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2 TABLE OF CONTENTS A GUIDE FOR TEACHERS WHAT IS A SHORT STORY 7 ELEMENTS IN SHORT STORY 8 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
3 SYNOPSIS CHAPTER 1 WHAT A BORING HOLIDAY! 42 OUR HOLIDAY COLLAGE 43 CHAPTER 2 WHAT HAPPENS NEXT? 44 CHAPTER 3 AND 4 LET’S 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 MASCOT’S JOURNEY 79 MEME GENERATOR 80 SETTING TOWN PLANNER 85 I SPY 87
4 LISTING THINGS 88 SOUNDS AND PLACES 90 HEY, WHAT’S 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 WRITER’S 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 DON’TS 133 WILD IMAGINATIONS 136 TAKE NOTE 138
5 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
6 A GUIDE FOR TEACHERS
7 WHAT IS A SHORT STORY? Short Story Short Limited characters Single setting Simple plot
8 ELEMENTS OF A SHORT STORY Elements of a Short Story Theme Setting Point of view Plot Characters
9 THEME WHAT IS THEME? 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 The main idea of a literary work, usually expressed as a generalization.
10 SETTING SETTING HISTORICAL GEOGRAPHICAL SOCIAL PHYSICAL The place and time where the story took place.
11 CHARACTERS The people, animals or things in the story. TYPES OF CHARACTERS
12 PLOT PLOT STRUCTURE Exposition Rising Action Climax Falling Action Resolution Plot is the sequence or order of events in a story. The start of the story. Conflicts & crisis in the story that leads to the climax The most intense moment The events between the climax and resolution The conclusion of the story
13 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, using "I" or "we"; second person, "you," the least common point of view. First Person Point of Third Person Point of
14 STAGES In WORKING WITH THE TEXT
15 Prediction Activate Background Knowledge Providing background information Predict and check Cross check Connect Background Knowledge to the Information in the Text Discuss and Respond Retell and Summarize Before Reading During Reading After Reading
16 Introducing the short story
17 REVOLVING AROUND THE TEXT Title Characters Author Publisher Illustrator Publisher’s logo
18 REVOLVING AROUND THE TEXT Publisher’s name and address Publisher ISBN number Illustrator
19 REVOLVING AROUND THE TEXT Synopsis Characters
20 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 Joel’s 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. That’s 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.Gelati’s 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 Joel’s essay to the whole class and returned it to him feeling satisfied. SYNOPSIS OF EACH CHAPTER
21 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. Joel’s 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. Gelati’s 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, Joel’s Jelly Baby Freeze. Again, just like in his imagination. Joel’s 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. Joel’s mother reminded him to finish up his homework. Joel’s started on his homework and he imagined. He imagined having a horse….or a crocodile….or even a dinasour….
22 Characters are the people or animals in the story. CHARACTERS
23 CHARACTERS Joel Joel’s new teacher Tom Yuki Ben Natalie
24 Mr. Gelati Mum Gran Anastasia Olivetti CHARACTERS
25 DESCRIPTION OF PEOPLE IN THE STORY CHARACTERS DESCRIPTIONS WHY WE SAY THIS Joel active imaginative creative determined “... played on the swings at the park, listened to story time at the library and swum in the local pool...........”. (pg. 7) “That was true. But then I started to imagine”.(pg 12) “I told her. Anastasia Olivetti was so pleased with my ending, she..................”. (pg. 13) “Excellent! I thought. I’d already filled two pages!” Joel’s new teacher gentle loving caring encouraging motivating patient kind/ sympathetic “No-one wanted to hear about that! But my new teacher did.” “Well, if you really didn’t 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.” CHARACTERS
26 Tom adventurous brave/bold/ daring “Tom’s cousin was a skateboard champ. He’d 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 (Joel’s mother) loving caring shows concern “Have you startedyour homework yet?” Gran (Joel’s grandmother) helpful caring warm “My gran came to look after us.” Anastasia Olivetti friendly “My friend, Joel!” She gave me a big hug.
27 The story takes place mainly in the classroom. Apart from that, the story also takes the readers to the main character’s home and several of the town’s landmarks namely the public library, the ice-cream parlour (“Mr.Gelati”) and a pizza joint (“Pizza Shack”). Joel’s classroom The public library The ice-cream parlour, “Mr. Gelati” The pizza joint, “Pizza Shack” SETTING
28 Joel felt that everything was so weird and then he remembered his homework. He was told to write about his pet. He started imagining. Finally, they went to the Pizza Shack and the pizza manager welcomed Joel and informed him that he had won pizza for a year. 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. 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. 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. 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. 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. 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. 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. EVENTS
29 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. MORAL VALUES AND MESSAGE IN THE STORY
30 Suggested Activities
31 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. Author’s name d. Illustrator’s 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. * Teacher’s note: The cover refers to the front and back of the book. Educational Emphases: Multiple Intelligences (Visual-Spatial) Contextual Learning ACTIVITY 1: FRONT OR BACK? LS: 4.2.1 REVOLVING AROUND THE TEXT
32 Front Cover
33 ISBN number Publisher Publisher‘s website Back Cover Synopsis Characters
34 WORKSHEET 1 Name the features found on the cover.
35 ANSWERS Name the features found on the cover. title characters author illustrator synopsis
36 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: 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? 4. Ask pupils to write a short reflection on their experiences during the holidays. Educational Emphases: Multiple Intelligences (Verbal-Linguistic) Assessment REVOLVING AROUND THE TEXT ACTIVITY 2: MATCH ME! LS: 4.2.1
37 WORKSHEET 2 Match the characters to the activity based on the short story. Use a different colour for each character. CHARACTER ACTIVITY
38 ANSWERS Match the characters to the activity based on the short story. Use a different colour for each character. CHARACTER ACTIVITY
39 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 friend’s work. REVOLVING AROUND THE TEXT ACTIVITY 3: MY TOP 3 WISHES LS: 4.2.1
40 vii. Teacher can check pupils’ work under the Class Library. 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. * Teacher’s 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
41 3. Award pupils’ best work with certificates or other means of acknowledgement (stars, badges, sweets). * Teacher’s 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 Educational Emphases: Multiple Intelligences (Visual-Spatial) Creativity and Innovation Thinking Skills (Creating)
42 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 SYNOPSIS CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 1: WHAT A BORING HOLIDAY! LS: 4.2.1
43 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 pupil’s 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 SYNOPSIS CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 2: OUR HOLIDAY COLLAGE LS: 4.3.1
44 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. SYNOPSIS CHAPTER 2: MAKING IT UP ACTIVITY 1: WHAT HAPPENS NEXT? LS: 4.3.1 Educational Emphases: Thinking Skills Multiple Intelligences (Verbal- Linguistics, Bodily kinaesthetic)
45 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 “Joel’s 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.
46 WORKSHEET 1 (To be enlarged to A3 size) CHAPTER 1 MAKING IT UP 1. _________________________ 3. ________________________ 2. ________________________ _____________ 4 __________________________ 5. _________________________ 6. _________________________ _________________________ ___ 8. _________________________ 7. _________________________
47 HANDOUT 2
48 HANDOUT 2
49 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 SYNOPSIS CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS ACTIVITY 1: LET’S GUESS LS: 4.2.1
Names: ______________________ Q1: Who did Joel meet? Q2: Where did he meet them? Q3: If you are at these places, what do you usually do there? Q4 ha th 1. _________ _________ ___________________ ___________________ __ __ __ 2. _________ _________ ___________________ ___________________ ___________________ __ __ 3. _________ _________ ___________________ ___________________ ___________________ __ __