m& pin% ba*u %urong and special shoes for m& birthda&. >hatdo &ou eat for &our birthda&G eat delicious piLLa and sweetbirthda& ca%e for m& birthda&. >ho comes to &our part&G &special friends and famil& come to m& part&. >hat do &ou do for&our birthda&G go to Kerudong 0ar% with m& friends for m&birthda&.


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roup >riting et the children groups of 394. Appoint a groupleader. Explain the group writing Brules+ to the children


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Wee. 5 Intere&tin ,la'e& in BruneiRea%in enre 5 Infor2ation8 Writin enre 5 Dire'tion&

0o'u& -or%& 6an% 2eanin&7 t(i& -ee.:)hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first minutes of eachlesson along with games and activities which help consolidate understanding of the

vocabular&. 0or t(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion&of t(e -or%&3 $lea&e ena*le t(e2 to %o &oWor%:

". Engraving2. nspired3. Artistic4. (ormation. efining. fauna5. ealistic6. 0ortra&7. enowned

"8. abitat"". 0rehistoric"2. 'hronological"3. 0receding

Meanin:". Drawing in stone or metal2. iven the idea from3. 'reative4. ma%ing of. cleaning out the dirt and unwanted parts. animals, birds, insects etc5. made to loo% real6. -how7. (amous 1 well9%nown

"8. ome"". $lden da&s 1 ancient"2. n order of time"3. 0revious 1 earlier

Da+

Ele2ent& ontent

" -ustained

-ilenteading

:ocabular&

0ractice ;istening

andspea%ing


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andspea%ingriting tas%

Da& " ?

modelled1classdictated

The *runei 1useum is located at ota *atu, about 6 km fromthe capital. 3t was officially opened on )ebruary ;, 5;abeth 33 of the ?nited ingdom. The buildingstands on a hill top with a scenic view of the *runei 9iver. 3tsdetailed engraving and patterns are based on traditional 1alaydesigns inspired by the Tomb of ultan *olkiah, the )ifth 9uler#5%


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the e!hibition have models with electric gadgets such as anecofriendly car and an oil tanker.

)eacher provides the children with a floor plan showing the mainentrance of the museum, the lobb&, the registration counter, the sixgalleries i.e aller& ", 2 and 3 on the ground floor and aller& 4, and on the first floor. n groups the children discuss on the positionand direction of the galleries to enrich the pupils+ vocabular&. < )he

name of the six galleries ma& be written on the whiteboard=roup >ritingive the children the floor plan of aller& " and 2 showing the mainentrance, the lobb& and the registration counter. )eacher ma&include other details for example the rest rooms and also pigeonboxes for visitors to put their belongings in. As% each group to writedown the direction from aller& " to aller& 2 starting from the mainentrance. Displa& some children+s wor% on the wor%ing wall.

3 -ustained

-ilenteading

:ocabular&practice

;istening

andspea%ingritingive the children each the floor plan of aller& 3 and 4 showing themain entrance, the staircase, the lobb& and the registration counter.Discuss the verbs and the vocabular& the children can use. As% thechildren to write down the direction from aller& 3 to aller& 4starting from the main entrance.


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4 -ustained

-ilenteading

:ocabular&

0ractice

;istening

and

spea%ing


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Enrichment Te!t eek :

BRUNEI TEHNOLO"Y MU!EUM

#runei )echnolog& useum is located not far from the #runei useum at ota #atu, 5 %mfrom #andar -eri #egawan. )he building was contributed b& the o&al Dutch1-hell roup of'ompanies, in con*unction with the #runei DarussalamNs independence in "764. )heuseum was officiall& opened b& is a*est& the -ultan and Yang Di90ertuan of @egara#runei Darussalam on 27th (ebruar& "766.

)he fast development of modern technolog& in #runei Darussalam which penetrates localculture seems to suggest that indigenous technologies such as cottage industries andhandicraft are ver& much on the brin% of extinction o will li%el& be lost forever. )he #runei)echnolog& useum is speciall& established to document1to collect1 and to exhibit these

indigenous technologies for the benefit of future generations.

ala& )echnolog& useum has three main exhibition hall

". >ater :illage )raditional ouse aller&2. >ater :illage )raditional )echnolog& aller&

nland )raditional )echnolog& aller&

"aller+ 1: Water Villae Tra%itional Hou&e "aller+

)his galler& shows the structure of houses in the water village in the late "7th centur& up tomid 28th centur&. -ix model houses are shown in detail, bac%ed up b& diorama, depicting thepanoramic view of the water village.

"aller+ : Water Villae Tra%itional Te'(nolo+ "aller+

)his galler& shows various t&pes of handicrafts and cottage industries found in the watervillage. )he displa& includes boat construction, roof9ma%ing, gold smithing, silver smithing,brass casting, iron smithing and cloth weaving.

Examples of handicrafts products are also exhibited in this galler&, plus a diorama depicting


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the panoramic view of >ater :illage to provide a more realistic loo%.

"aller+ ;: Inlan% Tra%itional Te'(nolo+ "aller+

)his galler& exhibits the indigenous technologies of the inland people. t

shows models of the %eda&an, Dusun and urut houses and a 0unanhut. )echniFues of production for sago, brown sugar and handicrafts arealso exhibited.

0lease chec% out the websites for photos


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Wee. ; 5 Ta2aro. 0e&ti)alRea%in enre 5 Infor2ation8 Writin enre 5 De&'ri$tion

0o'u& -or%& 6an% 2eanin&7 t(i& -ee.:)hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first minutes of each

lesson along with games and activities which help consolidate understanding of thevocabular&. 0or t(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion&of t(e -or%&3 $lea&e ena*le t(e2 to %o &o

Wor%:". )amaro%2. ritual3. deities4. originated. possessing. balian

5. trance6. righteousness7. *ustice"8.immortal"".purpose"2.reFuest"3.moulded"4.hallowed".offering".salver"5.cure

"6.abducted"7.pardon28.occupants

Meanin:". a Dusun ritual ceremon&2. procedure3. hol& beings4. began. having control over. priestesses

5. deep sleep6. goodness1 moral strength7. lawful behaviour1 good conduct"8. living forever"".role1 *ob"2.as% for"3.shaped into a particular form or ob*ect"4.made hol&".a gift".a tra&"5.fix1 heal

"6.ta%en awa&"7.forgiveness28.people who live there

Da+ Ele2ent& ontent

" -ustained

-ilenteading

-peed&

sounds andspeed&

words

;isteningandspea%inghat do the uslimscelebrate after amadhanG+ B>ho celebrates the ;antern (estivalG+Expect the children to answer )he uslims celebrate ari a&a.+,B)he 'hinese celebrate the ;antern (estival.+ emind childrendifferent cultures celebrate different festivals.

TamarokTamarok is a ritual ceremony among the +usun community. 3t isa ceremony calling upon the +arato. The +arato or +awato referto the major +usun deities that live in the upperworld, called/agun +arato #the country of the +arato&. /agun +arato is the


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spea%ingriting tas%

Da& " ?

modelled1classdictated

place where rice seeds originated. 2ommunication with theseFsuper" spiritual beings is only possible through trance byremoving one"s soul from one"s physical body. The +arato take

part in the Tamarok rituals by possessing the balian#priestesses&, while they are in trance. The +arato possess allthe righteousness and justice that human beings lack, and are

immortal.There are five types of the Tamarok ritual which are performedaccording to their own purposes. They are Tamarok *ulan,Tamarok /arai, Tamarok *ua, *agama or Tamarok (guru/anyakit and Tamarok (girang Alai. e are going to learn moreon only three types of Tamarok.

As% the children to get into pairs. )he children should ta%e turns toas% each other Fuestions about the )amaro% rituals, based on theshared reading, e.g. >hat is )amaro%G )amaro% is ... ave &ou seena )amaro% ritualG have1not ... a )amaro% ritual. >ho performs the)amaro%G )he ... perform the )amaro%.

Teachers may need to model this first, either with a puppet or an ablechild, and write suggested structures as prompts on the board for thechildren.

odelled 1 'lass dictated >riting-how a picture of a )amaro% ritual


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groupwriting

presented in the shape of a crocodile moulded from raw rice#barayo parai&. hen a pandanus mat is rolled to look like ahallowed treetrunk #punggur& where rice is kept, the tamarok iscalled Tamarok of /unggur.The Tamarok /arai is performed by a group of balian. The mainoffering of this ceremony includes newly harvested husked rice,

placed on salvers. The number of salvers offered by each baliandepends on the number of her followers. Also included are tiboo#rice wrapped in coconut leaves woven in the form of a chicken&Gsome taji #coconut cakes&G bananasG eggs and rice wine.

Explain unfamiliar vocabular& from the shared read above. $n thewhiteboard draw columns and write the heading for each column suchas B)&pe+, B>hen+, etc. As% the children B>hat t&pe of )emaro% is itG+B>hen is it performedG+ B>h& is it performedG+ etc. >rite the children+sresponses under the appropriate column. efer them to the sharedreading when the& are not sure.

roup >riting 0ut the class into groups of 3 to 4. 0rovide a piece of

A3 paper for each group. !sing the columns as in the above activit&children draw the items needed for the )emaro% 0arai following thedescription in the shared read, e.g. hus%ed rice, salvers, wovencoconut leaves in the form of a chic%en, etc. )hen the& will write aboutthe ritual in their own words. under their drawings and describe eachpicture.

3 -ustained

-ilenteading

:ocabular&

practice

;isteningandspea%inghich t&pe of ritual is itG As% them to guess

which one b& referring to the shared read on Da& ". >hich ritual hasbeen discussed alread&G Each child will be as%ed individuall& andhelp them with the structure e.g. thin% toda& we will learn about)emaro% ... where needed.


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pardon from the +arato, and promise that all demands from the+arato will be fulfilled.

Explain unfamiliar words. As% the children to discuss in pairs whatthe& do if the& are unwell or feel sic%. Encourage children to as% andanswer Fuestions in full sentence structures. E.g. >ho do &ou seeG Bsee the doctor.+ >here do &ou go toG B go to the hospital.+ )ell the

children that it is the scientific1modern wa& to treat illness. )hendiscuss how the ritual in the above shared read is different from goingto the hospital.

ndependent >riting ive each child a piece of paper with twocolumns on it. n one column write B)raditional+ while the other columnis for Bodern+. 'hildren write a description of the traditional andmodern wa& to treat sic%nesses or illnesses using the answers fromthe discussion above to fill in the columns.

4 -ustained

-ilenteading

:ocabular&practice

;istening

andspea%ingritingndividual children write their experience moving to a new house 1being invited to a Bmoving to a new house+ ceremon&. )he& ma& usethe ideas from the discussion above. emind children to use past


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tense descriptions.

-ustained

-ilenteading

ndependen

t -tud&)as%

ssuing of

boo%s

-- ? children should be familiar with the routines for this b& now andteachers should onl& need to monitor boo% choices and behaviour.

!sing the shared read of the whole wee%, individual children write asummar& of the )amaro% rituals. -how them how to extract the

information from the shared reads and to simplif& the information.Each child should be given a wor%sheet to fill in.

'hildren select boo%s to borrow and complete the process once stud&tas% has been completed.

Enrichment te!t eek -

#A;A@

)he tamarokpractitioners are called balian and are all women. Each individual at some time

in his or her life will reFuire the assistance of at least one balian. )he status of a balianis

normall& transmitted b& descent and her main function is that of a mediator between human

beings and the +arato.)he recruitment is normall& carried out at a &oung age. n #u%it !dal

:illage, )utong, most of the women who became balianhad gone through various illnesses.

(or example, some of them experience a disturbed mind, or serious illness, which in these

cases were cured after the& became balian. -ome balianinherited their status. )he

recruitment is performed in a special Tamarokceremon& or it can be performed at the same

time with an& t&pe of ma*or Tamarok. )he process ta%es some time before a new balian

masters the art of the rite. (irst, the (alian angiaw


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Wee. 4 5 Intere&tin ,la'e& in !a*a(Rea%in enre 5 Infor2ation8 Writin enre 5 Bro'(ure8,o&ter

0o'u& -or%& 6an% 2eanin&7 t(i& -ee.:)hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first minutes of each lessonalong with games and activities which help consolidate understanding of the vocabular&. 0ort(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion& of t(e -or%&3$lea&e ena*le t(e2 to %o &o

Wor%:". capital cit&2. population3. renamed4. surrounding. biological. mammals5. pea%s6. marine7. terminal"8.shallow"".snor%el"2.parasailing"3.orphaned"4.educates".endangered".conservation"5.boardwal%

Meanin:". main cit&2. number of people who live there3. given a new name4. areas around. to do with animals and plants. warm blooded animals5. tops


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reading

;istening


Da& " ?modelled1classdictated

writing

then move about the classroom as%ing each other, H>here have &oubeen on holida&GI esponse H have been to JI Ouic%l& shareresults of top places as a class.Explain that over the next two wee%s the& will be learning about-abah.

abah is the East 1alaysia state which lies to the north of

*runei on the island of *orneo. 3t has a population of about -.-million. The capital city of abah is ota inabalu. otainabalu used to be known as 4esselton, after ir 2harles4essel. 3n 5;Dhere can &ou find -abahG ow man&people live in -abahG >hat is the name of the capital cit&G >h& dopeople visit -abahG etc. Ensure that the children have a soundunderstanding of the text through &our Fuestioning. As the childrenanswer Fuestions, record the answers on the whiteboard as a mindmap to demonstrate to the children how to find and recordinformation.

odelled1 'lass Dictated >riting!sing the information recorded on the board, demonstrate to thechildren how to begin ma%ing a poster1 brochure about -abah, usinga template. You will need to explain that &ou need a title, border, and

pictures to support &our writing, but that these can be added after thewriting is finished. Encourage the children to participate in theselection of information to include in the writing, using full sentences,eg -abah is found to the north of #runei on the island of #orneo.Displa& template on wor%ing wall for future reference during the

wee%.

2 -ustained

-ilenteading

:ocabular&

0ractice

;isteningandspea%inghat might &ou find in inabalu @ational 0ar%GI HYoumight find JI #rainstorm ideas on the whiteboard. )$f it was evidentfrom yesterday that many children had not been to --, you may needto provide pictures of animals, plants etc to encourage ideas from thechildren. Make sure you have some things that would not be found


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spea%ingriting tas%

Da& 2 ?

groupwriting

to challenge their thinking.*

1ount inabalu is the highest mountain in the 2rocker 9ange. 3tis found to the northwest of ota inabalu. 3t stands %B;6metres above sea levelI 1ount inabalu and the surroundingareas are some of the most important biological areas in the

world. There are over %6BB types of plants, -D types of birds,and over 5BB different types of mammals, including the orangutan. Another famous plant found here is the giant 9afflesia./eople from all over the world come to inabalu (ational /ark tosee the beautiful nature, and to climb the mountain. 1ost

people with good health can climb to How"s /eak, but mostother peaks need rock climbing e!perience and e8uipment. 3f

you want to climb the mountain, you must have a guide and befit and healthy.

As% the children comprehension Fuestions which draw the importantpoints from the shared reading text. )his information should be

recorded as a mind map on the whiteboard for the children to use intheir group writing tas%s.

roup >riting n groups of 394, children add information about

inabalu @ational 0ar% to their brochure. hat did the& li%ebest1leastG >hat else would the& have li%ed to do while the& werethereG

Tungku Abdul 9ahman 1arine /ark is made up of a group ofislands /ulau @aya, /ulau api, /ulau 1anukan, /ulau1umutik and /ulau ulung. These islands are only a short boattrip from the 4esselton /oint )erry Terminal in ota inabaluand are surrounded by clear shallow water, with beautiful white


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sandy beaches./eople from all over the world visit the marine park to snorkel inthe clear warm water amongst the brightly coloured coral, todive with the ama>ing sea creatures, or to enjoy the sunnybeaches and water sports. There is something for everyone atTungku Abdul 9ahman 1arine /ark swimming, diving,

snorkelling, parasailing, banana boat rides, fly fishing, trailwalking or just spending time with family and friends in thetropical sun. 9emember your sunscreen and hat thoughI

a%e a mind map with the children about the %e& points from theshared reading. You ma& need to as% comprehension Fuestionsagain if the& are not forthcoming with ideas. As% the children todiscuss in small groups what the& would li%e to do if the& visited)ung%u Abdul ahman arine 0ar%, using the structure H would li%eto ... and J but would li%e J best of all.I

ndependent >riting !sing the mind map and class dictated andgroup writing examples on displa&, children begin to ma%e their own

brochures, adding information about each of the areas the& havelearned about this wee% , ie ntroduction, inabalu @ational 0ar% and)ung%u Abdul ahman arine 0ar%. >hile the children will be %eento add pictures and details, insist that writing is completed to thereFuired standard first. Teachers may need to provide differentiatedtemplates to suit the needs and abilities of the children in theirclasses.

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stay on the walkways and are advised not to touch the animals.$ou can get there with a tour group, on a public bus or a ta!ifrom andakan.

ecap the main points from the shared reading, usingcomprehension Fuestions where needed. n pairs have the childrenpractice using the science structure H>hen &ou J &ou will JI withthe followingH>hen &ou visit -anda%an1-epilo% $rang !tan -anctuar& &ou will J.I)his can then be extended to include H>hen &ou visit ota inabaluJI and H>hen &ou visit -abah JI As a class the children can repeat

some of their ideas using the complete structure.)his structure should be used in the independent writing tas% whichfollows.

ndependent >riting 'hildren continue to wor% on their brochuresusing the structure practised in the ;istening and -pea%ing activit&above. Encourage children to begin with the structure H>hen &ouvisit J. &ou will J and then list


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Each activit& can be dangerous, or ris%&, so &ou will be as%ed to sign a form which sa&s that&ou understand this. )hen &ou are free to choose &our activities and en*o& &our da&.

)here are a variet& of costs involved, depending on which activit& &ou choose. f &ou don+twant to spend too much mone&, &ou could tr& the iant 'hess, or the #asic $rienteering at acost of ".88 each. $r if having fun is more important to &ou than mone&, &ou could tr&

>all 'limbing or the opes 'ourse for 48.88 each, or Kungle )re%%ing and a&a%ing for4.88 each.

t is even possible to boo% a campsite and sta& at the par%, or *ust boo% a barbecue area toen*o& a delicious lunch. efreshments are available for &ou to bu& and &ou can relax anden*o& them on the beach when &ou need a rest from all the adventure.

>hatever gives &ou a thrill, there is something for ever&one to do at Adventure 0ar%C

Wee. < 5 ,e&ta Kaa2atanRea%in enre 5 Infor2ation3 !tor+8 Writin enre 5 Diar+

0o'u& -or%& 6an% 2eanin&7 t(i& -ee.:

)hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first minutes of eachlesson along with games and activities which help consolidate understanding of thevocabular&. 0or t(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion&of t(e -or%&3 $lea&e ena*le t(e2 to %o &o

Wor%:". 0esta aamatan2. festival3. throughout4. value

. consider. arrived5. luggage6. explained7. traditional"8.expect"".sacred"2.ensuring

Meanin:". arvest (estival2. celebration3. all through4. respect

. thin%. got to5. suitcases6. told7. special to a certain village or people"8.wait for something to happen"".ver& special and highl& respected"2.ma%ing sure

Da+ Ele2ent& ontent

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and

spea%ingri visited his friend, 1ino in ota inabalu duringthe /esta aamantan festival in 1ay.

As% the children topredicthow ALri travelled to ota inabalu andhow he felt about his upcoming trip. >ho do the& thin% would betravelling with ALriG >hat would he ta%e with himG etc. ecord theirideas on the whiteboard for reference during writing tas% time.

odelled1 'lass dictated >ritingExplain to the children that the& are going to write diar& entries this

wee% about ALri+s trip to ota inabalu. odel a simple diar& entr& to

the children, beginning with the date eg,>ednesda& 27tha& 28"3Dear Diar&,)he da& has finall& arrived. have been waiting for this holida& for along time. )his afternoon m& mother, father, brother, two sisters and are going to fl& to ota inabalu to see m& friend JJ & mother toldme to pac% J.


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read=

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m& J. felt J.

A>ri and his family arrived in ota inabalu at 6.-Bpm. 1ino andhis father were at the airport to meet them. Once they hadcollected their luggage, they all got into the car and drovethrough the city towards 1ino"s village. A>ri wondered why they

were going to the village, when his friend normally lived in thecity. 0is friend e!plained that his family always returned to theirvillage each year for /esta aamatan to join in traditionalcelebrations.3n the village the people had already begun the celebrations. 3tfelt like a carnival, with stalls selling food, people wearingtraditional clothes and lots of singing and dancing.

As% the children to predictwhich things ALri can see, smell, hear,touch and taste when he arrives in the village. Discuss which things

would be similar and which would be different to other #runeiancelebrations that ALri ma& have attended eg @ational Da&, ari a&a.

;ist the children+s responses on the whiteboard1 large paper forreference during writing.

roup >riting 0rovide each group with a diar& template e arrived in ota inabalu at .38pm and then J+s father drove us to thevillage in his car. As we drove through the village, saw man& people

wearing beautiful costumes. could smell barbecue chic%en. )here was abig stage being built and people were tal%ing in excited voices. t remindedme of the night mar%et during ari a&a.This may need to be modeled again briefly first if children need support.Teachers will need to monitor group participation during this activity.

3 -ustained

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;istening

andspea%inghen was J. &ears old, went to a J. t was J.IP H>hen went tothe J. felt J. and J.I $f course there are man& wa&s for childrento respond to this discussion. )eachers should monitor correctsentence structures.

The ne!t morning 1ino told A>ri that they were going to be busyall day taking part in the /esta aamatan celebrations. A>ri was


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very e!cited but he wasn"t sure what to e!pect. 1ino e!plainedthat the harvest festival gives thanks to the gods and spirits forblessings and a good rice harvest. 0e said that the people in hisvillage, the ada>ans, believe that the spirit of the padi plant is

part of their god, the *ambaa>on. This makes the rice plant notonly a source of food, but a sacred plant, to be treated with high

respect. The 0igh /riests and /riestesses would hold specialrituals during the a"amatan. One, which they would see today,would welcome the *ambaa>on home, ensuring a successfulharvest if it is invited to live in the best ears of padi, selected forthe ne!t year"s planting.The boys made their way into the village to watch the festivities.3t was very interesting.

;oo% at the pictures riting!sing the same template as &esterda&, the children brainstorm andwrite the next entr& for ALri+s diar&, using the prompts and sharedreading to help them with ideas. Teachers may need to differentiatethe template, making it simpler for those re&uiring e%tra support eg,adding sentences starters, making a cloe passage.

4 -ustained

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;isteningandspea%ingri felt a little sad. Today was the last day of hisholiday and he would be going home tomorrow. 1ino met him atbreakfast to tell him that today they were going back to thevillage to see the 1agavau ceremony and the beauty contest.The 1agavau ceremony is when the 0igh /riests and/riestesses search for and gather the *ambaa>on which have

been lost, or stolen, whether by floods, pests or carelessharvesting. They recite a long prayer to encourage the*ambaa>on to return to the rice barns. A>ri forgot that he wasfeeling sad and began to get e!cited about the plans for the day.The boys watched the 1agavau ceremony then returned to thelonghouse for lunch. After lunch they watched the beautycontest followed by dancing and singing performances. 3t was a

great dayI

As% the children comprehension Fuestions about the shared readingto ensure understanding. #rainstorm with the children how ALri ma&have felt, what he ma& have seen etc on the second da&. efer to


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pictures and toda&+s shared read.

ndependent >riting!sing the same template the children brainstorm and write the nextentr& for ALri+s diar&, using the prompts and shared reading to helpthem with ideas. Teachers may need to differentiate the template,

making it simpler for those re&uiring e%tra support eg, addingsentences starters, making a cloe passage.

-ustained

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t -tud& tas%

ssuing of

boo%s

emind the children about the routines for -- and expect allchildren to be silentl& reading during this time. onitor boo%1 textchoices and advise where needed. emember to model goodreading behaviour.

0repare a comprehension tas% for the children to complete, based onthis wee%+s theme. Either use the shared readings, or boo%s availablefrom the librar& to support this.

'hildren select boo%s to borrow and complete the process once stud&

tas% has been completed.

Enri'(2ent te#t -ee.


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plants.

>hen the padi began to ripen, inoinganNs wife, -uminundu was as%ed to first pic% a little of it,

thresh it, fr& it, mix it with coconut flesh and its water and share it with her people and pets.

;ater, when the harvest came and -uminundu cut the stems of the padi with her sic%le the voice

of her daughter was suddenl& heard as%ing her to be careful.

>hen the time came for inoingan and his wife -uminundu to go up to the heavens inoingan

told his wife that the& had &et to perform some ceremonies, including a great feast for all the

people he had created, as it was the reFuest of uminodun that it be done to Qbestow their love

and respect to her for the inheritance of the people of this worldQ. #ut first he wrote down the

customs of each countr& to guide the people. (or those who could not read, he taught

priestesses pra&ers for festive da&s and for curing sic%nesses.

#ut when the time for the feast came, inoingan was not happ&. e felt a deep fatherl& longing

for uminodun and thought that she would surel& be leading the feast if she were to be alive.

-adl&, he pla&ed a tune with his bamboo flute and called his daughterNs name.

iraculousl&, uminodun came out of a big *ar that was used to hold the remains of the

threshed padi. er return to life added huge *o& to the festivities. >hen the feast was over,

inoingan, his wife and his daughter disappeared in the heavens, sa&ing farewell to their

guests.

Wee. = 5 Intere&tin ,la'e& in !ara-a.Rea%in enre 5 Infor2ation8 Writin enre 5 Ne-&$a$er Arti'le

0o'u& -or%& 6an% 2eanin&7 t(i& -ee.:)hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in

the classroom with picture prompts and could be the focus of the first minutes of each lessonalong with games and activities which help consolidate understanding of the vocabular&. 0ort(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion& of t(e -or%&3

$lea&e ena*le t(e2 to %o &o

Wor%:". located2. ethnic3. culture4. heritage. exhibits. artefacts5. statues6. mummified7. souvenirs

Meanin:". situated2. tribal 1 racial3. wa& of life4. handed down from the past. displa&s. man9made ob*ects5. sculptures 1 figures6. preserved Rbod&S7. gifts 1 memento


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"8.authentic"".replicas"2.legendar&"3.enchanting

"8.not original 1genuine"".imitation 1 model"2.famous 1 well %nown"3.fascinating

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efer the children to the shared reading. Discuss all the difficultwords 9 as% the children what could be the meanings b& loo%ing at thecontext. )hen as% comprehension Fuestions about the text, e.g. >hatis the area of -arawa%G >hat is -arawa% %nown asG >hat is thename of the capital cit&G >hat are the interesting placesG etc. Ensurethat the children have a sound understanding of the text through &our

Fuestioning. As the children answer Fuestions, record the answerson the whiteboard as a mind map to demonstrate to the children howto record information.

odelled1 'lass Dictated >riting!sing the information recorded on the board, demonstrate to thechildren how to begin ma%ing a newspaper article about -arawa%,using a template. You will need to explain that for newspaper article&ou need a title, border, and pictures to support &our writing, but thatthese can be added after the writing is finished. Encourage thechildren to participate in the selection of information to include in the

writing, using full sentences, e.g. -arawa% is located on the north9

western shore of the island of #orneo.Displa& template on wor%ing wall for future reference during the wee%.

E.g. of a newspaper article template

9esources:#. 5ewspaper article templates

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have some things that would not be found to challenge their thinking.*

(ote for teachers:The name of the city, -uching, is thought to derive from the Malayword kucing, meaning cat. Many of the locals refer to -uching as the6Cat City6 but it more likely comes after a tidal stream called -uching

!iver )4ungai -uching* that ran between the presentday Tua ek-ong Temple, and Chinese 7istory Museum. The stream originatedfrom Cat8s ye 7ill )(ukit Mata -uching* where there was anabundance of a local fruit called reen 9ongan which was alsoknown as Cat8s ye or Mata -uching in Malay.

9esources:#. :rticles about Cat Museum

2. ictures about Cat Museum

2at 1useum 1useum of 1eowwuching The uching 2at 1useum is a museum about cat. 3t is

believed to be the only one of its type in the world. 3t wasfounded in 5;;-. The museum is located in in the modern (orth2ity 0all building on top of *ukit iol, in /etra 4aya. There are

BBB e!hibits, artifacts, statues about cats from all over theworld. According to 1alaysian and 2hinese beliefs, the cat is alucky animal.

The museum displayed artefacts from countries all over theworld. A mummified cat found at *eni 0assan in Egyptsometime between -BBB *2-6BB *2 is displayed in themuseum.

One section of the museum is dedicated to the five species ofwild cats found in *orneo. 3n fact, the museum claims it has theworld7s rarest cat the )elis *adia. This cat is only found in*orneo7s rain forests.

The 2at 1useum entertains cat lovers. At the end of the journey,the museum also sells souvenirs such as stationery andkeychain which are all in the forms of catsI

efer the children to the shared reading. Discuss all the difficultwords 9 as% the children what could be the meanings b& loo%ing at thecontext. )hen as% the children comprehension Fuestions which drawthe important points about 'at useum. 'op& down the answer as amind map on the whiteboard for the children to use in their group

writing tas%s.

roup >ritingn groups of 394, children write another newspaper article and thistime is about 'at useum. emind the children to put the title, borderand space for pictures. Encourage the children to use their own

words to explain about 'at useum. During group writing time theteacher should be monitoring input b& all children and encouraging
http://www.thristhan.com/chinese-history-museumchinese-chamber-of-commerce-building-kuching-sarawakhttp://www.thristhan.com/chinese-history-museumchinese-chamber-of-commerce-building-kuching-sarawak


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those having difficult&.Displa& group writing on the wor%ing wall for future reference inindependent writing.


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the shared reading. f necessar& as% comprehension Fuestions inorder to retrieve the information. ;ist down all the information on the

whiteboard. n groups as% the children to discuss more on what the&can thin% of the -arawa% 'ultural :illage based on the sharedreading and the pictures.

9esources:#. ictures of 4arawak cultural village and 7eritage centre

ndependent >riting !sing the list of information on the whiteboardand the group discussion, as% the children to write a simple and shortnewspaper article about -arawa% 'ultural :illage. >hile the children

will be %een to add pictures and details, insist that writing iscompleted to the reFuired standard first.


2. ictures of 4arawak cultural village

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and deep concrete ponds and natural breeding grounds for thecrocodiles to mate and multiply.

The best time to visit is during feeding times at 55am and -pmdaily. Once the feed is in place, the crocodiles would emerge

from the water and take aim. hen it is ready it would leap outfrom the water and take a huge snap at the feed. Then you cansee the Fjumping crocodile". The entire feeding session wouldlast for about B minutes.

4ong"s 2rocodile )arm also houses F*ujang enang"s" or 0appy*achelor"s remains. 3t was a legendary crocodile lived in *atangHupar 9iver in ri Aman area. 3t was a huge crocodile that grewto 5; feet and % inches. The crocodile is notorious as a maneating Fmonster". F*ujang enang" was well known back in 5;;-.

Apart from crocodiles there are also numerous rare species ofbirds and animals found only in the *orneo 3sland. Jisitors canhave the enchanting e!perience of walking freely among themonkeys, leopardcats, sunbears, bearcats, pheasants, civets,barking deers, sambar deers, turtles, fruit bats, monitor li>ards,

pythons and even hornbills.

9esources:#. ictures of ;ong8s Crocodile riting !sing the list of information from discussion inpairs, as% the children to write a simple and short newspaper articleabout Kong+s 'rocodile (arm. >hile the children will be %een to addpictures and details, insist that writing is completed to the reFuired

standard first.


2. ictures of ;ong8s Crocodile rite the name of thenewspaper and the titles of the articles. )he teacher might suppl& thepictures to accompan& the articles. Encourage the children to be


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creative.

-ustained

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boo%s


!sing boo%s and1or information available in the librar& about -arawa%)assistance may be needed from the librarian in advance to selectsuitable books* as% the children to loo% for other interesting places ordetails about 'at useum 1 -arawa% 'ultural :illage 1 Kong+s'rocodile (arm .

'hildren select boo%s to borrow and complete the process once stud&tas% has been completed.

Enrichment Te!t eek D:

unung ading @ational 0ar%


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unung ading @ational 0ar% is a beautiful stretch of mountainous onl& two hours awa& from

uching t consists of rugged mounted pea%s9 unung ading, unung 0erigi, unung

-ebuluh and unung ;undu.. ;ocated near ;undu, a pleasant little town in south9west

-arawa%. nitiall&, the par% was a closed conservation Lone for the spectacular afflesia, the

largest flower in the world that can grow up to one metre in diameter. owever, the @ational0ar%s Department has decided that unung ading is a treasure that should be shared with

the public. t was gaLetted as a @ational 0ar% in "763 and was opened to the public in "774.

)here are numerous rare plants in the par%, the most notable being the afflesia tuan mudae

hen in bloom, the flower gives off nast& smell which attracts flies and other

insects.

$ther attractions in the par% include a series of challenging *ungle trails and a number of

waterfalls with excellent bathing spots. )he waterfalls in the upper reaches of -ungai ;undu in

fact have become a popular recreational destination for both local and foreign visitors. )he

more adventurous visitors can ta%e a hi%e right up to the pea% of ount ading which is 788

meters high.

Wee. > 5 ,e&ta Ba*ulanRea%in enre 5 Infor2ation8 Writin enre 5 Narrati)e


the classroom with picture prompts and could be the focus of the first minutes of eachlesson along with games and activities which help consolidate understanding of the

vocabular&. 0or t(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion&of t(e -or%&3 $lea&e ena*le t(e2 to %o &o


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Wor%:". $riginated2. Ancestor

3. Deceased4. Annuall&

. !niFue. -&mbol5. randest6. ituals7. andicrafts"8. ilarious"". ela&"2. Attire"3. Accessories"4. @ervous

Meanin:". came from2. someonewhoisrelatedto&ou

wholivedalongtimeago3. departed1 dead4. once a &ear

. onl& one of its %ind. sign5. biggest6. ceremonies7. craftwor%"8. ver& funn&"". pass on to the next person"2. clothes"3. *eweller&"4. *ump& 1 worried

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9esources:#. nlarged 4hared !ead

2. ictures of (isaya people

As% the children to identif& all the difficult words and discuss the

possible meaning of each from the context. )hen as% comprehensionFuestions about the text, e.g. >hat is the name of a group of people

who lived in ;imbangG, >here were the& originated fromG, >hat wasthe fight all aboutG, etc. Ensure that the children have a soundunderstanding of the text through &our Fuestioning. ecord their ideason the whiteboard for reference during writing tas% time. Encouragethem to use their own words to narrate about the #isa&a people.

(or e.g#isa&a people live in ;imbang. )he& originated from 0hilippines. )heirancestor was %nown as $rang a&a unang...etc

odelled1 'lass dictated >ritingExplain to the children that the& are going to narrate about #isa&apeople from the shared reading and the pictures shown. odel asimple narrative to the children.

(or e.g#isa&a people live in #eaufort district and ;imbang. )he& originatedfrom 0hilippines. )heir ancestor was %nown as $rang a&a unang.Ever& &ear, #isa&a people celebrate #abulang (est in #atu Danau.)he ladies wear blac% blouses and red s%irts...etc.

9esources:#. 4hared read2. ictures of (isaya people

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read=

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writing

thousands of tourists who want to e!perience the festival. 3t is ajoyful occasion, involving many people displaying colourfultraditonal costumes, decorations and handicrafts. 3t is onlyduring 7*abulang )est7 that these *isayah dances, songs,handicrafts and hospitality to their guests are on display.

The highlights of the event are the ater *uffalo 9ace and 1iss*abulang N9atu Agak and 9atu ebaya *edoro competition.

9esources:#. nlarged 4hared !ead

2. ictures of (abulang here is the festival being carried outG >hat do the #isa&ahs doduring the festivalG Encourage the children to use their own words todescribe. ;ist the children+s responses on the whiteboard1 large paper

for reference during writing.roup >riting 0rovide each group with an A4 paper and as% them tonarrate about #abulang festival in their own words. Encourage thechildren to brainstorm their ideas first before writing about the festival.emind the children that the& ma& use the %e& points from the sharedread and the pictures but to have them narrated in their own

words1wa&s of understanding.(or e.g#abulang festival is the largest festival of the #isa&a people. t iscarried out for three da&s. t occurs in #atu Danau, ;imbang. tinvolves man& people. )he& wear colourful costumesJetc

9esources:#. nlarged 4hared read

2. ictures of (abulang


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to sharedread=

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Da& 3 ?independent writing

ater buffalo races were the highlight of the *abulang )estival,celebrated by *isayah"s community at *atu +anau, Himbangarawak.

Hast year, there were twentyfive buffaloes and their riders tookpart in five races. The races included a straight race, a twolap

race for small and large buffaloes, and also a relay.

There were hilarious moments when several riders fell off theirmounts and some buffaloes ran in the wrong direction. Hast

year"s participation in the buffalo race was the biggest eversince the festival was first held in BB%.

3n addition, there was also a contest for the best decoratedbuffalo cart or Muntul *erhiasM, which was used in the past bythe *isayah to transport rice.

9esources:#. nlarged 4hared read2. ictures of water buffalo races.

;oo% at the pictures of the water buffalo races. Encourage thechildren to describe the pictures. Encourage children to discuss withtheir partners before giving answers in full sentences.

ndependent >riting0rovide the children with writing template. As% them to narrate aboutthe water buffalo races in their own words. )ell the children that the&ma& use the %e& words provided in the writing templates. emindthem to write what the& can remember from the discussion and the

shared read. )herefore, encourage the children to brainstorm theirideas together again.

9esources:#. +ifferentiated writing templates

2. nlarged 4hared read3. ictures of water buffalo races

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and-pea%ingriting tas%

Da& 4 ?independent writing

#abulang. As% the children what the other competitions might be inthe 0esta #abulang beside the water buffalo races. As% them todiscuss what can be expected from the iss #abulang competition.As% Fuestions based on their discussion to provo%e furtherconversation.

The other events which attract the crowd are the 1iss *abulang

and the local food cooking competition. The 1iss *abulangcompetition is divided into two competitions: 9atu Agak and9atu ebaya *edoro. 9atu Agak is open to the young ladieswhere they compete among each other wearing traditional attireto win the title F=ueen of *abulang". The objective of thecompetition is to display the uni8ueness of the traditionalaccessories and attire of *isaya"s community.

The F9atu ebaya *edoro" competition is for the mothers. 3norder to win the title of F9atu ebaya *edoro" they need to wearFkebaya" with complete accessories. (ormally they feel nervous

before they go out to the stage. 0owever, it is a fun andenjoyable competition to join in after allI

9esources:#. nlarged 4hared read

2. ictures of Miss (abulang competitions.

As% the children comprehension Fuestions about the shared readingto ensure understanding. #rainstorm with the children about theevents which occur during #abulang (est. As% the children if the&have ever ta%en part in a big competition. #rainstorm what the& hadto do, how the& felt, who was watching etc. >rite down the points and

the vocabular& used on the whiteboard. efer to pictures and toda&+sshared read for further hinting.

ndependent >riting0rovide the children with a writing template. As% them to narrateabout ta%ing part in competitions. As% the children to refer to thepoints on the whiteboard. Allow them to discuss more with theirpartner about the topic. )ell the children that the& ma& use the %e&

words provided in the writing templates.

9esources:#. +ifferentiated writing templates

2. nlarged 4hared read3. ictures of Miss (abulang competitions.

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boo%s


#ased on this wee%+s theme, as% the children to find more informationabout other festivals in -arawa%. !se boo%s available from the librar&to support this.


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of the festival, then his wealth is confirmed. )he other rich man would ma%e #abulang

festival on the next &ear so that he could compete and prove his wealth too.

)oda&, #abulang festival is created as an annual festival for #isa&a+s communit&. )he

festival is usuall& carried out in Kune at #atu Danau, ;imbang. )he result is ver& livel&

and overwhelming each time. )he festival is not onl& to gather the people from ;imbang

but also from all over -arawa% in particular. )he festival is also attended b& the #runei+s

Dusun tribe and -abah+s #isa&a.

)he festival also attracts tourists from neighboring states, such as, >est ala&sia,

#runei and even from continental Europe.

#esides featuring events such as iss #abulang and >ater #uffalo racing, the festival

is also attended b& local and invited artists who perform. A local dance %nown as B)arianAnca&au+ is also performed b& the #isa&as.

t is such a uniFue and pleasant festival to attend together with families.

(ote for teachers:0ther resources mentioned that the dance is called =Tindak :lu8 and the music is called=:ncayau8.

Wee. ? 5 Intere&tin ,la'e& in Kali2antanRea%in enre 5 Infor2ation8 Writin enre 9 Dire'tion&


the classroom with picture prompts and could be the focus of the first minutes of each lessonalong with games and activities which help consolidate understanding of the vocabular&. 0ort(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion& of t(e -or%&3

$lea&e ena*le t(e2 to %o &o

Wor%:". fascinating

Meanin:". beautiful and interesting


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2. remar%able3. diverse4. exotic. destination. located5. uniFue

6. goods7. purchase"8.situated"".accessible"2.ecos&stems"3.endangered"4.protected".rehabilitation".inhabited"5.coast"6.isolated

"7.pristine

2. amaLing3. different4. tropical. end point. found5. onl& one of its %ind

6. things7. bu& something"8.found"".eas& to get to"2.environments"3.d&ing out1not man& left"4.%ept safe from harm".help ma%e something better1health&".animal or people who live there"5.beach"6.out of the wa&1cut off

"7.perfectDa+ Ele2ent& ontent

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Rea%in A&&e&&2ent: ive each child a cop& of one version of thereading assessment


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abilit& students in &our class. ho came last in the raceGroup >riting ive the students a map1diagram illustrating how toget from the spices to the fish. Discuss and list the vocabular&needed on the board for the students to refer to e.g. from, then, next

wal%, straight, until, turn, left, right, past, around etc.

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Da& 3 ?independent

writing


!se a variet& of games or activities to Fuic%l& rehearse thevocabular& which will be used throughout the lesson which the

children ma& not be familiar with.;istening and spea%ing ecall and discuss the different t&pes ofinteresting places covered so far in the unit " e.g. a national par%, amarine par%, a museum, a village etc. )ell the students that toda&+sshared read is about )un*ung 0uting @ational 0ar%. )al% about whatspecies of animals might live there. !se the structures H>hat animalsdo &ou thin% might inhabit1live in the par%GI H thin%J.mightinhabit1live in the par%I.

Tan@un ,utin National ,ar.)an*ung 0uting @ational 0ar% is situated within the 'entralalimantan province and is one of the most accessible national par%s

in alimantan. >ithin )u*ung 0uting are a variet& of ecos&stemsincluding tropical heath forest, peat swamp forest and mangroveforest.)he forests of )an*ung 0utting are inhabited b& man& endangeredand protected species of animals including orangutans and proboscismon%e&s. )here is an orangutan rehabilitation center within the par%.$ver two hundred different bird species are found in the par%including hornbills. )an*ung 0utting also has two species ofcrocodiles and man& species of moths and butterflies.

peaking Assessment Task: #directions &n preparation for the assessment displa& the diagram1map of


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)an*ung @ational 0ar% and discuss or model the directions for gettingfrom the crocodiles to the orang9utans. -tudents then complete thisin pairs using the Fuestion structure How do &ou get from thecrocodiles to the orangutansGI (ollowed b& the other partnerproducing the directions. )hen swapping roles. Assess as man&students as &ou can during this and assess the remaining students

during independent writing time.#Histen to each student"s dialogue and record a percentage out of CPfor each child in terms of the language they produce. 1ake a

professional judgement about whether the child should be awardedthe higher or lower P in each category&.;5BPproduce the directions with accuracy and fluency


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Dictate the following directions for the children to write.4tart from @ellyfish and walk straight ahead.Then walk around the sharks.5e%t turn right and walk through the manta rays.94 2ar.&Ci& i)en for ;;9;= 2ar.&? i& i)en for C9; 2ar.&> i& i)en for


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Enrichment Te!t eek C:

The Dayak People of Kalimantan

The Dayak people are the native inhabitants of Kalimantan. The Dayak population

living in Kalimantan is estimated to be between two to four million. There are six

main Dayak tribes: Kayan-Kenyah-Bahua, T Danum, !ban, "urut, #unan and

Klemantan. $a%h of these tribes inhabits a different part of Kalimantan.

The Dayak people make their living by fishing,

hunting, farming and making handi%raft. They are

very %lever hunters be%ause they %at%h animals by

trapping them. The Dayak people burn some of the forest to %lear land for

farming and growing %rops. They are renowned for their rattan weaving,

beadwork and %arved furniture. &ot all of the Dayak people remain in the

traditional villages, some of them move to the towns and %ities of Kalimantan to

make their living.

The Dayak people live in long houses, whi%h have more than one family living in

them. There is a large outside area in front of the long

houses where, in the evening, the %hildren sit and listen

to their parents tell stories. During the day the %hildren

help their parents with the hunting, fishing and farming.

'lthough the all of the Dayak tribes share many similarities there are also

differen%es between them. $a%h tribe has their own diale%t, %ustoms, laws and

%ulture.


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Wee. C 5 ,era+aan Erau

Rea%in enre 5 Infor2ation 8Writin enre 9 Letter

0o'u& -or%& 6an% 2eanin&7 t(i& -ee.:)hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed inthe classroom with picture prompts and could be the focus of the first minutes of eachlesson along with games and activities which help consolidate understanding of thevocabular&. 0or t(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion&of t(e -or%&3 $lea&e ena*le t(e2 to %o &o

Wor%:". biennial2. province3. coronation4. crowned. courtiers. livestoc%5. gratitude6. reign7. autonomous"8.egenc&"".mandated"2.exercise"3.literall&"4.agilit&

".thrive

Meanin:". happening ever& second &ear2. an& of the parts into which a countr& is

divided for the purposes of government3. a ceremon& at which a crown is

formall& put on the head of a new %ingor Fueen

4. introduced as the new leader at apublic ceremon&

. a companion or adviser to a %ing. the animals %ept on a farm for use or

profit5. the feeling of being than%ful6. to rule as %ing or Fueen7. independent

"8.the period of government"".instructed"2.to practice"3.exactl&"4.the abilit& to move Fuic%l& and easil&".to continue well

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reading

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Da& " ?modelled1classdictated

Erau is an 3ndonesianbiennial cultural festival, which takes

place in the city ofTenggarong, utai artanegara, East

alimantan. The word erau comes from the utai word eroh,

meaning crowded, noisy and joyful. The festival is celebrated in

Tenggarong town, 1ahakam 9iver, /rovince of East alimantan.

3t is celebrated around the end of eptember.

Every coronation of the utai artanegara ultans, since the

time that the first ultan was crowned, had been celebrated and

remembered with an Erau ceremony. Erau ceremonies then

changed from being about the ultan7s coronation to a

celebration remembering the important people and things they

did for the kingdom. The length of the ceremony would depend

on how much money the utai /alace"s had, it ranged from here have &ou beenG+ B>hat festival did &ou seeG+ )hechildren should use the correct tenses in their response.

odelled 1 'lass Dictated >riting)ell the class that &ou are visiting alimantan during the Erau festival.You are going to send a letter to a friend bac% home. odel to the

class the wa& in which to write a letter. -how clearl& the wa& in whichthe letter opens with BDear hat is Erau festivalG+ B>hen is it celebratedG+ etc.

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riting tas%

Da& 2 ?group

writing

courtiers would then provide free meals to the kingdom7s people

to show them he was thankful for their loyalty.

The last known traditional Erau ceremony was in 5;D6, for the

remembrance of the sultan"s coronation. The traditional Erau

ceremony ended along with the end of the utai artanegara

ultanate reign, when East alimantan was changed into theindependent region of utai artanegara #ukar& 9egency.

)rue or false activit&.Distribute two cards with different colours


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ndependent writing ;etter9writing0upils will write a letter on their own but with helping words.Encourage the use of the correct tense and to include con*unctions,ad*ectives, prepositions etc.

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Enrichment Te!t eek ;:

1ahakam 9iver

aha%am iver is the largest river in East alimantan. )he 7689%m9long

river flows from the district of ;ong Apari in the highlands of #orneo, to its

mouth at the a%assar -trait.

)here are about 5 la%es spread in the aha%am river basin and about 38

la%es are located in the middle aha%am area including the three main

la%es ;a%e KempangP ;a%e -ema&angP ;a%e elintang. Downstream of the

connection with the -ema&ang and elintang la%es, the aha%am meets

three other main tributaries 9 the rivers #ela&an, edang epala, and

edang antau 9 and flows south9eastwards through the aha%am delta

distributaries, to the a%assar -trait.

aha%am iver has great flora and fauna diversit&. A total of "45 indigenous

freshwater fish species had been identified. )he aha%am hosts the

freshwater dolphin rrawadd& Dolphin, a criticall& endangered fish species.

)he aha%am river basin is also an important breeding and resting place for

276 bird species, among them 58 protected and five endemic species.

aha%am is also the main river s&stem on where the indigenous Da&a%

resides for generations while preserving their ver& native wa& of life and

culture.

Adapted from http11baliwww.com1hotel1tips1#ali%papan177.html

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0repare a ap (ill tas% for the children to complete, based on thiswee%+s theme. Either use the shared readings, website articles or

boo%s available from the librar& to support this.'hildren select boo%s to borrow and complete the process once stud&tas% has been completed.
http://baliwww.com/hotel/tips/Balikpapan/99.htmlhttp://baliwww.com/hotel/tips/Balikpapan/99.htmlhttp://baliwww.com/hotel/tips/Balikpapan/99.html


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Wee. 1 5 Unit Re)i&ionRea%in an% Writin "enre 9 Mi#e%


the classroom with picture prompts and could be the focus of the first minutes of eachlesson along with games and activities which help consolidate understanding of the

vocabular&. 0or t(o&e nee%in to 'ontinue 'on&oli%atin &oun%& an% &i2$ler )er&ion&of t(e -or%&3 $lea&e ena*le t(e2 to %o &o

Wor%:)eachers are to create their own selection ofvocabular& from !nit ".Try to focus on words that have been used

repeatedly e.g festival, celebration, location.The selection of vocabulary will depend onthe ability of the students, the level ofdifferentiation used by the teacher and thete%t teachers select for use during the week.

Meanin:

Da+ Ele2ent& ontent

" 9

4 -ustained

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:ocabular&

0ractice!se a variet& of games or activities to Fuic%l& rehearse the vocabular&

which has been used throughout !nit ".

ere are some suggested ideas for activities to use during the revision wee%

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9 which place the& prefer best

9 describe what the& have seen in each place

)he pupils ma& also draw the place the& are fond of

f the& were to travel or visit which place will the& go first and wh&G? use

ordinal numbers

-hared reading 'hoose texts from the !nit which &ou thin% need revising.

'onsolidate vocabular& and structures rather than content.

)eachers ma& choose to focus on a cross section texts b& using

one or several sentences from different text during one lesson.

roups could select a text to practice reading aloud, focussing on

fluenc&, pronunciation and pace and present it to the class.

year 4 unit 1 sow programme 2013 - beautiful borneo

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