1
2 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!
3 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
4 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
5 ASSESSMENT INDIVIDUAL GROUP SELF REFLECTION CERTIFICATE OF ACHIEVEMENT GLOSSARY
6 A GUIDE FOR TEACHERS
7 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 reallife people, and the plot may be inspired by a real-life event; but overall more of the story is “madeup” than real. What is a Short Story?
8 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
9 Elements Explanation Theme A central message, concern, or insight into life expressed through a literary work. 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. It can be expressed by one or two sentence statement about human beings or values in life. It may be stated directly or implied Setting The time and location in which a story takes place. It may also refers to place, time, weather conditions, social conditions, mood or atmosphere. Plot 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 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. Point of View In a story, the point of view is the angle from which the story is told. Elements of AShort Story
10 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) Why are we using short stories in the classroom?
11 Working with the Text
12 Stages in Teaching A Short Story Stages Elements Prereading Activate prior knowledge Prediction Provide background knowledge related to the text Whilereading Check prediction Connect background knowledge to the information in the text *** Cross check Postreading Discuss and respond Retell and summarize
13 Introducing the Short Story
14 Title Character Author Reading Series Revolving Around the Text
15 Reading Level Synopsis Publisher ISBN number
16 Chapter One Synopsis of Each Chapter 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. 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. Chapter Two
17 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. ChapterThree
18 Characters Characters are the people, animals or objects in the story.
19 ambitious/ determined Characters „One day soon, I will make the most beautiful silk cloth in the whole of India.‟ (pg. 3) diligent/ patient Description Why We Say This „Little by little, Akbar wove his designs.‟ (pg. 30) hopeful „……if you will give us a good price… we will go tomorrow.‟ (pg. 9) 0 sensitive „There were tears in his eyes.‟ (pg. 15) supportive „We must go to Agra. Perhaps you will see some patterns there that will help you.‟ (pg. 4) thrifty „I have saved nearly enough rupees for the train fare.‟ (pg. 6) Characters Akbar Grandfather confident skillful „He knew he could make the most beautiful silk cloth in India.‟ (pg. 3) „It is a beautiful piece of silk cloth that Akbar has made. ‟ (pg. 8)
20 honest courageous charming Characters Description Why We Say This Omar „…but it isn‟t the most beautiful in India.‟ (pg.8) generous „I don‟t want any money for the thread...‟ (pg. 29) Shah Jahan „Shah Jahan had to go and fight a battle.‟ (pg. 14) loving „He loved her very much…‟ (pg. 14) Mumtaz supportive „She smiled at him and made him laugh.‟ (pg. 13) „… she was never very far from his side.‟ (pg.14) ambitious/ determined „… ordered them to build the finest tomb in the whole world.‟ (pg. 16) enterprising „She had a market stall close to the palace.‟ (pg.13)
21 Setting
22 The story is set in India. The events of the story took place at these locations: at Uncle Omar‟s stall in the market on the train to Agra in the streets of Agra at the Taj Mahal
23 Events
2 Gran sugg visit for A ideas patt Grandfather and Akbar sold the silk cloth to Uncle Omar. They finally had enough money for their train fare to Agra. On the way to Agra, Grandfather told Akbar the love story behind the Taj Mahal. When they returned home, Akbar began to work diligently. Uncle Omar generously provided the threads Akbar needed. Akbar was so amazed to see the Taj Mahal. They saw the beautiful tombs of Mumtaz and Shah Jahan. Uncle Akba the m silk c
24 During the summer holidays, Akbar and his grandfather wove long lengths of silk cloth. Akbar expressed his wish to make the most beautiful silk cloth in the whole of India. ndfather gested that they t the Taj Mahal Akbar to get s for his terns. Akbar‟s dream of making the most beautiful silk cloth in the whole of India became a reality. e Omar told ar that it was most beautiful cloth in India. EVENTS IN THE STORY
25 Moral Values and Messages
26 determination appreciative diligence supportive loving thriftiness generosity Be supportive towards those who are pursuing their dreams. If you fail to plan, you plan to fail. We need to persevere to achieve our goals. We need to persevere to achieve our goals. We need to persevere to achieve our goals. We need to persevere to achieve our goals. Moral Values and Messages In The Story Moral Values MessagesIn The Story
27 SUGGESTED ACTIVITIES
28 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
29 Appendix 1
30 Appendix 2
31 Suggested Answers Title Character Author Reading Series
32 Reading Level Synopsis Publisher ISBN number
33 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
34 Appendix 1 Focus words: One syllable Two syllables Three syllables dream summer beautiful silk every holidays cloth patterns grandfather
35 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
36 Appendix 1 1. 2. 3. 4. 5. 6.
37 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
38 Appendix 1 SYNOPS Adapted from “I Have A Dream” by Abba I Have A Dream (ABBA) (With backing vocals) www.youtube.com/watch?v=Nb3B5NZ6c-c „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
39 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 SYNOPSIS SYNOPSIS ACTIVITY 1: AWAKEN YOUR SENSES LS: 4.2.1 (a), (b)
40 Appendix 1 Retreived from: http://stunningphotographyz.blogspot.sk/
41 Appendix 2 Worksheet Imagine you are Akbar at the Taj Mahal. Write what you see, hear, smell and how they feel.
42 Suggested Answers Worksheet Imagine you are Akbar at the Taj Mahal. Write what you see, hear, smell and how they feel. food sold by vender scent of flowers people talking cameras clicking many people rows of trees four towers a beautiful white building canals red tiles happy excited amazed tired hot see hear smell feel
43 SYNOPSIS ACTIVITY 2: MUSICAL STORY BOX LS: 4.2.1 (a), (b) 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. SYNOPSIS Educational Emphases Thinking Skills Applying Analysing Multiple Intelligences Verbal Linguistics Visual-Spatial
44 Appendix 1 1. 2. 3. 4. 5. 6.
45 7. 8. 9. 10. 11. 12.
46 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.
47 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 SYNOPSIS ACTIVITY 3: ON THE WAY TO AGRA LS: 4.2.1 (a)
48 Appendix 1 . Shall I tell you a story to pass the time? Yes, please Grandfather. Shah Jahan ordered craftsmen from all over India to build the finest tomb in the whole world for Mumtaz. Shah Jahan met a beautiful girl and fell in love with her. Then, they got married. I want to make new patterns that no one has ever seen on silk. You are like Shah Jahan. Did you love Grandma as much as Shah Jahan loved Mumtaz? I did. Grandma and I had a long and happy life together. When Shah Jahan went to battle, Mumtaz gave birth to a baby girl. The baby was well but Mumtaz died.
49 Appendix 2