TASK 1: WRITTEN ASSIGNMENT (35%)

TITLE OF THE SHORT STORY : THE PART-TIME GARBAGE COLLECTORS

AUTHOR : TOMI JEFRI

a. JUSTIFICATION OF MY CHOICE OF THE STORY BASED ON THE SELECTION

CRITERIA FOR YOUNG LEARNERS.

The author used simple language with a set of glossaries that suitable for English
young learners especially for year 5 pupils.
Simple past tense in storyline and simple present tense for dialogues are being used
in presenting the flow of the story which helps pupils to understand the story.
This short story also presented with visual of the characters which helps pupils to
have better understanding and visualization of the flow and process of the story.
There are informational box on some of the pages of this short story to help pupils to
understand the meaning of some words or phrases.
The glossaries used in this short story are suitable for enrichment of pupils
vocabulary. Examples : resistance, synthetic materials, elasticity
This short story is suitable for year 5 pupils because the characters in the story used
realia which in related to real-world context things such as newspaper, gloves, wallet
and garbage plastic.

b. EVALUATION OF THE MULTICULTURAL ELEMENTS IN THE STORY.

This short story was played at Port Dickson beach in Negeri Sembilan that related to
Malaysian culture which is the activity of gorong-royong.
The characters in this short story compiles multicultural characters of 3 friends which
are Murad (Malay), Benny (Chinese) and Tishanraj (Indian) and also the organizer of
the campaign, Mrs Ratnam (Indian).
The differences of thinking styles between these three multicultural characters
actually help them to understand and help each other thus also lead to save the
environment.
Even though all the multicultural characters have different opinions, but they still
respect and accept each other thought and point of view.
The organizer, Mrs Ratnam praised all the boys due to their good work without being
racist to certain races or religions only.
 Towards the end of this short story, the boys able to sit together while having their
lunch without being prejudice even though Benny used chopsticks to eat his lunch
while Murad and Tishanraj used their hands.

c. ADAPTATION OF THE STORY FOR A LANGUAGE ARTS LESSON.

Teaching kids about recycling can be one of the best ways to engage them in learning about
conserving the earth's resources. Children are often very interested in issues pertaining to
ecology and nature. When you teach them what it means to recycle, you show them that
even they have the power to make a difference in how resources get used. A great way to
teach pupils about recycling is through project-based learning. When the pupils work on
projects, they see their learning put into immediate action. This helps them make
independent connections between theory and practice. Projects can also be a great way to
promote a sense of community and help pupils work across different disciplines. The
projects in the lesson are oriented toward integration of Language Arts in teaching English
by exposing the pupils about recycling.

The suitable activity that can be done by teacher in adapting the short story for a
Language Arts lesson is through Project-Based Learning which the pupils in group of four
need to create a project by using recycle materials. Teacher should give specific topic of the
project to the pupils so that every project that the pupils make is related. The most suitable
topic that related in adapting the short story for Language Arts lesson is, Earth Day Project.
Every project must have its usage in order the project beneficial to be created. Before the
pupils start to create their projects, teacher must provide a guideline for the pupils to follow
so that they know what to do and what should they do. Teacher should give the pupils a list
of materials that can and cannot be used in creating the projects. The pupils can use bottle,
bottles cap, toilet paper rolls, paper plates, tissue box and any suitable and safe materials
that can be recycled. Pupils must complete their projects within allocated time for example
within 2 weeks. After that, every group must present their project to the class by explaining
the usage and the advantages of their project which can help the pupils to improve their
communication skills and explaining skills.

Moreover, Project-Based Learning is one of the examples of hands-on activities.

Hands-on activities let the pupils' minds grow and learn based on the experiences and the
environment they are exposed to. The pupils learn while discussing, investigating, creating,
and discovering with other pupils. As the pupils become familiar with the subject they are
learning, they begin to make decisions, requiring less teacher support and allowing more
interactive learning experiences to occur (Cooperstein & Kocevar-Weidinger, 2004). During
hands-on activities which the Project-Based Learning, teachers do not direct pupils at every
step. Therefore, at the introduction of the project, teachers should provide pupils with rubrics
on how their project or presentation will be graded, as well as the requirements for each
level of performance. By providing clear expectations on what you expect pupils to know,
and do, the pupils can become active learners and gain expertise on the subject as they
meet their learning goals. This learning modality builds on social interaction and therefore
allows pupils to have an opportunity to provide input as they learn new, important language
and grammatical skills through this Language Arts lesson.

d. CLOSURE

As a conclusion, Language Arts consists of five strands which are reading, writing, speaking,
listening, and viewing (visual literacy).