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09
TABLE OF CONTENTS
A GUIDE FOR TEACHERS
BEFORE READING
WHILE READING
AFTER READING
15
17
SYNOPSIS
20
CHARACTERS
22
25
27
28
29
SUGGESTED ACTIVITIES
REVOLVING AROUND THE TEXT
FRONT OR BACK?
31
MATCH ME!
36
39
SYNOPSIS
CHAPTER 1
42
43
CHAPTER 2
44
CHAPTER 3 AND 4
LETS GUESS
49
SENTENCE STRIPS
51
53
SUMMARY CARDS
56
64
STORY CHAIN
70
WHO AM I?
71
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
90
93
ONOMATOPOEIA PLAY
95
LIST ME
98
FLIP ME
101
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
129
133
WILD IMAGINATIONS
136
TAKE NOTE
138
A WEIRD HAPPENING
141
CHORAL SPEAKING
142
144
145
146
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
Shor
t
Simpl
e
plo
t
Shor
t
Stor
y
Singl
e
settin
g
Limite
d
characte
rs
Theme
Charact
ers
Setting
Elements of a
Short Story
Point of
view
Plot
THEME
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
HISTORIC
AL
PHYSIC
AL
SETTIN
G
SOCIA
L
GEOGRAPHIC
AL
CHARACTERS
TYPES OF CHARACTERS
PLOT
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
STAGES In
WORKING
WITH THE
TEXT
Before Reading
Prediction
During Reading
Cross check
After Reading
Introducing
the short
story
Title
Characters
Author
Publishers
logo
Publisher
17
Illustrator
Publishers name
Publisher
and address
ISBN number
1
8
Illustrator
Synopsis
Characters
19
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.
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.
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.
CHARACTERS
CHARACTERS
Joel
Tom
Ben
23
Yuki
Natalie
CHARACTERS
Gran
Anastasia Olivetti
Mr. Gelati
Mum
24
CHARACTERS
DESCRIPTION OF PEOPLE IN THE STORY
CHARACTERS
DESCRIPTIONS
Joel
active
imaginative
creative
determined
Joels new
teacher
gentle
loving
caring
encouraging
motivating
patient
kind/
sympathetic
Tom
adventurous
brave/bold/ daring
Yuki
thoughtful
Mr. Gelati
generous
Mum
loving
caring
shows concern
(Joels mother)
Gran
(Joels grandmother)
helpful
caring
warm
Anastasia Olivetti
friendly
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
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.
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.
Suggested Activities
30
LS: 4.2.1
Individual work
Steps:
1.
2.
3.
Ask pupils to talk about story based on the cover. Elicit responses through Whquestions. For example:
4.
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:
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
LS: 4.2.1
Individual work
Steps:
1.
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.
Did you share the same activities as the characters in the story?
Ask pupils to write a short reflection on their experiences during the holidays.
Educational Emphases:
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
LS: 4.2.1
Pair work
Steps:
1.
2.
Ask pupils to imagined how they would have felt if they were Joel.
E.g.
i.
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
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:
41
SYNOPSIS
CHAPTER 1: A VERY BORING HOLIDAY
ACTIVITY 1: WHAT A BORING HOLIDAY!
LS: 4.2.1
Group work
Steps:
1.
2.
3.
4.
5.
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.
boring.
8.
In their respective groups, pupils discuss what would a boring holiday be like.
9.
10.
Educational Emphases:
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:
Contextual Learning
43
SYNOPSIS
CHAPTER 2: MAKING IT UP
ACTIVITY 1: WHAT HAPPENS NEXT?
LS: 4.3.1
Pair work
Steps:
1.
2.
3.
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
44
HANDOUT 1
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
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
LS: 4.2.1
Pair work
Steps:
1.
2.
3.
4.
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.
8.
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.
Educational Emphases:
Constructivism
49
Names:
Q1: Who
did Joel
meet?
WORKSHEET 2
Q2: Where
did he meet
them?
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.
2.
3.
4.
Pupils rearrange sentence strips on display sheets according to the events in the
story.
5.
*Teachers note:
Educational Emphases:
51
HANDOUT 3
Rearrange the sentence strips in the correct order.
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 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
LS: 4.3.1
Pair work
Steps:
1.
2.
3.
4.
5.
Educational Emphases:
WORKSHEET 3
I want
Joels Jelly
Ready for
everyone to
Baby Freeze is
write about
selling like
me about. Its
of customers.
a family-size
crazy! Everyone
so good! My
Shack Special
books all
with double
youve really
finished. I
topping.
got.
dedicated it to
you. Thank you,
thank you!
NATALIE
MR. GELATI
TEACHER
MUM
ANASTASIA
OLIVETTI
ANSWERS
I want
Joels Jelly
Ready for
everyone to
Baby Freeze is
write about
selling like
me about. Its
of customers.
a family-size
crazy! Everyone
so good! My
Shack Special
books all
with double
youve really
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.
2.
Chapter 1
What is the title of the first/second/third/fourth
chapter/
do?
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?
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?
Educational Emphases:
SUMMARY CARDS
CHAPTER 1:
..
3. Where is/are the setting(s) for this chapter?
.
4. State an interesting event that happened.
CHAPTER 2:
..
3. Where did Joel meet the three new characters?
.
4. State an interesting event that happened here.
CHAPTER 3:
..
3. What happened here?
.
4. Who did he meet?
..
CHAPTER 4:
....
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!
Group work
Steps:
1.
2.
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)
Constructivism
64
*Teachers note:
The pictures in the picture booklet for this activity should not be in sequence
following the chapter.
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.
68
69
SYNOPSIS
ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING)
ACTIVITY 3: STORY CHAIN
Group work
Steps:
1.
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)
70
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.
4.
Educational Emphases:
Multiple Intelligences (Visual Spatial,
Bodily-Kinesthetic)
Thinking Skills (Remembering)
Suggested Answers:
Major Character
- Joel
Minor Characters
WORKSHEET 1
MINOR CHARACTERS
HANDOUT1
Cut and paste the pictures into the boxes provided in Worksheet 1.
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.
3.
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
WORKSHEET 2
Write down the words that best describe each character.
LS: 4.2.1
Group work
Steps:
1.
2.
3.
Educational Emphases:
i-Think Programme (Bubble map)
Thinking Skills (applying)
Suggested answers
WORKSHEET 3
Describe each personality.
Famous
Personalit
y 1 (Cut
and paste
here)
Famo
us
Personali
ty 2 (Cut
and paste
here)
LS: 4.2.1
Group work
Steps:
1.
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.
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.
7.
Presentation
of
each
group
is
done
and
teacher
provides
necessary
comments/feedback.
Educational Emphases:
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.
7.
When the mascot returns to school, spend some time discussing what it has done
and where it has been.
8.
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)
Group work
Steps:
1.
2.
3.
4.
Based on the given meme template, create a meme for each main occupation
found in the short story. Find and cut out suitable pictures from old magazines
or newspapers that best illustrate your responses.
5.
Pupils paste their work on the wall to share with the rest of their peers.
Invite pupils to do a gallery walk.
*Teachers note:
SAMPLE MEME
http://www.quickmeme.com/meme/3
64jl5/
81
WORKSHEET
4
AUTHOR
What I think I do
82
What I really do
ICE-CREAM MAN
83
84
SETTING
ACTIVITY 1: TOWN PLANNER
Group work
Steps:
1.
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
an ice-cream shop
a pizza shack
4.
5.
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:
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.
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
SETTING
ACTIVITY 3: LISTING THINGS
LS: 4.2.1
Individual work
Steps:
1.
2.
3.
Pupils list things likely to be found at each place in the given boxes.
4.
5.
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:
Contextual Learning
WORKSHEET 2
Listing Things
Ice-cream
shop
Pizza shack
Public library
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
SETTING
ACTIVITY 4: SOUNDS AND PLACES
Individual work
Steps:
1.
2.
3.
Play the audio recording twice and pupils listen attentively to the
sounds played (the links are provided in the suggested answer table).
4.
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:
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:
93
WORKSHEET 4
people talking
SETTING:
SETTING:
SETTING:
SETTING
ACTIVITY 6: ONOMATOPOEIA PLAY
Pair work
Steps:
1.
2.
3.
appropriate boxes.
4.
Educational Emphases:
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
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.
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.
6.
Educational Emphases:
98
WORKSHEET 1
www.dreamstime.com
99
WORKSHEET 2
Joel
Holiday activities_
10
0
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:
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
Playing board
games
10
2
PICTURE CARDS
10
3
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.
3.
4.
5.
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:
LS 4.2.1, 4.3.1
Pair work
Steps:
1.
2.
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:
WORKSHEET 3
a)
Joels story
And
of the story
Joels story
They
Something
want
different.
something
I
cant
new.
think
of
thought
about
it.
How
about
And
of the story
c)
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
of the story
LS 4.2.1
Group work
Steps:
1.
2.
Pupils sequence the pictures on a display sheet according to the story line.
3.
Educational Emphases:
PICTURE CUT-OUT
Sequence the pictures into the correct order and paste the correct excerpt.
110
1101
11
1
DIALOGUES CUT-OUT
my teacher said.
Nothing, I said.
Nothing,
absolutely
nothing?
said my teacher.
up
book to me.
make it exciting!
112
1121
cream? I said.
Freeze.
My
teacher
looked
over
my
shoulder.
I knew you could do it, Joel,
So
Joel
has
very,
very
she said.
sparkled
around her.
in
the
air
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.
* Teachers Note:
Accept any suitable answers.
Educational Emphases:
WORKSHEET 4
Fill in the speech bubbles with suitable expressions.
1)
2)
3)
Hmm,
what pizza
should I
have
today?
4)
Wow! He is so
smart.
5)
6)
LS 4.2.1, 4.3.1
Pair work
Steps:
1.
2.
3.
4.
Distribute Worksheet 5.
5.
Edecational emphases
Knowledge acquisition
Multiple intelligence
(interpersonal, visual )
WORKSHEET 5
List THREE weird things that happened in Chapter 3 in the bubbles below.
LS 4.3.1, 4.3.2
Individual work
Steps:
1.
2.
3.
4.
Distribute worksheet 6 and ask pupils to create their dream pets and
describe it
5.
6.
Pupils are given three stars each to stick on to their top 3 dream pets.
7.
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:
Knowledge acquisition
Multiple intelligence
120
1201
(verbal-linguistic, visual-spatial)
121
1211
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
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)
WORKSHEET 7
Create an interview between the reporter and the artiste.
Question:
Answer:
Question:
Answer:
Question:
Answer:
LS 4.3.1, 4.3.2
*Teachers Note:
Preparation: Refer to Handout 1. Cut along the dotted lines. The incomplete
picture will later be distributed to pupils.
Educational Emphases:
Spatial)
Thinking Skills (Creating, Analysing)
HANDOUT 1
12
6
LS 4.3.1, 4.3.2
Group work
Steps:
1.
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
and
.
4.
Group presentation: based on the prompt questions, each group describe their pizza
and explain what are their favourite toppings and why.
Educational Emphases:
12
7
12
8
LS 4.3.1, 4.3.2
*Teachers Note:
Preparation
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
129
1291
Group work
Steps:
1.
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.
6.
*Teachers Note
Worksheet 8 can be given as homework.
Educational Emphases:
130
1301
HANDOUT 2
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
Step 4
Step 5
Step 6
http://stufpoint.com/ice-cream/image/124255/nice-drawingpicture/
WORKSHEET 8
Ice-cream Recipe
Give your ice-cream a name!
Ingredients
300ml cream
2 tablespoons castor sugar
1 teaspoon vanilla essence
1 teaspoon raisins
2 trays of ice cubes
6 tablespoons salt
1 medium-sized plastic bag
1 large-sized plastic bag
2 rubber bands
Step 1
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
Step 5
Step 6
Your
MORAL VALUES
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
HANDOUT 1
Can you
complete the
essay about
your holiday?
WORKSHEET 1
List three things you should do and three things you should not do based on
the situation.
1.
2.
3.
1.
2.
3.
MORAL VALUES
ACTIVITY 2: Making It Up
LS 4.2.1, 4.3.1
Group work
Steps:
1.
2.
3.
4.
5.
Educational emphases
Knowledge acquisition
Assessment
Multiple intelligence
(verbal-linguistic, interpersonal)
WORKSHEET 2
Joels imaginations.
Inventing a
Meeting famous
author
Winning free
pizza for a year
MORAL VALUES
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
HANDOUT 2
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,
.
14
0
Group work
Steps:
1.
3.
*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:
Mastery Learning
141
1411
Educational Emphases:
Multiple intelligences
(bodily kineasthetic, verbal linguistic)
Contextual Learning
Group work
Steps:
1.
2.
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.
6.
Once pupils are done, get them to paste their predictions around the classroom.
7.
8.
Educational Emphases:
Group work
Steps:
1.
2.
3.
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.
6.
Educational Emphases:
Assessment
Group work
Steps:
1.
Go through pages 23 to 29 and brainstorm on the important events that took place.
2.
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:
WORKSHEET 1
Dear
From,
Dear
From,
..
Dear
From, ..
14
8
World of Stories
Topic
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
Time
: 60 minutes
Teaching Aids
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
Practice
Production
Closure
*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.
151
1511
Theme
World of Stories
Topic
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
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
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.
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
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.
154
1541
Theme
: World of Stories
Topic
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
: 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
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
2.
3.
Post-reading
4.
5.
Wrapping-Up (5 minutes)
1. Teacher wraps up the lesson by asking a few questions
about the characters in the story.
E.g:
Closure
2. Pupils answer.
3. Teacher provides feedback and ends the lesson.
15
7
158
1581
WORKSHEET 2
WORKSHEET 3
Famous
Personalit
y 1 (cut
and paste
here)
Famo
us
Personali
ty 2 (cut
and paste
here
160
1601
Theme
: World of Stories
Topic
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
: 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
2.
E.g:
3.
Pre-reading
Who is he/she?
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.
While-reading
2.
Post reading
3.
4.
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
164
1641
WORKSHEET 2
WORKSHEET 3
Famous
Personalit
y 1 (cut
and paste
here)
Famo
us
Personali
ty 2 (cut
and paste
here
World of Stories
Topic
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
Time
60 minutes
Teaching Aids
Educational Emphases:
1. Multiple intelligences (Visual-spatial, Verbal linguistic)
2. Thinking skills (Analysing, Evaluating, Synthesising,
Rationalising)
16
7
STAGE
STEPS
1. Show pupils a map of a town.
2. Ask pupils if they have seen such pictures before.
Set Induction
Presentation
located.
the
a school
a local library
an ice-cream shop
a pizza shack
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
16
9
Theme
World of Stories
Topic
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
(b)
(c)
Time
30 minutes
Teaching Aids
Educational Emphases:
1. Multiple intelligences (Visual-spatial, Verbal linguistic)
2. Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)
17
0
STAGE
Set Induction
STEPS
_____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
a school
a local library
an ice-cream shop
a pizza shack
17
2
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
17
3
Assessment
17
4
OVERALL COMMENTS:
175
1751
OVERALL COMMENTS:
17
7
17
8
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
16
17
18
19
crowded
weird
family-size
double topping
20
competition
18
0