Akbars-Dream-Guidebook

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TABLE OF CONTENTS
A GUIDE FOR THE TEACHER

 WHAT IS A SHORT STORY?
 ELEMENTS IN A SHORT STORY

STAGES OF WORKING WITH THE TEXT
 PRE READING
 WHILE READING
 POST READING

INTRODUCING THE SHORT STORY
 REVOLVING AROUND THE TEXT
 SYNOPSIS OF EACH CHAPTER
 CHARACTERS
 SETTING
 EVENTS
 MORAL VALUES AND MESSAGES

SUGGESTED ACTIVITIES
REVOLVING AROUND THE TEXT

 ALL ABOUT THE STORY
 CHANT TIME!

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 MY STORY
 THE DREAM

SYNOPSIS
 AWAKEN YOUR SENSES
 MUSICAL STORY BOX
 ON THE WAY TO AGRA
 STEP INTO MY SHOES

PEOPLE IN THE STORY (CHARACTERS)
 KNOWING ME KNOWING YOU
 WHAT DID I SAY?
 FIND MY PAIR
 VOICE YOUR THOUGHTS

SETTING
 TAJ MAHAL POP UP CARD
 A TRIP TO THE MARKET
 GUESS THE LOCATION
 SYMBOLS OF LOVE

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EVENTS IN THE STORY
 AKBAR‟S DREAM TRIVIA
 STORY TRAIN
 STAGE IT!
 SIMILAR BUT NOT IDENTICAL

MESSAGE/MORAL OF THE STORY
 FREEZE FRAME
 WORDS OF ENCOURAGEMENT
 TEACH ME IN A SONG
 RIGHT MOVE

BEYOND THE TEXT

 MY BEAUTIUL CLOTH
 A PLACE I WISH TO VISIT
 A BRAND NEW FUTURE
 EXCLUSIVE INTERVIEW

SAMPLE LESSON PLANS
 SAMPLE 1
 SAMPLE 2
 SAMPLE 3

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ASSESSMENT
 INDIVIDUAL
 GROUP

SELF REFLECTION
CERTIFICATE OF ACHIEVEMENT
GLOSSARY

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A GUIDE
FOR

TEACHERS

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What is a Short Story?

 It is a brief work of literature,
usually written in narrative prose.

 It has a simple plot.
 It has specific settings.
 The characters are based on real-

life people, and the plot may be
inspired by a real-life event; but
overall more of the story is “made-
up” than real.

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About Short Stories

Short stories often contain structural and character
elements that should be familiar to you. These elements can
be used as guides to help you think about the actions, themes,
and contexts of the story.

Elements of a short story:
1. Theme
2. Point of View
3. Setting
4. Plot
5. Characters

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Elements of AShort Story

Elements Explanation

Theme  A central message, concern, or insight into life expressed through a
literary work.
Setting
Plot  Author's thoughts about a topic or view of human nature. It is the
author's underlying meaning or main idea that he is trying to convey.
Characters
Point of  It can be expressed by one or two sentence statement about human
View beings or values in life.

 It may be stated directly or implied
 The time and location in which a story takes place.
 It may also refers to place, time, weather conditions, social

conditions, mood or atmosphere.
 A plot tells the series of events in a story.
 Within a short story, there may be only one central struggle

(conflict) or there may be one central struggle with many minor ones.
 The conflict ties one incident to another and makes the plot move.

 Characters are the people, animals or objects found in the story.
 Characterisation is the information the author gives the reader

about the characters in the story.
 In a story, the point of view is the angle from which the story is

told.

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Why are we using short stories in
the classroom?

 Theme of the story relates to pupils‟ interests and
experience

 Develop pupils‟ interest in literature
 To generate pupils‟ critical and creative thinking skills
 Improve pupils‟ reading skills and vocabulary
 Allow pupils to share their point of view and ideas
 Pupils learn to socialise with each other
 Pupils build their confidence and cooperation
 Enhance the mastery of the four skills (listening,

speaking, reading and writing)

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Working with the
Text

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Stages in Teaching A Short Story

Stages Elements

Activate prior knowledge

Pre- Prediction
reading
Provide background knowledge related to
the text

Check prediction

While- Connect background knowledge to the
reading information in the text ***

Cross check

Post- Discuss and respond
reading Retell and summarize

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Introducing the
Short Story

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Revolving Around the Text

Reading
Series

Character

Author Title

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Reading
Level

Synopsis

Publisher ISBN number

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Synopsis of Each Chapter

Chapter One

Akbar, an eight-year-old boy, dreamed of making the most beautiful silk cloth
in the whole of India. His grandfather was supportive in helping make his dream come
true. His grandfather suggested that they go to Agra to see the Taj Mahal, the
most beautiful building in India. Although he had often mentioned about going to Agra,
Grandfather had not gone there as he was either too busy or unable to afford the
trip. Both he and Akbar took the silk cloth that Akbar had woven to Omar, Akbar‟s
uncle. Uncle Omar gave Grandfather some money for the cloth. The money enabled
them to go to Agra.

Chapter Two

It was a long train journey to Agra. Grandfather told Akbar a story about the
Taj Mahal to pass the time. It was about how Shah Jahan, a prince, met and
married a beautiful girl, Mumtaz. A few years later, Shah Jahan had to go away to
battle. During his absence, Mumtaz gave birth to a baby girl. Sadly, Mumtaz passed
away. In memory of his beloved wife, Shah Jahan sent for best craftsmen to build
the finest tomb in the whole world. The building took twenty years to be completed.
However, Akbar was not willing to wait twenty years to make his dream come true.
Grandfather advised Akbar to have a plan towards achieving his dream. When they
arrived, Akbar was amazed to see the magnificence of the Taj Mahal.

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ChapterThree

Seeing the Taj Mahal was the best moment of Akbar‟s life. As he explored the
Taj Mahal, the patterns he saw gave him ideas for his silk cloth. As soon as they got
home, Akbar began to work diligently. Uncle Omar generously provided the threads
Akbar needed. Akbar‟s dream of making the most beautiful silk cloth in the whole of
India became a reality.

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Characters

Characters are the people,
animals or objects in the

story.

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Characters

Characters Description Why We Say This
Akbar
ambitious/ „One day soon, I will make the most beautiful
determined silk cloth in the whole of India.‟ (pg. 3)

confident „He knew he could make the most beautiful
silk cloth in India.‟ (pg. 3)
diligent/
patient „Little by little, Akbar wove his designs.‟ (pg.
30)
skillful
„It is a beautiful piece of silk cloth that
Akbar has made. ‟ (pg. 8)

hopeful „……if you will give us a good price… we will go
sensitive tomorrow.‟ (pg. 9)

Grandfather supportive „There were tears in his eyes.‟ (pg. 15)
thrifty 0
„We must go to Agra. Perhaps you will see
some patterns there that will help you.‟
(pg. 4)

„I have saved nearly enough rupees for the
train fare.‟ (pg. 6)

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Characters Description Why We Say This

honest „…but it isn‟t the most beautiful in India.‟
generous (pg.8)

„I don‟t want any money for the thread...‟
(pg. 29)

Omar

Shah Jahan courageous „Shah Jahan had to go and fight a battle.‟
(pg. 14)
loving
„He loved her very much…‟ (pg. 14)
ambitious/
determined „… ordered them to build the finest tomb in
the whole world.‟ (pg. 16)

Mumtaz charming „She smiled at him and made him laugh.‟
enterprising (pg. 13)
supportive
„She had a market stall close to the palace.‟
(pg.13)

„… she was never very far from his side.‟
(pg.14)

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Setting

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The story is set in India. The events of the story took place at these locations:

at Uncle Omar‟s stall in the on the train to Agra
market

in the streets of Agra at the Taj Mahal

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Events

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When they returned home, Uncle
Akbar began to work Akba
diligently. Uncle Omar the m
generously provided the silk c
threads Akbar needed.

Akbar was so amazed to see
the Taj Mahal. They saw the
beautiful tombs of Mumtaz
and Shah Jahan.

On the way to Agra, Grandfather and Akbar Gran
Grandfather told sold the silk cloth to sugg
Akbar the love story Uncle Omar. They visit
behind the Taj finally had enough for A
Mahal. money for their train ideas
fare to Agra.
2

patt

e Omar told Akbar‟s dream of
ar that it was making the most
most beautiful beautiful silk cloth in
cloth in India. the whole of India
became a reality.

EVENTS
IN THE
STORY

ndfather Akbar expressed During the summer
gested that they his wish to make holidays, Akbar and
t the Taj Mahal the most beautiful
Akbar to get silk cloth in the his grandfather
s for his whole of India. wove long lengths

24 of silk cloth.

terns.

Moral Values
and

Messages

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Moral Values and Messages
InMTohrael VSaltuoesry

determination supportive
generosity
appreciative diligence

loving thriftiness

MessagesIn The Story

We need to persevere to achieve
our goals.

WBee snuepepdorttoivepetrosweaverdres tthooascehwiehvoe aoruer
pursuing gtohaelisr. dreams.

We need to persevere to achieve our
If you fail to pglaona,lsy.ou plan to fail.

We need to pers2e6 vere to achieve our
goals.

SUGGESTED
ACTIVITIES

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REVOLVING AROUND THE TEXT

ACTIVIY 1: ALL ABOUT THE STORY LS: 1.1.4

Steps:

1. Introduce the focus words:
Title, Author, Character, Synopsis, Reading Series, Reading Level, ISBN
Number, Publisher

2. Show the pupils the book cover of „The King of Kites‟ and „Something Weird
Happened…‟ Get pupils to identify and compare the features of the book covers.

3. Divide the pupils into groups.
4. Distribute an envelope to each group containing jigsaw puzzle pieces and a manila

card to piece the puzzle together (Refer to Appendices 1 and 2).
5. Get pupils to identify and label the relevant features.
6. Each group presents their work.

Educational Emphases
Thinking Skills

 Applying

Multiple Intelligences
 Visual-Spatial
 Verbal Linguistics
 Interpersonal

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Appendix 1
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Appendix 2
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Suggested Answers

Reading
Series

Character

Author Title

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Reading
Level

Synopsis

Publisher ISBN number

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REVOLVING AROUND THE TEXT

ACTIVITY 2: CHANT TIME! LS: 4.1.2, 4.3.2

Steps:

1. Pupils read the text on page 2.
2. Pupils identify, categorise and list the words in the text according to the number of

syllables. Check the answers.
3. Display a table with the focus words (Appendix 1).
4. Teach pupils how to create a jazz chant:

a) choose 3 vocabulary words – a 2-syllable word, a 3-syllable word, and a 1-
syllable word

b) put them together with a bit of repetition
c) recite the words in a repetitive cycle to a steady beat

e.g.

patterns, beautiful, silk
patterns, beautiful, silk
patterns, beautiful, patterns, beautiful
patterns, beautiful, silk

5. Pupils work in groups to create a jazz chant using the focus words.
6. Each group performs their jazz chant.

Educational Emphases
Thinking Skills

 Applying
 Creating

Multiple Intelligences
 Verbal Linguistics
 Musical
 Bodily-Kinaesthetic

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Appendix 1 Two syllables Three syllables
summer beautiful
Focus words: every holidays
One syllable patterns
dream grandfather
silk
cloth

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REVOLVING AROUND THE TEXT

ACTIVITY 3: MY STORY LS: 1.1.4

Steps:

1. Talk about the book cover.
2. Divide pupils into 6 groups and give a set of pictures to each group (Appendix 1).
3. Discuss the pictures.
4. Create a possible story based on the picture.
5. Pupils present their story to the class.

Educational Emphases
Thinking Skills

 Analysing
 Creating

Multiple Intelligence
 Verbal Linguistics
 Interpersonal

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Appendix 1 2.

1.

3. 4.

5. 6.

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REVOLVING AROUND THE TEXT

ACTIVITY 4: THE DREAM LS 4.1.2

Steps:

1. Distribute and go through the lyrics with the pupils (Appendix 1).
2. Show the video clip to introduce the tune of the song

(www.youtube.com/watch?v=Nb3B5NZ6c-c)
3. Teach the song.
4. Pupils sing the song.
5. Divide the pupils into groups.
6. Pupils perform the song.

Educational Emphases
Thinking Skills

 Applying

Multiple Intelligence
 Verbal Linguistics
 Musical

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Appendix 1

„The Dream‟
I have a dream
A silk to weave
Most beautiful

In India

If I go to Agra
To the Taj Mahal
I will see the patterns
On the marble walls

I believe Grandfather
He opened my eyes
That I may see

I believe Grandfather
He helped make my dreams a reality

Most beautiful
Indian silk cloth

By: Gerardine Raj

Adapted from “I Have A Dream” by Abba
I Have A Dream (ABBA) (With backing vocals)
www.youtube.com/watch?v=Nb3B5NZ6c-c

SYNOPS

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SSYYNNOOPPSSIISS LS: 4.2.1 (a), (b)
ACTIVITY 1: AWAKEN YOUR SENSES

Steps:

1. Display a picture of Taj Mahal (Appendix 1).
2. Discuss and describe the picture – building, trees, water etc.
3. Prompt with questions:

e.g. a. What can you see in front of the building?
b. The Taj Mahal is a popular tourist attraction. What can
you hear?
c. There are many tourists at the Taj Mahal. How would you
feel to be among so many people?

4. Pupils imagine that they are Akbar and complete the worksheet (Appendix 2)
with guidance.

Educational Emphases
Thinking Skills

 Applying
 Analysing

Multiple Intelligences
 Verbal Linguistics
 Naturalistic
 Visual-Spatial

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Appendix 1

Retreived from: http://stunningphotographyz.blogspot.sk/
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Appendix 2
Worksheet
Imagine you are Akbar at the Taj Mahal. Write what you see, hear, smell and how they feel.

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Suggested Answers
Worksheet
Imagine you are Akbar at the Taj Mahal. Write what you see, hear, smell and how they feel.

see hear

 many people  people talking
 rows of trees  cameras clicking
 four towers
 a beautiful white

building
 canals
 red tiles

smell feel

 food sold by vender  happy
 scent of flowers  excited
 amazed
 tired
 hot

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SYNOPSIS LS: 4.2.1 (a), (b)
ACTIVITY 2: MUSICAL STORY BOX
Steps:

1. Prepare a box containing picture cards (Appendix 1).
2. The number of boxes depends on the number of groups in the class.
3. Divide the pupils into groups.
4. Appoint a group leader for each group.
5. Each leader is given a castanet.
6. Explain the rules of the activity:

a. The leader of the group stands with his/her back to the group.
b. When the leader starts playing the castanet, the box is passed around.
c. When the leader stops playing the castanet, the pupil holding the box

picks a picture card from it.
d. He or she will have to talk about the picture in the context of the story.

Educational Emphases
Thinking Skills

 Applying
 Analysing

Multiple Intelligences
 Verbal Linguistics
 Visual-Spatial

SYNOPSIS
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Appendix 1 2.
1.

3. 4.

5. 6.

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7. 8.
9. 10.
11. 12.

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Suggested Answers
1) Akbar and Grandfather wove long lengths of silk at the loom.
2) Akbar and Grandfather went to Uncle Omar‟s stall to sell the silk cloth he has made.
3) Akbar looked at the beautiful pattern on the wall of the Taj Mahal. He wanted to

use the pattern for his silk cloth.
4) Akbar sat in front of the main entrance of the Taj Mahal and sketched the pattern

on the wall until his hand hurt.
5) Akbar and his grandfather saw Mumtaz‟s and hah Jahan‟s tombs inside the Taj

Mahal.
6) Akbar went to Uncle Omar‟s stall to choose new colours of silk thread for his silk

cloth.
7) Mumtaz passed away when she gave birth to a little girl.
8) There were tears in Grandfather‟s eyes when he told Akbar about the death of

Mumtaz.
9) Grandfather told Akbar a story of the Taj Mahal when they were on their way to

Agra.
10) Shah Jahan‟s tomb was located next to Mumtaz‟s.
11) young prince met a beautiful girl who had a stall close to the palace.
12) Grandfather advised Akbar that he must have a plan to achieve his dream.

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SYNOPSIS LS: 4.2.1 (a)
ACTIVITY 3: ON THE WAY TO AGRA

Steps:

1. Pupils read pages 12 to 17 of Chapter 2.
2. Discuss and recall the sequence of events on Akbar‟s journey to Agra,

without referring to the text.
3. Divide the pupils into groups. Explain the task: create a booklet.
4. Distribute 4 sheets of A4 paper (preferably coloured) to each group.
5. Pupils cut each sheet into half, horizontally.
6. Distribute pictures and excerpts (Appendices 1 and 2). Pupils cut out the

pictures and excerpts and match them.
7. Check pupils‟ work before they paste the cut-outs onto the sheets of paper.
8. Compile the sheets to form a booklet.
9. Groups present their work. Classmates provide feedback.

Educational Emphases
Thinking Skills

 Applying
 Creating
 Evaluating

Multiple Intelligences
 Verbal Linguistics
 Visual-Spatial
 Interpersonal

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Appendix 1 Shah Jahan ordered craftsmen
from all over India to build the
Yes, please Grandfather. finest tomb in the whole world for

. Mumtaz.
You are like
Shah Jahan. I want to make new
patterns that no one
Did you love Grandma has ever seen on silk.
as much as Shah
Jahan loved Mumtaz? When Shah Jahan went to battle,
Mumtaz gave birth to a baby girl.
The baby was well but Mumtaz died.

Shall I tell you a story
to pass the time?

Shah Jahan met a beautiful girl and I did. Grandma and I
fell in love with her. Then, they got had a long and happy
life together.
married.

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Appendix 2
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