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09

TABLE OF CONTENTS
A GUIDE FOR TEACHERS

WHAT IS A SHORT STORY

ELEMENTS IN SHORT STORY

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

SYNOPSIS
CHAPTER 1

WHAT A BORING HOLIDAY!

42

OUR HOLIDAY COLLAGE

43

CHAPTER 2

WHAT HAPPENS NEXT?

44

CHAPTER 3 AND 4

LETS 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 MASCOTS JOURNEY

79

MEME GENERATOR

80

TOWN PLANNER

85

I SPY

87

SETTING

LISTING THINGS

88

SOUNDS AND PLACES

90

HEY, WHATS 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

WRITERS 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 DONTS

133

WILD IMAGINATIONS

136

TAKE NOTE

138

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

A GUIDE
FOR
TEACHER
S

WHAT IS A SHORT STORY?

Shor
t

Simpl
e
plo
t

Shor
t
Stor
y

Singl
e
settin
g

Limite
d
characte
rs

ELEMENTS OF A SHORT STORY

Theme

Charact
ers

Setting
Elements of a
Short Story

Point of
view

Plot

THEME

The main idea of a

WHAT
IS THEME?
literary
work,

usually expressed as a
generalization.

WHAT IS A THEME?
A central message, concern, or insight into life expressed through a literary work
It is the author's underlying meaning or main idea.
Can be expressed by one or two sentences.
Open to interpretation.
Use various figures of speech to emphasize his theme, such as: symbol, allusion,
simile, metaphor, hyperbole and irony.

Examples of Themes:
Love is blind
Believe in yourself
Man proposes, God disposes.
Don't judge a book by its cover

SETTING

The place and time


where the
story took
place.

HISTORIC
AL

PHYSIC
AL

SETTIN
G

SOCIA
L

GEOGRAPHIC
AL

CHARACTERS

The people, animals or things


in the story.

TYPES OF CHARACTERS

PLOT

Plot is the sequence or order of


events in a story.

PLOT STRUCTURE

Clima
x

Rising
Action

Expositi
on
The start
of the
story.

Conficts
& crisis in
the story
that
leads to
the
climax

The
most
intense
momen
t

Fallin
g
Actio
n

The
events
between
the climax
and
resolution

Resolutio
n

The
conclusion
of the
story

POINT OF VIEW

Point of view is the perspective from which a story is told. We may choose to tell our story
in

First Person Point of

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

Third Person Point of

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

STAGES In
WORKING
WITH THE
TEXT

Before Reading

Prediction

Activate Background Knowledge

Providing background information

During Reading

Predict and check

Cross check

Connect Background Knowledge to the Information in the Text

After Reading

Discuss and Respond

Retell and Summarize

Introducing
the short
story

REVOLVING AROUND THE TEXT

Title

Characters

Author
Publishers
logo

Publisher
17

Illustrator

REVOLVING AROUND THE TEXT

Publishers name

Publisher

and address

ISBN number

1
8

Illustrator

REVOLVING AROUND THE TEXT

Synopsis

Characters

19

SYNOPSIS OF EACH CHAPTER

CHAPTER 1: A VERY BORING HOLIDAY


Joel was back to school after the holidays. His new teacher wanted the class to write
about their holidays. Everyone shared their exciting holiday adventure. Joel felt sad that
he had the most boring holiday ever. All of his classmates set off to write at least a page
about their holiday, leaving Joel wondering.

CHAPTER 2: MAKING IT UP
Joels 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. Thats 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.Gelatis 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 Joels essay to the whole class
and returned it to him feeling satisfied.

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. Joels 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. Gelatis 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, Joels Jelly Baby Freeze. Again, just like in his
imagination. Joels 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. Joels
mother reminded him to finish up his homework. Joels started on his homework and he
imagined. He imagined having a horse.or a crocodile.or even a dinasour.

CHARACTERS

Characters are the people


or animals in the story.

CHARACTERS

Joel

Tom

Ben
23

Joels new teacher

Yuki

Natalie

CHARACTERS

Gran

Anastasia Olivetti

Mr. Gelati

Mum

24

CHARACTERS
DESCRIPTION OF PEOPLE IN THE STORY
CHARACTERS

DESCRIPTIONS

WHY WE SAY THIS

Joel

active

... played on the swings at the


park, listened to story time at
the library and swum in the local
pool............ (pg. 7)

imaginative

That was true. But then I


started to imagine.(pg 12)

creative

I told her. Anastasia Olivetti


was so pleased with my ending,
she................... (pg. 13)

determined

Excellent! I thought. Id already


filled two pages!

Joels new
teacher

gentle
loving

No-one wanted to hear about


that! But my new teacher did.

caring

encouraging
motivating

patient
kind/
sympathetic

Well, if you really didnt do


anything exciting, she said,
then make something up!

My new teacher looked at me.


Now she looked as if she felt a
bit sorry for me.

Tom

adventurous
brave/bold/ daring

Toms cousin was a


skateboard champ. Hed
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

loving
caring
shows concern

(Joels mother)

Gran

Have you startedyour


homework yet?

(Joels grandmother)

helpful
caring
warm

My gran came to look after


us.

Anastasia Olivetti

friendly

My friend, Joel! She gave


me a big hug.

26

SETTING
The story takes place mainly in the classroom. Apart from that, the story also takes the
readers to the main characters home and several of the towns landmarks namely the
public library, the ice-cream parlour (Mr.Gelati) and a pizza joint (Pizza Shack).

Joels classroom

The ice-cream parlour, Mr. Gelati

The public library

The pizza joint, Pizza Shack

27

EVENTS
Joel is back to school and was asked by his new teacher to write an essay
about his holiday but Joel did not have anything interesting to write
about compared to his classmates.

His teacher assured him that surely he has something interesting to


write about his holiday and so Joel started imagining and writing about
meeting Anastasia Olivetti, his favourite author in the library.

Then Joel wrote about meeting Mr. Gelati who was looking sad because
he can't please his customers with his ice-cream. Joel suggested that he
tried putting in jelly babies.
Then Joel and his family headed for Pizza Shack and was welcomed by
the customers as he was the winner for free-pizza-for-a-year, for being
the one millionth customer.
Joel's teacher was happy with his work and prepared another homework
to be completed during the weekend. Joel decided to do it later and went
for an outing with his family.
They went to the library and to Joel's surprise, he met his favourite
author Anastasia Olivetti who used his idea to write the ending of her
story.

Then they went to the ice-cream parlour and Mr Gelati was so excited to
see Joel and addressed him as the inventor of Joel's Jelly Baby Freeze.

Finally, they went to the Pizza Shack and the pizza manager welcomed
Joel and informed him that he had won pizza for a year.
Joel felt that everything was so weird and then he remembered his
homework. He was told to write about his pet. He started imagining.

MORAL VALUES AND MESSAGE IN THE STORY

MORAL VALUES IN THE STORY


Determination
Diligence
Helpful

MESSAGE IN THE STORY


We should know that nothing is impossible in this world as long as we take things
positively.
We should never give up and always strive for the best in everything we do.
We should be hardworking instead of waiting for things to come our way.
We should not lie and make up stories in our lives.

Suggested Activities

30

REVOLVING AROUND THE TEXT

ACTIVITY 1: FRONT OR BACK?

LS: 4.2.1

Individual work
Steps:
1.

Show pupils the book cover.

2.

Describe the general features of the book cover:


a. Title of the story
b. Picture of the main characters
c. Authors name
d. Illustrators name

3.

Ask pupils to talk about story based on the cover. Elicit responses through Whquestions. 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.

* Teachers note: The cover refers to the front and back of the book.

Educational Emphases:

Multiple Intelligences (Visual-Spatial)

Contextual Learning

31

Front Cover

32

Synopsis

Characters

Publisher

ISBN
number

Publishers
website

Back Cover

33

WORKSHEET 1
Name the features found on the cover.

ANSWERS
Name the features found on the cover.

title

characters

author

illustrator

synopsis

REVOLVING AROUND THE TEXT


ACTIVITY 2: MATCH ME!

LS: 4.2.1

Individual work
Steps:
1.

Ask pupils to skim through pages 5, 6 & 7.

2.

Ask pupils to match the correct activities for each character in Worksheet 2.

3.

Ask pupils about their activities during the holidays and share with the whole class.
For example:

4.

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?

Ask pupils to write a short reflection on their experiences during the holidays.

Educational Emphases:

Multiple Intelligences (Verbal-Linguistic)

Assessment

WORKSHEET 2
Match the characters to the activity based on the short story. Use a different colour for
each character.

CHARACTER

ACTIVITY

ANSWERS

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

CHARACTER

ACTIVITY

REVOLVING AROUND THE TEXT


ACTIVITY 3: MY TOP 3 WISHES

LS: 4.2.1

Pair work
Steps:
1.

Ask pupils to list the events that happened to Joel.

2.

Ask pupils to imagined how they would have felt if they were Joel.

E.g.

How would you feel if you were Joel?

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 friends work.

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

* Teachers 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

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.

* Teachers 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

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

Educational Emphases:

Multiple Intelligences (Visual-Spatial)

Creativity and Innovation

Thinking Skills (Creating)

41

SYNOPSIS
CHAPTER 1: A VERY BORING HOLIDAY
ACTIVITY 1: WHAT A BORING HOLIDAY!

LS: 4.2.1

Group work
Steps:
1.

Pupils sit in groups.

2.

Write the title An enjoyable holiday on the board.

3.

Elicit responses from pupils on the title.

4.

Write the responses on the board.

5.

Show a picture of an enjoyable holiday.

6.

Get pupils to respond to the picture. Teacher initiates by asking related questions.
Does this picture depict an enjoyable holiday?
Have you been to this place? Do you know this place?
Do you think the people are enjoying themselves?

7.

Draw pupils attention to the board.

Change the word enjoyable in the title to

boring.
8.

In their respective groups, pupils discuss what would a boring holiday be like.

9.

Pupils come up with a simple mind map on a display sheet.

10.

Pupils present their work.

Educational Emphases:

Multiple Intelligences (Intrapersonal)

Contextual Learning

42

SYNOPSIS
CHAPTER 1: A VERY BORING HOLIDAY
ACTIVITY 2: OUR HOLIDAY COLLAGE

LS: 4.3.1

Group work
Steps:
1. Pupils work in small groups.
2. Distribute display sheets, markers and old newspapers.
3. Pupils make four columns on the display sheet.
4. Each column is written with each pupils name.
5. Pupils select suitable pictures from the newspaper cuttings which depict how they
spent their holidays.
6. Pupils cut and paste the pictures on the display sheet (in their own column).
7. Pupils present their collage when they have completed their work.

Educational Emphases:

Multiple Intelligences (Visual-Spatial)

Contextual Learning

Creativity and Innovation

43

SYNOPSIS
CHAPTER 2: MAKING IT UP
ACTIVITY 1: WHAT HAPPENS NEXT?

LS: 4.3.1

Pair work
Steps:
1.

Distribute a brief version of chapter 2 (Handout 1) to each pupil.

2.

Pupils are to read aloud and pupils are to follow.

3.

Pupils work in pairs.

4.

Each pair is given Worksheet 1 with the title of the chapter and a set of pictures
from chapter 2 (Handout2).

5.

Pupils are to cut out the pictures and paste them on Worksheet 1 in the correct
sequence based on Handout 1 given earlier.

6.

Then, pupils choose sentences from Handout1 and write them on the task sheet to
reflect each picture.

Educational Emphases:

Thinking Skills

Multiple Intelligences (Verbal- Linguistics,


Bodily kinaesthetic)

44

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 Joels Jelly Baby Freeze. The next stop was to the Pizza Shack
for lunch. There, Joel saw many people waiting for him. To his surprise again,
the crowd cheered loudly when they opened the door. He and Natalie were the
one millionth customers. He and Natalie got a free pizzas for the whole year!
Joel was pleased with his work and so was his teacher who read his essay to the
whole class.

45

WORKSHEET 1 (To be enlarged to A3 size)


CHAPTER 1
1.

MAKING IT UP
2.

5.

3.

6.

8.

7.

HANDOUT 2

47

HANDOUT 2

48

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

ACTIVITY 1: LETS GUESS

LS: 4.2.1

Pair work
Steps:
1.

Pupils work in pairs.

2.

Distribute Worksheet 2 to each pair.

3.

Ask pupils to look at pages 19-29.

4.

Pupils are to identify three important people Joel met.

5.

Pupils are to write them down in the first column in the worksheet provided.

6.

Highlight the titles, stressing on the word weird. Teacher explains the meaning to
enable pupils to complete the task.

7.

In pairs, pupils are to discuss questions 2 to 4 without referring to the text.

8.

Monitor and assist when necessary.

9.

When pupils are done, refer to the text to answer question number 5.

10.

Remind pupils not to alter their answers for question numbers 2 to 4 after referring
to the text.

11.

Choose pairs randomly to read out their answers.

Educational Emphases:

Thinking Skills (Remembering, analysing)

Multiple Intelligences (Logical-Mathematical)

Constructivism

49

Names:
Q1: Who
did Joel
meet?

WORKSHEET 2

Q2: Where
did he meet
them?

Q3: If you are at these Q4: Something weird


places, what do you
happens. What do you
usually do there?
think happened?

Q5: What actually happened?


(Refer to your book. Indicate
the page.)
Page:

1.

2.

Page:

3.

50

SYNOPSIS
CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS
ACTIVITY 2: SENTENCE STRIPS

LS: 4.2.1

Group work
Steps:
1.

Read the events in Chapter 3 & 4.

2.

Pupils are divided into groups.

3.

Distribute jumbled up sentence strips (Handout 3) in an envelope to each group.

4.

Pupils rearrange sentence strips on display sheets according to the events in the
story.

5.

Select a few groups to present in front of the class.

*Teachers note:

The sentence strips (Handout 3) are already in order.

Educational Emphases:

Multiple Intelligences (Verbal-Linguistic)

Thinking Skills (Analysing)

51

HANDOUT 3
Rearrange the sentence strips in the correct order.

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

Natalie and I walked towards Mr. Gelatis ice-cream shop where he was serving ice
cream.
Id imagined meeting a famous author, inventing a great new ice cream flavour and
winning free pizza for a year until I am left with no imagination.
My teacher asked me to write about the pet wed like to have using our own
imaginations.

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


elephant, crocodile or a dinosaur.
Mr. Gelati rushed out with two huge ice-creams in his hands screaming Joels Jelly
Baby Freeze is selling like crazy.

I met a famous author named Anastasia Olivetti in the library where she
dedicated the success of her book to me.
Mum bought us for pizza and we found out that we have won free pizza for a year.

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

ACTIVITY 3: WHO SAID THAT?

LS: 4.3.1

Pair work
Steps:
1.

Get pupils to look at the pictures in the short story.

2.

Pupils can discuss the pictures very quickly with a partner.

3.

Distribute Worksheet 3 to each pupil.

4.

They match the dialogue to the appropriate character.

5.

Once they have matched, discuss with pupils.

Educational Emphases:

Thinking skill (remembering)

WORKSHEET 3

I want

Joels Jelly

Ive used that

Looks like Mr.

Ready for

everyone to

Baby Freeze is

ending you told

Gelatis got lots

pizza? Lets get

write about

selling like

me about. Its

of customers.

a family-size

your pet. But

crazy! Everyone

so good! My

Shack Special

not the pet

wants it! Thank

books all

with double

youve really

you, thank you!

finished. I

topping.

got.

dedicated it to
you. Thank you,
thank you!

NATALIE

MR. GELATI

TEACHER

MUM

ANASTASIA
OLIVETTI

ANSWERS

I want

Joels Jelly

Ive used that

Looks like Mr.

Ready for

everyone to

Baby Freeze is

ending you told

Gelatis got lots

pizza? Lets get

write about

selling like

me about. Its

of customers.

a family-size

your pet. But

crazy! Everyone

so good! My

Shack Special

not the pet

wants it! Thank

books all

with double

youve really

you, thank you!

finished. I

topping.

got.

dedicated it to
you. Thank you,
thank you!

NATALIE

MR. GELATI

TEACHER

MUM

ANASTASIA
OLIVETTI

SYNOPSIS
ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING)
ACTIVITY 1: SUMMARY CARDS

LS: 4.3.1

Group work
Steps:
1.

Go through chapter by chapter with the pupils by referring to the book.

2.

Ask questions as they scheme and scan through the book.

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?
there?

What happened

Chapter 4

Where did he go
next?
What
Mr.Gelati?

happened

Did he go to the

Pizza Shack?

What happened

there?
What was his
homework?

to

Did he

manage to write?

What did he want to write about?


3. Pupils work in groups of four.
4. Each group is given four summary cards (Chapter 1-4) and a set of pictures
(Handout 4).
5. Pupils work in their groups and paste pictures correctly in the summary cards as
well as writing down the details of each chapter as needed (refer to the
summary cards).
6. Pupils compile the summary cards into a booklet.
7. Pupils present their work.

Educational Emphases:

Multiple Intelligences (Interpersonal,


Bodily Kinaesthetic)

Thinking skills (remembering)

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.

CHAPTER 2:

PASTE YOUR PICTURE HERE

1. Identify the characters in this chapter.

2. Who are the three new characters introduced in this


chapter?

..
3. Where did Joel meet the three new characters?

.
4. State an interesting event that happened here.

CHAPTER 3:

PASTE YOUR PICTURE


HERE

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 4:

PASTE YOUR PICTURE


HERE

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?

..

HANDOUT 4

62

HANDOUT 4

63

SYNOPSIS
ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING)
ACTIVITY 2: GUESS THE CHAPTER!

LS: 4.2.1, 4.3.1

Group work
Steps:
1.

Pupils work in groups of 4-5.

2.

Each group is given a picture booklet (jumbled up).

3.

Pupils take turns to look at a picture from the booklet and describe it to the other
members in the group.

4.

Members of the group should listen carefully and guess the correct chapter the
picture is from without looking at the picture.

Educational Emphases:
Multiple Intelligences (Visual-Spatial &

Verbal-Linguistic)

Thinking Skills (Synthesising)

Constructivism

64

*Teachers note:
The pictures in the picture booklet for this activity should not be in sequence
following the chapter.

*Idea on how to compile the pictures into a booklet.

The picture can be photocopied larger and laminated.

Punch a hole in the top left corner of each picture and all pictures are
compiled together in a ring.

PICTURE BOOKLET

66

67

oe.

ave you scarce

your homework yet?"

68

69

SYNOPSIS
ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING)
ACTIVITY 3: STORY CHAIN

LS: 4.2.1, 4.3.1

Group work
Steps:
1.

Pupils work in groups of 5-6.

2.

The first person in each group will be given a picture booklet (booklet used in
Activity 2).

3.

He/she will look at the first picture and start the story in his/her own
words (at least one sentence) based on their understanding of the story.

4.

The next pupil looks at the second picture and continues the story and this step
goes on until the last picture in the booklet.

Educational Emphases:
Multiple Intelligence (verballinguistics)
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.

70

PEOPLE IN THE STORY (CHARACTERS)


ACTIVITY 1: WHO AM I?

LS: 4.2.1

Pair work
Steps:
1.

In pairs, pupils are given Worksheet 1 and are asked to discuss and complete the
given task based on the short story And Something Weird Happened......

2.

Pupils are asked to cut and paste the given pictures in Handout 1 onto
Worksheet 1.

3.

Then, pupils are asked to identify the characters.

4.

Discuss the answers with the pupils.

Educational Emphases:
Multiple Intelligences (Visual Spatial,
Bodily-Kinesthetic)
Thinking Skills (Remembering)

*Note for Teacher:


Teacher can select a few pairs to present their answers.

Suggested Answers:
Major Character

- Joel

Minor Characters

- Joels new teacher, Yuki, Ben, Natalie ( Joels


sister), Tom, Joels mother, Joels grandmother,
Anastasia Olivetti, Mr Gelati

WORKSHEET 1

AND SOMETHING WEIRD HAPPENED .......


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

MINOR CHARACTERS

HANDOUT1
Cut and paste the pictures into the boxes provided in Worksheet 1.

PEOPLE IN THE STORY (CHARACTERS)


ACTIVITY 2: DESCRIBING THE CHARACTERS

LS: 4.2.1

Individual work
Steps:
1.

Based on the short story And Something Weird Happened....pupils are asked to
fill in the blanks with the correct characteristics of each character using the
adjectives (Worksheet 2). Pupils are encouraged to use other suitable adjectives.

2.

Pupils compare their answers with their friends.

3.

Pupils present their answers.

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

Suggested Answers
Joel
- active, imaginative, creative, determined
Natalie
- young
Joels mother
- concerned, caring, understanding
Joels grandmother - caring, loving, concerned, responsible
Joels New Teacher gentle, loving, caring, encouraging, motivating,
patient, kind
Yuki
- thoughtful
Ben
active, athletic, determined
Toms cousin
- active, athletic, determined, supportive, kind, loving

(Accept any suitable answers)

WORKSHEET 2
Write down the words that best describe each character.

PEOPLE IN THE STORY (CHARACTERS)


ACTIVITY 3: MY FAVOURITE PERSONALITIES

LS: 4.2.1

Group work
Steps:
1.

Pupils are given Worksheet 3.

2.

Teacher recalls the adjectives learnt (Refer to Activity 2).

3.

In groups, they are asked to choose 2 famous/ prominent personalities of their


choice and describe them. (Teacher can provide the pictures if necessary)

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

Suggested answers

beautiful, caring, loving, gentle,

brilliant, intelligent, determined, famous

(Accept any suitable answers)

WORKSHEET 3
Describe each personality.

Famous
Personalit
y 1 (Cut
and paste
here)

Famo
us
Personali
ty 2 (Cut
and paste
here)

PEOPLE IN THE STORY (CHARACTERS)


ACTIVITY 4: MY FAVOURITE CHARACTER

LS: 4.2.1

Group work
Steps:
1.

Pupils are divided into groups of five.

2.

Each group is given a pair of scissors, A4 paper (coloured and white), glue, colours
(colour pencil, crayon), manila card.

3.

In their respective groups, pupils are asked to discuss and complete the given
task.

Teachers Instructions:
a. Write the name of your group in the middle of an A4
paper. b. Cut out the shape of your groups 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 groups imagination.
4.

Glue your finished character onto a piece of A4 coloured paper.

5.

After having done the above, ask pupils to write a descriptive paragraph about the
character as if it is an alien arriving here on earth for the first time. Give
characteristics to the character. Give it a name, place of origin reason for being
here, etc.

6.

The group that finishes first will be the winner.

7.

Presentation

of

each

group

is

done

and

teacher

provides

necessary

comments/feedback.
Educational Emphases:

Multiple Intelligences Intrapersonal, BodilyKinaesthetic, verbal linguistic

Thinking Skills Creating

PEOPLE IN THE STORY (CHARACTERS)


ACTIVITY 5: MY MASCOTS JOURNEY

LS: 4.2.1, 4.3.1

Group project
Steps:
1.
2.

Find a small soft toy or puppet which will become each groups mascot.
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.

Teachers Note:
This can be done as a group project and a longer period of time is given to complete
this task. Teacher needs to check their progress from time to time.
Educational Emphases:
Multiple Intelligences
(Intrapersonal, Bodily-Kinaesthetic)

Thinking Skills -Creating

PEOPLE IN THE STORY (CHARACTERS)


ACTIVITY 6: *MEME GENERATOR

LS: 4.3.1, 4.3.2

Group work
Steps:
1.

Pupils work in groups of 4.

2.

Show a sample meme on teachers as a stimulus to introduce the next activity.

3.

Ask pupils questions based on the meme to stimulate discussion

4.

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?

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.

*Teachers note:

Meme is pronounced as /mem/.

Ask pupils to bring old magazines or old newspapers for the


lesson.

Teacher can distribute a soft copy of the template at


http://www.quickmeme.com/meme/364j15/ and ask pupils to create the meme
on the computer. Pupils may later present it in class using the projector.
Educational Emphases:
Multiple Intelligences (Verbal-Linguistic)
Thinking Skills (Analysing) Evaluating, Rationalising )
Information and Communication Technology Skills
(ICT)

SAMPLE MEME

http://www.quickmeme.com/meme/3
64jl5/
81

WORKSHEET
4

AUTHOR

Whatmy Boss thinks I do

What I think I do

82

What I really do

ICE-CREAM MAN

83

84

SETTING
ACTIVITY 1: TOWN PLANNER

LS: 4.2.1, 4.3.1

Group work
Steps:
1.

Distribute Worksheet 1 to each group.

2.

Pupils study the distributed map. Teacher explains that some of the buildings in
the map have not been labelled.

3.

Pupils discuss an ideal location for the following and indicate the buildings in the
map.

a school

a public swimming pool

an ice-cream shop

a pizza shack

4.
5.

Pupils label the buildings in the map.


Pupils list reasons why they have selected the particular location.

6.

Group presentation:
i.

Pupils describe to the class the location of the school, the public
swimming pool, the ice-cream shop and pizza shack.

(Note: Teacher tell pupils that they may use the following words to
explain the building location: next to, near, beside, opposite, in front of)
ii.

Pupils give reasons why they think it is an ideal location for the
buildings.
Educational Emphases:

Multiple intelligences (Visual-spatial, Verbal


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

85

WORKSHEET 1
Label the map. Some of the buildings in the map have not been labelled. You may choose these or select another location and indicate it
in the map.

http://www.urbansitter.com/blog/fun-activities-and-attractions-to-entertain-your-kids-after-school
86

SETTING
ACTIVITY 2: I SPY

LS: 4.2.1

Pair work
Steps:
1.

Show the following picture to the pupils.

2.

In pairs, pupils list down as many things as they can see in the picture.

3.

Choose a few pairs at random. Each pair takes turn to ask the class to play the I
spy game.

E.g.:
I spy with my little eyes something beginning with the letter
4. The class makes guesses.
Educational Emphases:
Contextual learning

87

Thinking skills (analysing, applying)

SETTING
ACTIVITY 3: LISTING THINGS

LS: 4.2.1

Individual work
Steps:
1.

Pupils are given Worksheet 3.

2.

Pupils look at the pictures.

3.

Pupils list things likely to be found at each place in the given boxes.

4.

Pupils name at least 6 things that can be found at each place.

5.

Pupils present their answers.

Suggested answers:

Ice-cream shop

Pizza restaurant

Public library

1. ice-cream cones

1. plates

1. books

2. ice-cream

2. spoons

2. shelves

3. straws

3. forks

3. rubber stamps

4. strawberries

4. knives

4. tables

5. chocolate topping

5. vegetables

5. chairs

6. glasses

6. pepperoni

6. bags

Educational Emphases:

i-Think (Tree Map)

Contextual Learning

Thinking Skills (application)

WORKSHEET 2

Listing Things
Ice-cream
shop

Pizza shack

Public library

The things we can find here include...


1.

1.

1.

2.

2.

2.

3.

3.

3.

4.

4.

4.

5.

5.

5.

6.

6.

6.

SETTING
ACTIVITY 4: SOUNDS AND PLACES

LS: 4.2.1, 4.3.2

Individual work
Steps:
1.

Distribute Worksheet 3 (or draw the table on the board).

2.

Pupils study the table in Worksheet 3.

3.

Play the audio recording twice and pupils listen attentively to the
sounds played (the links are provided in the suggested answer table).

4.

Pupils match the sound to the settings in the table provided.

5.

Elicit responses.

6.

Pupils work in groups of four and select any one of the above
settings.

7.

Pupils mime a scene from one of the settings in front of the class.
Class guesses the scene.

*Teachers Note:
Advanced pupils can download other sounds that can be heard at the different
settings. Pupils can present it to their peers and ask the other pupils to guess.

Educational Emphases:

Multiple intelligences (Naturalistic, Verbal


linguistic)

Thinking skills (Analysing, Rationalising)


Contextual learning

Suggested answers and links:


Sound
number
1

Setting

Link

Classroom

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

Pizza shack

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

Public
library
Ice-cream
shop

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

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

91

WORKSHEET 3

Sound number

Setting

Pizza shack

Public library

Ice-cream shop

Classroom

92

SETTING
ACTIVITY 5: HEY, WHATS HAPPENING? LS: 4.2.1, 4.3.1, 4.3.2
Group work
Steps:
1.

Pupils work in groups of four. Number the groups (E.g.: group 1, 2, etc). Each
group member is labelled as A, B, C and D.

2.

Distribute worksheet 6.

3.

Pupils study the pictures in the worksheet. Label the setting as illustrated
in the picture.

4.

In each circle map, pupils list the events that may happen in each picture.
(The first one has been done for you).

*Teachers note
Worksheet 6 is a circle map. A circle map is used for brainstorming about a
topic. The inner circle contains the item to be discussed. Words or phrases
used to discuss these items are placed in the outer circle.
Educational Emphases:

i-Think (Circle Map)

Multiple intelligences (Interpersonal, Visual


Spatial, Bodily Kinesthetic)

Thinking skills (Analysing, Rationalising)

93

WORKSHEET 4

people talking

SETTING:

SETTING:

SETTING:

SETTING
ACTIVITY 6: ONOMATOPOEIA PLAY

LS: 4.2.1, 4.3.2

Pair work
Steps:
1.

Distribute Worksheet 5 to each pair.

2.

Ask pupils to look at the pictures in the worksheet.

3.

Pupils identify the sound in each picture and

write their responses in the

appropriate boxes.
4.

Ask pupils where they might hear similar sounds elsewhere.

Educational Emphases:

Multiple intelligences (Verbal linguistic)

Thinking skills (Analysing, Rationalising)

Contextual learning

WORKSHEET 5

PICTURE

SOUND

96

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

SUGGESTED ANSWERS

PICTURE

SOUND
Shh.

Rrring

PLACE
Public library
Classroom

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

97

Public library

EVENTS IN THE STORY


CHAPTER 1: A VERY BORING HOLIDAY
ACTIVITY 1: LIST ME

L.S: 4.2.1

Individual work
Steps:
1.

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

2.

Pupils are given Worksheet 1.

3.

Get pupils to write down all the words related to holidays referring to the pictures
(pupils are not supposed to refer to the text).

4.

Once pupils are done, teacher asks pupils to refer to the text to check if those
words listed can be related to the pictures. Pupils can add on to their list.

Examples:
basketball, aeroplane, skating, playing, playground, library, story time, television,
skateboard.
5.

Get pupils to talk about what Joel and his classmates did during the holidays.

What did Tom do with the skateboard?

Who played basketball?

What did Joel do in the library?

Who did Joel play with on the swings?

Where did Yuki fly to?

6.

Distribute Worksheet 2 for pupils to complete individually.

Educational Emphases:

98

i-Think (Brace Map)


Thinking skills (analysing, applying)
Contextual learning

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

99

WORKSHEET 2

played on the swing,

Joel

Holiday activities_

10
0

EVENTS IN THE STORY


CHAPTER 1: A VERY BORING HOLIDAY
ACTIVITY 2: FLIP ME

L.S: 4.2.1

Pair work
Steps:
*After reading Chapter 1
1. Get pupils to recall all the events and activities Joel and his classmates did.
2. Pupils work in pairs or small groups.
3. Each pair/group is given a set of play cards.
4. The play cards consist of word cards and picture cards.
5. Pupils arrange the word cards on the left and the picture cards on the right, all
facing down.
6. The first person is to flip one word card and one picture card at a time. If the
word card represents the picture flipped, he/she wins the card and gets to flip
again. If the cards are not related, the next person gets his/her turn (The rule is
to flip ONE word card and ONE picture card. The word card must represent the
picture. Example shown below).
Educational Emphases:

Thinking skills (remembering)

Multiple intelligences (visual-spatial & bodily


kinaesthetic)

Example:

Playing basketball
MEMORY FLIP CARDS
10
1

WORD CARDS

Playing
basketball

Skating on a
skateboard

Playing on the
swing

Flying in
an
aeroplan
e

Listening to
stories

Watching
DVD

Walking the dog

Playing board
games

10
2

PICTURE CARDS

10
3

EVENTS IN THE STORY


CHAPTER 1: A VERY BORING HOLIDAY
ACTIVITY 3: HOW WEIRD IS MY HOLIDAYS?

LS 4.3.1, 4.3.2

Pair work
Steps:
1.

Assign a role to each pair (pair 1: Yuki, pair 2: Tom, pair 3: Ben, pair 4: Rosie, pair 5:
Yuki, pair 6: Tom and so on).

2.

In pairs, pupils create a story on a weird holiday.

3.

Provide a guideline for them to write (Handout 1).

4.

Each pair writes a short paragraph based on the guideline given.

5.

Select pairs at random to present their work.

Handout 1
You may use these questions as a guideline to write your weird holiday story.
1. Introduce your role.
2. Tell your friends where you went.
3. Did you enjoy your trip?
4. Anything interesting happened?
5. How did you feel?
6. What did you do?
7. How did you react?
8. Was it unusual?

Educational Emphases:

Multiple intelligence (Verbal-linguistic)

Creativity and innovation

Thinking skills (synthesising)


104
1041

EVENTS IN THE STORY


CHAPTER 2: MAKING IT UP!
ACTIVITY 1:WRITERS BLOCK

LS 4.2.1, 4.3.1

Pair work
Steps:
1.

Each pair skims through pages 12,13,14,16.

2.

They list out events that happened to Joel.

3.

Distribute Worksheet 3 and get each pair to write their own version if a similar
event had happened to them before.

4.

Pupils present their own version of the story to the whole class.

Educational Emphases:

Multiple intelligence (verbal-linguistic)

Thinking skills (Synthesising)

Creativity and innovation

WORKSHEET 3
a)

Complete your own version of the story given.

Joels story

We went to the library for story


time. You wouldnt believe it. It was my
favourite author, Anastasia Olivetti. She was
making a surprise visit to our local library.
I told her, Anastasia Olivetti was so
pleased with my ending.
(page 12)

And

now, its time for your new version

of the story

We went to the library for story time. You wouldnt


believe it.

b) Complete your own version of the story given.

Joels story

They
Something

want
different.

something
I

cant

new.

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)

And

now, its time for your new version

of the story

They want something new. Something different. I


cant think of anything different at all!
I thought about it. How about

c)

Complete your own version of the story given.

Joels 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 Shacks one
millionth customers! We got free pizzas for a year!
(page 16)

And

now, its time for your new version

of the story

Outside the Pizza Shack, there was a band and a lot of


people. They all looked as if they were waiting for something. And
they were.
When Natalie and I pushed the door open,

EVENTS IN THE STORY


CHAPTER 2: MAKING IT UP!
ACTIVITY 2: PLOT ME

LS 4.2.1

Group work
Steps:
1.

Distribute cut-out pictures to each group.

2.

Pupils sequence the pictures on a display sheet according to the story line.

3.

Pupils match the pictures with the given dialogues correctly.

Educational Emphases:

Multiple intelligence (visual-spatial &


bodily kinaesthetic)

Thinking skills (understanding)

PICTURE CUT-OUT
Sequence the pictures into the correct order and paste the correct excerpt.

110
1101

11
1

DIALOGUES CUT-OUT

What did you do over the

You must have done something,

holidays, Joel? she asked.

my teacher said.

Nothing, I said.

But I didnt! I said. I had a

Nothing,

absolutely

really, really, boring holiday!

nothing?

said my teacher.

My new teacher looked at me.


Now she looked as if she felt a

Well, nothing that I can write


about, I said.

bit sorry for me.

I watched her walk away.

I told her. Anastasia Olivetti


was so pleased with my ending,

Make it up, shed said. Make it

she said shed dedicate her next

up

book to me.

All right then, I thought, I will.

I read over what Id written.

Ill make it up. And Ill really

Pretty good, I thought. Great

make it exciting!

start! I went on.

112
1121

I thought about it. How about

When Natalie and I pushed the

putting jelly babies in the ice-

door open, the band started to

cream? I said.

play. All the people cheered


wildly.

That would be different!


Wow! said MrGelati. Thats a
great idea! What an ice-cream!
Ill call it Joels Jelly Baby

Natalie and I were the Pizza


Shacks one millionth customer!
We got free pizza for a year!

Freeze.

My

teacher

looked

over

my

shoulder.
I knew you could do it, Joel,

So

Joel

has

very,

very

exciting holiday, didnt he? she


finished. She winked at me again.

she said.

And again, something sort of

Thats wonderful! Will you let

sparkled

me read it to the class?


And she did.

around her.

in

the

air

EVENTS IN THE STORY


CHAPTER 2: MAKING IT UP!
ACTIVITY 3 BUBBLE, BUBBLE

LS 4.2.1, 4.3.2

Pair work
Steps:
1. Distribute Worksheet 4 to each pupil.
2. Pupils are asked to complete the speech bubbles.

3. Pupils check their answers with their partner.


4. Get pupils feedback and list answers on the board.
5. In pairs, pupils role play the dialogues that they have completed.

* Teachers Note:
Accept any suitable answers.

Educational Emphases:

Multiple intelligence (Verbal-linguistic, bodilykinaesthetic)

Creativity and innovation

Thinking skills (creating, applying)

WORKSHEET 4
Fill in the speech bubbles with suitable expressions.

1)

Khairil, you should have


started writing your essay
fifteen minutes ago.

2)

3)

Hmm,
what pizza
should I
have
today?

4)

Wow! He is so
smart.

5)

6)

EVENTS IN THE STORY


CHAPTER 3: SOMETHING WEIRD HAPPENS
ACTIVITY 1: WEIRD HAPPENINGS

LS 4.2.1, 4.3.1

Pair work
Steps:
1.

Show pupils picture on page 19.

2.
3.

Write the title of chapter 3 on the board.


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)

WORKSHEET 5

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

EVENTS IN THE STORY


CHAPTER 3: SOMETHING WEIRD HAPPENS
ACTIVITY 2: MY FAVOURITE PET

LS 4.3.1, 4.3.2

Individual work
Steps:
1.

Teacher asks pupils about their pets.

2.

Show a slide of a rabbit (pet) with its descriptions.

3.

Encourage pupils to describe their pets.

4.

Distribute worksheet 6 and ask pupils to create their dream pets and
describe it

5.

Pupils display their dream pets and do a gallery walk.

6.

Pupils are given three stars each to stick on to their top 3 dream pets.

7.

Award the winners with the most stars.

Picture source:
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=11
42&bih=698#client=
badoo&tbm=isch&sa=1&q=picture+of+dream+pet+rabbit&oq=picture+of+drea
m+pet+rabbit&gs_l=im
g.3...13745.22376.8.23498.25.21.0.0.0.0.1095.6072.4j3j10j73.20.0....0.0..1c.1.20.img.dfgOdk04Yk&bav=on.2,or.r_cp.r_qf.&bvm=bv.49478099%2Cd.aGc
%2Cpv.xjs.s.en_US.c75bKy5EQ0A.O&f
p=861c55c5e46faa0a&biw=1142&bih=698&imgdii=_

Educational emphases:

I- Think (bubble map)

Knowledge acquisition

Multiple intelligence

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1201

(verbal-linguistic, visual-spatial)

121
1211

Thinking skills ( Creating)

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

WORKSHEET 6
Create your dream pet and describe it.

MY DREAM

EVENTS IN THE STORY


CHAPTER 3: SOMETHING WEIRD HAPPENS
ACTIVITY 3: AN INTERVIEW

LS 4.2.1, 4.3.2

Group work
Steps:
1. Divide pupils into groups.
2. Show a picture/video clip of an artiste (Sheikh Muzaffar).
3. Elicit from pupils the questions they are going to ask if they happen to meet him.
4. Distribute worksheet 7 and ask them to create an interview between the reporter
and the artiste.
5. Each group will role play the interview.
6. Choose the best group based on their creativity, fluency and pronunciation.

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...17387.40672.0.40941.67.50.17.0.0.6.130
0.15753.14j6j15j1j3j
5j4j2.50.0....0.0..1c.1.20.img.MiaxSUExL3A&bav=on.2,or.r_cp.r_qf.&bvm=b
v.49478099%2Cd.a
Gc
%2Cpv.xjs.s.en_US.c75bKy5EQ0A.O&fp=861c55c5e46faa0a&biw=
1142&bih=698

Educational Emphases

Knowledge acquisition

Multiple intelligence

( Intrapersonal, bodily-kinesthetic)

Thinking skills ( Creating)

WORKSHEET 7
Create an interview between the reporter and the artiste.

Question:

Answer:

Question:

Answer:

Question:

Answer:

EVENTS IN THE STORY


CHAPTER 4: MORE WEIRD THINGS HAPPENED
ACTIVITY 1: WEIRDO

LS 4.3.1, 4.3.2

Individual work /Pair work


Steps:
1. Give each individual or pair an incomplete picture of a dinosaur from Handout 1 and a
piece of A4 paper.
2. Pupils paste the incomplete picture of the dinosaur onto the A4 paper.
3. Pupils complete the picture by drawing their own version of a weird dinosaur pet.
4. Pupils put up the picture of their weird pet to share with their friends.
5. Pupils do a gallery walk.

*Teachers Note:

Pupils may work individually or in pairs.

Preparation: Refer to Handout 1. Cut along the dotted lines. The incomplete
picture will later be distributed to pupils.

Educational Emphases:

Multiple Intelligences (Interpersonal, Visual

Spatial)
Thinking Skills (Creating, Analysing)

Creativity and Innovation

HANDOUT 1

12
6

EVENTS IN THE STORY


CHAPTER 4: MORE WEIRD THINGS HAPPENED
ACTIVITY 2: MY PIZZA

LS 4.3.1, 4.3.2

Group work
Steps:
1.

Distribute modelling clay of different colours to each group.

2.

Using the modelling clay, pupils create their own pizza with their personal favourite
toppings.

3.

Write prompt questions (and answer template, for weaker pupils) on the board:
i. What are your favourite pizza toppings?
My favourite pizza toppings are

and

ii. Why do you like them?


I like

and

because they are

.
4.

Group presentation: based on the prompt questions, each group describe their pizza
and explain what are their favourite toppings and why.

Educational Emphases:

Multiple Intelligences (Intrapersonal,


Interpersonal, Bodily-Kinaesthetic, Verbal
Linguistic

Thinking Skills (Creating)

Creativity and Innovation

12
7

SAMPLE OF FINISHED PRODUCTS

12
8

EVENTS IN THE STORY


CHAPTER 4: MORE WEIRD THINGS HAPPENED
ACTIVITY 3: I SCREAM FOR ICE-CREAM

LS 4.3.1, 4.3.2

*Teachers 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.

Ingredients
300 ml cream
2 tablespoons castor sugar
1 teaspoon vanilla essence
1 teaspoon raisins
2 trays of ice cubes
6 tablespoon salt
1 medium-sized plastic bag
1 large-sized plastic bag
2 rubber bands

Make the necessary preparations and arrangements for the activity.

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1291

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 teachers supervision. Pupils give the icecream a name.

5.

Pupils can enjoy their ice-cream.

6.

Distribute Worksheet 8 to pupils.

*Teachers Note
Worksheet 8 can be given as homework.

Educational Emphases:

Multiple Intelligences (Intrapersonal,


Interpersonal, Verbal-Linguistic)

Creativity and Innovation

Thinking Skills (Creating)

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1301

HANDOUT 2

Vanillicious Ice-cream Recipe


Ingredients

300 ml cream
2 table spoons castor sugar
1 teaspoon vanilla essence
1 teaspoon raisins
2 trays of ice cubes
6 tablespoon salt
1 medium-sized plastic bag
1 large-sized plastic bag
2 rubber bands

Step 1

Place the cream, sugar and vanilla essence into the mediumsized 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://stufpoint.com/ice-cream/image/124255/nice-drawingpicture/

WORKSHEET 8

Ice-cream Recipe
Give your ice-cream a name!

Ingredients

replace this with anything that is

300ml cream
2 tablespoons castor sugar
1 teaspoon vanilla essence
1 teaspoon raisins
2 trays of ice cubes
6 tablespoons salt
1 medium-sized plastic bag
1 large-sized plastic bag
2 rubber bands

Step 1

replace this with any fruit


replace this with any fruits and/or

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!!

MORAL VALUES

ACTIVITY 1: THE DOS AND DONTS

LS 4.2.1

Group work
Steps:
1. Distribute Handout 1 to each group.
2. Ask pupils to discuss in their respective groups what they think about the situation.
3. Pupils present their answers in class.
4. Based on the short story, pupils discuss the 5 things they should and should not do
(Worksheet 1).

Educational Emphases:

Knowledge acquisition

Assessment

Multiple intelligence (interpersonal )

Thinking skills (analysing, evaluating)

HANDOUT 1

Share your ideas based on the situation given,

You can do it, Joel. I


know you can.

Can you
complete the
essay about
your holiday?

I am not sure what to


write about.but I will
try to do something
about it. I will do my
best.

Can he??? But he


didnt go anywhere for
the holidays!

WORKSHEET 1

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

THINGS YOU SHOULD DO

1.
2.
3.

THINGS YOU SHOULD NOT DO

1.
2.
3.

MORAL VALUES

ACTIVITY 2: Making It Up

LS 4.2.1, 4.3.1

Group work
Steps:
1.

Distribute Worksheet 2 to pupils showing Joels 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


Joels imaginations.

4.

Pupils need to give reasons in order to support their answers.

5.

Pupils present their answers in class.

Educational emphases

Knowledge acquisition

Assessment

Multiple intelligence
(verbal-linguistic, interpersonal)

Thinking skills ( Evaluation )

WORKSHEET 2

Joels imaginations.

Inventing a
Meeting famous
author

great new ice


cream flavour

Winning free
pizza for a year

Discuss Joels imaginations above. Is it good to make up stories? Give reasons to


support your answers.

MORAL VALUES

ACTIVITY 3: TAKE NOTE

LS 4.2.1, 4.3.1, 4.3.2

Individual work
Steps:
1. Show pupils a slide (Handout 2).
2. Ask pupils to imagine that they are in the situation.
3. Elicit their feelings based on the situation.
4. Distribute Worksheet 3suggesting ideas on what to do during the holidays.
5. Play the poison box game. The one who ends up with the poison box will read out his
or her suggestions.

Educational emphases:

Knowledge acquisition

Assessment

Multiple intelligence (visual-spatial, intrapersonal,


musical, bodily-kinaesthetic)

Thinking skills ( Creating)

HANDOUT 2

I had the most boring holiday


in the planet. My mum had to
work, so I stayed at home, day
after day, with my sister,
Natalie.
BOOOOOOORING!!!!!!!!!!!

WORKSHEET 3
Write your suggestions on how to help Joel with his boredom.

Dear ,
I am bored. Could you please help me
plan something interesting during my holiday>

From.

Joel

Dear Joel,

From,
.

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0

GOING BEYOND THE TEXT

ACTIVITY 1: A WEIRD HAPPENING

LS: 4.3.1, 4.3.2

Group work
Steps:
1.

Pupils are asked to discuss and to continue the story:

Im 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.

*Teachers Note:
Teachers can ask students to write their story on a display sheet and present it to
the class or teachers can do a gallery walk.

Educational Emphases:

Multiple Intelligence (bodily-kinaesthetic)

Mastery Learning

Thinking Skills (Creating)

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1411

GOING BEYOND THE TEXT

ACTIVITY 2: CHORAL SPEAKING

LS: 4.1.1, 4.1.2

Group work (Advanced pupils)


Steps:
1. Based on the story, each group comes up with a short choral speaking text.
2. Provide basic information and rules on choral speaking emphasising on tone,
intonation, stress, rhythm and sound effects to make it more creative and
interesting.
3. Provide a sample of choral speaking audio,
4. Each group presents their choral speaking with teachers guidance.

Group work (Lower intermediate pupils)


Steps:
1. Play a sample video on any choral speaking performance.
2. Distribute a short choral speaking text (Handout 1) to each group.
3. Read the text with the pupils.
4. Pupils practise in groups. Provide help when needed.
5. Pupils present in groups.

Educational Emphases:

Multiple intelligences
(bodily kineasthetic, verbal linguistic)

Contextual Learning

Thinking Skills (Creating)

Creativity and innovation

GOING BEYOND THE TEXT

ACTIVITY 3: DEVELOPING THE STORY LS: 4.3.1, 4.3.2

Group work
Steps:
1.

Show an enlarged picture of a dinosaur.

2.

Discuss the characteristics of a dinosaur (fierce, scary, rough, huge, gigantic).

3.

Get pupils to recall the story when Joels mother asked about his homework.
(Teacher can also read pages 30-32 and then initiate discussion).

4.

Pupils discuss in their groups and write their prediction on the piece of paper
provided.

5.

Pupils discuss and use creative ideas to complete the story.

6.

Once pupils are done, get them to paste their predictions around the classroom.

7.

Gallery walk for pupils to read their friends predictions.

8.

Select a few groups to present their predictions.

Educational Emphases:

Thinking Skills (Synthesising)

Creativity and Innovation

Multiple intelligence (Interpersonal)

GOING BEYOND THE TEXT

ACTIVITY 4: MAKING A NEW COVER

LS: 4.3.1, 4.3.2

Group work
Steps:
1.

Refresh on the previous activity (what pupils have predicted).

2.

Pupils get into groups of four to five.

3.

Pupils can discuss again and improve on their prediction.

4.

Pupils then come with a new cover design based on their prediction (a continuation
of the last chapter of the story book) with a new title.

5.

Once pupils are done, they display their product in class.

6.

A representative from each group talks about their cover.

Educational Emphases:

Thinking Skills (Synthesising)

Creativity and Innovation

Assessment

GOING BEYOND THE TEXT

ACTIVITY 5: THANK YOU NOTE

LS: 4.3.1, 4.3.2

Group work
Steps:
1.

Go through pages 23 to 29 and brainstorm on the important events that took place.

2.

Distribute Worksheet 1 to each group.

3.

Pupils cut out the thank you note and each of them takes one.

4.

Each pupil in the group imagines that they are Joel and write a short thank you note
to Mr. Gelati, Anastasia Olivetti and the Pizza Shack manager respectively.

5.

Once completed, pupils read their thank you note to their group members.

6.

Pupils then paste them on the notice board in the class for all to view and read.

*Teachers Note:
Pupils work in groups of three.

Educational Emphases:

Multiple intelligence (verbal linguistic)

Thinking skills (creating)

Values and citizenship

WORKSHEET 1

Dear

From,

Dear

From,
..

Dear

From, ..

14
8

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
1. Teacher shows silhouettes of the characters found in
the story (Joel, the teacher, Anastasia Olivetti, Mr.

Set Induction

Gelatti, Pizza manager.)


2. Pupils guess the characters.
Quiz
Presentation

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!


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9

1. Pupils work in groups of 4-5.


2. Each group is given a booklet with jumbled up pictures
(refer to pages 66-70 for the booklet).
3. Pupils describe the pictures in terms of what they can
see, who they can see, what the character(s) in that
particular picture is doing etc. but they are not allowed
to show their pictures to the members.
4. Members of the group should listen carefully and guess
the chapter that describes the picture.
Activity 2: Sequencing
1. Pupils work together to sequence the pictures
accordingly (from chapters 1-4) and compile them into a
booklet.
2. Select a few groups to present.
3. Discuss the correct sequence to ensure that they will be
able to proceed to the next activity.

Production

Chain Story Telling


1. Pupils work in the same groups.
2. Each group appoints a leader.
3. The first person in each group holds the picture booklet.
4. He/she will look at the first picture and start the story
in his/her own words (at least one sentence) based on
their understanding of the story and the discussion they
had earlier in Activity 1.
5. The next pupil looks at the second picture and continues
the story and this step goes on until the last picture in
the booklet.
6. Teacher goes around listening to each group to make
15
0

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.

*Teachers 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.

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1511

SAMPLE LESSON PLAN 2 (SJK)

Theme

World of Stories

Topic

And Something Weird Happens

Learning Standards :
4.3.1 Able to plan, produce and display creative works based on literary texts using a
variety of media with guidance.
Objectives

: By the end of the lesson, pupils should be able to:


(a) describe the pictures and guess the chapters,
(b) sequence the chapters orally

Time
Teaching Aids

: 30 minutes
: Silhouettes of 5 characters, a set of quiz questions and picture
booklets.

Educational Emphases :
1. Information and Communication Technology Skills (ICT)
2. Creativity and Innovation
3. Multiple Intelligence (Verbal-Linguistics)

STAGE

STEPS

Set Induction

1. Teacher shows silhouettes of the characters found in


the story (Joel, the teacher, Anastasia Olivetti, Mr.
Gelati, Pizza manager.)
2. Pupils guess the characters.

Presentation

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.

Activity: Guess the Chapters!


Practice

1. Pupils work in groups of 4-5.


2. Each group is given a booklet of jumbled up pictures
( refer to pages 66-70).
3. Teacher tells them that they can describe the pictures
in terms of what they can see, who they can see, what is
the character(s) in that particular picture is doing etc.
but they are not allowed to show their pictures to the
members.
4. Members of the group should listen carefully and guess
the chapter that describes the picture.

Activity: Sequencing & Describing


Production

1. Pupils work together to sequence the pictures


accordingly (from chapters 1-4) and compile them into a
15
3

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.

Teachers 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.

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1541

SAMPLE LESSON PLAN 3 (SK)

Theme

: World of Stories

Topic

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

Learning Standards :
4.2.1 Able to respond to literary texts:
a) characters
b) place and time
c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using a
variety of media with guidance.
4.3.2 Able to plan, prepare and participate in a performance with guidance based on
literary works.
Objectives

: By the end of the lesson, pupils should be able to:


a)

use adjectives to describe the characteristics of characters


correctly,

b) fill in the bubbles with the correct adjectives.


Time
Teaching aids

: 60 minutes
: Reading text, task sheet, worksheet, picture cards, scissors, glue,
coloured pencils.

Educational Emphasis

1. Thinking skills
2. Values and citizenship
3. Contextual learning
4. Creativity and innovation.

STAGE

Set Induction

STEPS

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.


15
6

Post-reading

4.

Pupils are given 5 minutes to complete the task.

5.

Pupils present their answers.

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.

Wrapping-Up (5 minutes)
1. Teacher wraps up the lesson by asking a few questions
about the characters in the story.

E.g:
Closure

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.

15
7

PICTURES OF PROMINENT PEOPLE/FIGURES

*Note: Teacher can choose other prominent figures.

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1581

WORKSHEET 2

Write down the words that best describe each character.

WORKSHEET 3

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

Famous
Personalit
y 1 (cut
and paste
here)

Famo
us
Personali
ty 2 (cut
and paste
here

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1601

SAMPLE LESSON PLAN 4 (SJK)

Theme

: World of Stories

Topic

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

Learning Standards :
4.2.1 Able to respond to literary texts:
a) characters
b) place and time
c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using a
variety of media with guidance.
4.3.2 Able to plan, prepare and participate in a performance with guidance based on
literary works.
Objectives

By the end of the lesson, pupils should be able to:


a) use adjectives to describe the characteristics of prominent characters correctly,
b) fill in the blanks with the correct adjectives,
Time
Teaching aids

: 30 minutes
: Reading text, task sheet, worksheet, picture cards, scissors, glue,
coloured pencils.

Educational Emphasis:
1. Thinking skills,
2. Values and citizenship
3. Contextual learning
4. Creativity and innovation.

STAGE

Set Induction

STEPS

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:

3.

Pre-reading

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?


Pupils present their answers orally.

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.


16
2

2.

Based on the short story And Something Weird


Happened.... pupils are asked to describe each character
using suitable adjectives .

Post reading

3.

Pupils are to write the adjectives around each picture.

4.

Pupils present their answers.

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.

16
3

PICTURES OF PROMINENT PEOPLE/FIGURE

Note: Teacher can choose other prominent figures

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1641

WORKSHEET 2

Write down the words that best describe each character.

WORKSHEET 3

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

Famous
Personalit
y 1 (cut
and paste
here)

Famo
us
Personali
ty 2 (cut
and paste
here

SAMPLE LESSON PLAN 5 (SK)


Theme

World of Stories

Topic

Short Story (Setting)

Learning Standards:
4.2.1 Able to respond to literary texts:
(a)characters
(b)place and time
(c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using
a variety of media with guidance.
Objectives

By the end of the lesson, pupils should be able to:


(a) Identify and justify a suitable location for the
identified buildings in their own words orally.
(b) label the location of the buildings on the map .

Time

60 minutes

Teaching Aids

A colourful, reader-friendly town map,


Worksheet 1, coloured marker pens, cut-out pictures
of 4 different buildings (school, hospital, shopping
mall, swimming pool), word cards.

Educational Emphases:
1. Multiple intelligences (Visual-spatial, Verbal linguistic)
2. Thinking skills (Analysing, Evaluating, Synthesising,
Rationalising)

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STAGE

STEPS
1. Show pupils a map of a town.
2. Ask pupils if they have seen such pictures before.

Set Induction

3. Teacher introduces the concept of a map to pupils.


4. Ask pupils to name some of the buildings in the map.
1. Based on the same map, teacher asks pupils to place some
of the cut-out pictures on the map.
2. After each cut-out pictures are placed on the map, teacher
writes sentences to describe where the building s are

Presentation

located.

Eg: The school is next to th e libr ar y .


The hospital is opposite th e l ake .
(or any other appropriate sentences)
3. Teacher asks pupils why it is a good location for

the

building and why they think so.


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
Practice

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
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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.

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SAMPLE LESSON PLAN 6 (SJK)

Theme

World of Stories

Topic

Short Story (Setting)

Learning Standards:
4.2.1 Able to respond to literary texts:
(a) characters
(b) place and time
(c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using
a variety of media with guidance.
Objectives

By the end of the lesson, pupils should be able to:


(a)

identify a suitable location for the identified


buildings.

(b)

label the location of the buildings on the map.

(c)

justify the selected locations for the


buildings.

Time

30 minutes

Teaching Aids

A colourful, reader-friendly town map,


Worksheet 1, coloured marker pens, cut-out pictures
of 4 different buildings (school, hospital, shopping
mall, swimming pool), word cards.

Educational Emphases:
1. Multiple intelligences (Visual-spatial, Verbal linguistic)
2. Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)

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STAGE

Set Induction

STEPS

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.

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 th e libr ar y .


Presentation

a. The hospital is opposite the la ke .


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.
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.
Practice

4. Pupils discuss where would be a good location for the


following and indicate the building in the map.
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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:

Teacher wraps up the lesson with a mini quiz:


Closure

Class is divided into groups A and B.

They pose quiz questions to each other.

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https://www.google.com/search?
q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUo nOEsjxi
Aebo4Aw&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=LmhOUonOEsjxi
Aebo4Aw&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=LmhOUonOEsjxi
Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=siti+nurhali
za&tbm=isch 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#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

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Assessment

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INDIVIDUAL ASSESSMENT FORM

OVERALL COMMENTS:

175
1751

GROUP ASSESSMENT FORM

OVERALL COMMENTS:

SELF REFLECTION FORM

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GLOSSARY

caravan

champ

wink

4
5

sparkle
imagine

disappointed

dedicate

jelly babies

shack

10
11
12

exciting
make it up
imagination

13

stare

14
15

flavour
jumped to her feet

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crowded
weird
family-size
double topping

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competition

(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
(n) a person, team, etc. who has won a competition,
especially in a sport
(v) to close one eye and open it again quickly,
especially as a private signal to somebody, or to show
something is a joke
(v) to shine brightly with small flashes of light
(v) to form a picture in your mind of what something
might be like
(adj) upset because something you hoped for has not
happened or been as good, successful, etc. as you
expected
(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
(n) a small soft sweet/candy in the shape of a baby,
made from gelatin and flavoured with fruit
(n) a small building, usually made of wood or metal,
that has not been built well
(adj) causing great interest or excitement
to create something that did not happen
(n) the ability to create pictures in your mind; the
part of your mind that does this
(v) the ability to create pictures in your mind; the
part of your mind that does this
(n) a particular type of taste
stand on her feet immediately because of fear or
surprise
(adj) having a lot of people or too many people
(adj) very strange or unusual and difficult to explain
A certain amount of food that is enough for a family
(n) two layers of food that you put on top of a dish,
cake, etc. to add flavour or to make it look nice
(n) an event in which people compete with each other
to find out who is the best at something
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