95 Pair work Steps: 1. Distribute Worksheet 5 to each pair. 2. Ask pupils to look at the pictures in the worksheet. 3. Pupils identify the sound in each picture and write their responses in the appropriate boxes. 4. Ask pupils where they might hear similar sounds elsewhere. Educational Emphases: Multiple intelligences (Verbal linguistic) Thinking skills (Analysing, Rationalising) Contextual learning SETTING ACTIVITY 6: ONOMATOPOEIA PLAY LS: 4.2.1, 4.3.2
96 WORKSHEET 5 PICTURE SOUND 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
97 SUGGESTED ANSWERS PICTURE SOUND PLACE Shh…. Public library Classroom Rrring 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 Public library
98 Individual work Steps: 1. Ask pupils to refer to the pictures on pages 6 and 7 (Pupils are not required to read). 2. Pupils are given Worksheet 1. 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. What did Tom do with the skateboard? Who played basketball? What did Joel do in the library? Who did Joel play with on the swings? Where did Yuki fly to? 6. Distribute Worksheet 2 for pupils to complete individually. Educational Emphases: i-Think (Brace Map) Thinking skills (analysing, applying) Contextual learning EVENTS IN THE STORY CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 1: LIST ME L.S: 4.2.1
99 WORKSHEET 1 Refer to pictures on pages 6 and 7. Relate words associated to the pictures. List all the words in the circle below. It can be nouns or verbs. www.dreamstime.com
100 WORKSHEET 2 played on the swing,……___ __Joel_____ ______________________ ______________________ __________ ______________________ ______________________ Holiday activities_ __________ ______________________ ______________________ __________ ______________________ ______________________ ___________ ______________________
101 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: Thinking skills (remembering) Multiple intelligences (visual-spatial & bodily kinaesthetic) Example: MEMORY FLIP CARDS Playing basketball EVENTS IN THE STORY CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 2: FLIP ME L.S: 4.2.1
102 WORD CARDS Playing basketball Playing board games Watching DVD Listening to stories Playing on the swing Flying in an aeroplane Skating on a skateboard Walking the dog
103 PICTURE CARDS
104 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. In pairs, pupils create a story on a weird holiday. 3. Provide a guideline for them to write (Handout 1). 4. Each pair writes a short paragraph based on the guideline given. 5. Select pairs at random to present their work. 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: Multiple intelligence (Verbal-linguistic) Creativity and innovation Thinking skills (synthesising) EVENTS IN THE STORY CHAPTER 1: A VERY BORING HOLIDAY ACTIVITY 3: HOW WEIRD IS MY HOLIDAYS? LS 4.3.1, 4.3.2
105 Pair work Steps: 1. Each pair skims through pages 12,13,14,16. 2. They list out events that happened to Joel. 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: Multiple intelligence (verbal-linguistic) Thinking skills (Synthesising) Creativity and innovation EVENTS IN THE STORY CHAPTER 2: MAKING IT UP! ACTIVITY 1:WRITER’S BLOCK LS 4.2.1, 4.3.1
106 WORKSHEET 3 a) Complete your own version of the story given. And now, it’s time for your new version of the story… We went to the library for story time. You wouldn’t believe it.___________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Joel’s story We went to the library for story time. You wouldn’t believe it. It was my favourite author, Anastasia Olivetti. She was making a surprise visit to our local library. I told her, Anastasia Olivetti was so pleased with my ending. (page 12)
107 b) Complete your own version of the story given. And now, it’s time for your new versionof the story… “They want something new. Something different. I can’t think of anything different at all!” I thought about it. “How about____________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Joel’s story “They want something new. Something different. I can’t think of anything different at all!” I thought about it. “How about putting jelly babies in the ice-cream?” I said. “That would be different!” (page 14)
108 c) Complete your own version of the story given. And now, it’s time for your new versionof the 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,__________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Joel’s 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 Shack’s one millionth customers! We got free pizzas for a year! (page 16)
109 Group work Steps: 1. Distribute cut-out pictures to each group. 2. Pupils sequence the pictures on a display sheet according to the story line. 3. Pupils match the pictures with the given dialogues correctly. Educational Emphases: Multiple intelligence (visual-spatial & bodily kinaesthetic) Thinking skills (understanding) EVENTS IN THE STORY CHAPTER 2: MAKING IT UP! ACTIVITY 2: PLOT ME LS 4.2.1
110 PICTURE CUT-OUT Sequence the pictures into the correct order and paste the correct excerpt.
111
112 DIALOGUES CUT-OUT “What did you do over the holidays, Joel?” she asked. “Nothing,” I said. “Nothing, absolutely nothing?” said my teacher. “Well, nothing that I can write about,” I said. “You must have done something,” my teacher said. “But I didn’t!” I said. “I had a really, really, boring holiday!” My new teacher looked at me. Now she looked as if she felt a bit sorry for me. I watched her walk away. Make it up, she’d said. Make it up… All right then, I thought, I will. I’ll make it up. And I’ll really make it exciting! I told her. Anastasia Olivetti was so pleased with my ending, she said she’d dedicate her next book to me. I read over what I’d written. Pretty good, I thought. Great start! I went on.
113 I thought about it. ‘”How about putting jelly babies in the icecream?” I said. “That would be different!” “Wow!” said MrGelati. “That’s a great idea! What an ice-cream! I’ll call it ‘Joel’s Jelly Baby Freeze. When Natalie and I pushed the door open, the band started to play. All the people cheered wildly. Natalie and I were the Pizza Shack’s one millionth customer! We got free pizza for a year! My teacher looked over my shoulder. “I knew you could do it, Joel,” she said. “That’s wonderful! Will you let me read it to the class?” And she did. “So Joel has a very, very exciting holiday, didn’t he?” she finished. She winked at me again. And again, something sort of… sparkled… in the air around her.
114 Pair work Steps: 1. Distribute Worksheet 4 to each pupil. 2. Pupils are asked to complete the speech bubbles. 3. Pupils check their answers with their partner. 4. Get pupils’ feedback and list answers on the board. 5. In pairs, pupils role play the dialogues that they have completed. * Teacher’s Note: Accept any suitable answers. Educational Emphases: Multiple intelligence (Verbal-linguistic, bodilykinaesthetic) Creativity and innovation Thinking skills (creating, applying) EVENTS IN THE STORY CHAPTER 2: MAKING IT UP! ACTIVITY 3 – BUBBLE, BUBBLE LS 4.2.1, 4.3.2
115 WORKSHEET 4 Fill in the speech bubbles with suitable expressions. 1) 2) Khairil, you should have started writing your essay fifteen minutes ago.
116 3) 4) Hmm, what pizza should I have today? Wow! He is so smart.
117 5) 6)
118 Pair work Steps: 1. Show pupils picture on page 19. 2. Write the title of chapter 3 on the board. 3. Pupils predict what they are going to read by looking at the picture. 4. Distribute Worksheet 5. 5. Pupils complete the bubbles. Edecational emphases Knowledge acquisition Multiple intelligence (interpersonal, visual ) Thinking skills ( generating ideas) EVENTS IN THE STORY CHAPTER 3: SOMETHING WEIRD HAPPENS ACTIVITY 1: WEIRD HAPPENINGS LS 4.2.1, 4.3.1
119 WORKSHEET 5 List THREE weird things that happened in Chapter 3 in the bubbles below.
120 Individual work Steps: 1. Teacher asks pupils about their pets. 2. Show a slide of a rabbit (pet) with its descriptions. 3. Encourage pupils to describe their pets. 4. Distribute worksheet 6 and ask pupils to create their “dream pets” and describe it 5. Pupils display their “dream pets” and do a gallery walk. 6. Pupils are given three stars each to stick on to their top 3 dream pets. 7. Award the winners with the most stars. 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=picture+of+dream+pet+rabbit&oq=picture+of+dream+pet+rabbit&gs_l=im g.3...13745.22376.8.23498.25.21.0.0.0.0.1095.6072.4j3j10j7-3.20.0....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: I- Think (bubble map) Knowledge acquisition Multiple intelligence (verbal-linguistic, visual-spatial) Thinking skills ( Creating) EVENTS IN THE STORY CHAPTER 3: SOMETHING WEIRD HAPPENS ACTIVITY 2: MY FAVOURITE PET LS 4.3.1, 4.3.2
121 SAMPLE SLIDE OF A PET 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
122 WORKSHEET 6 Create your dream pet and describe it. MY DREAM __________
123 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...17387.40672.0.40941.67.50.17.0.0.6.1300.15753.14j6j15j1j3j 5j4j2.50.0....0.0..1c.1.20.img.MiaxSUExL3A&bav=on.2,or.r_cp.r_qf.&bvm=bv.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) Thinking skills ( Creating) EVENTS IN THE STORY CHAPTER 3: SOMETHING WEIRD HAPPENS ACTIVITY 3: AN INTERVIEW LS 4.2.1, 4.3.2
124 WORKSHEET 7 Create an interview between the reporter and the artiste. Question: _________________________________________________ ________________________________________________ Answer: _________________________________________________ ________________________________________________ Answer: _________________________________________________ ________________________________________________ Answer: _________________________________________________ ________________________________________________ Question: _________________________________________________ ________________________________________________ Question: _________________________________________________ ________________________________________________
125 Individual work /Pair work Steps: 1. Give each individual or pair an incomplete picture of a dinosaur from Handout 1 and a piece of A4 paper. 2. Pupils paste the incomplete picture of the dinosaur onto the A4 paper. 3. Pupils complete the picture by drawing their own version of a weird dinosaur pet. 4. Pupils put up the picture of their weird pet to share with their friends. 5. Pupils do a gallery walk. *Teacher’s Note: Pupils may work individually or in pairs. Preparation: Refer to Handout 1. Cut along the dotted lines. The incomplete picture will later be distributed to pupils. Educational Emphases: Multiple Intelligences (Interpersonal, Visual Spatial) Thinking Skills (Creating, Analysing) Creativity and Innovation EVENTS IN THE STORY CHAPTER 4: MORE WEIRD THINGS HAPPENED ACTIVITY 1: WEIRDO LS 4.3.1, 4.3.2
126 HANDOUT 1
127 Group work Steps: 1. Distribute modelling clay of different colours to each group. 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 _____. ii. Why do you like them? I like _________, __________ and ___________ because they are _________________. 4. Group presentation: based on the prompt questions, each group describe their “pizza” and explain what are their favourite toppings and why. Educational Emphases: Multiple Intelligences (Intrapersonal, Interpersonal, Bodily-Kinaesthetic, Verbal Linguistic Thinking Skills (Creating) Creativity and Innovation EVENTS IN THE STORY CHAPTER 4: MORE WEIRD THINGS HAPPENED ACTIVITY 2: MY PIZZA LS 4.3.1, 4.3.2
128 SAMPLE OF FINISHED PRODUCTS
129 *Teacher’s Note: Preparation Download a YouTube video on how ice-creams are made. Link: www.youtube.com/watch?v=pM_PWPHYTIw Ask pupils to bring the following ingredients for the next lesson. Make the necessary preparations and arrangements for the activity. EVENTS IN THE STORY CHAPTER 4: MORE WEIRD THINGS HAPPENED ACTIVITY 3: I SCREAM FOR ICE-CREAM LS 4.3.1, 4.3.2 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
130 Group work Steps: 1. Pupils watch a video on how ice-creams are made. 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 teacher’s supervision. Pupils give the icecream a name. 5. Pupils can enjoy their ice-cream. 6. Distribute Worksheet 8 to pupils. *Teacher’s Note Worksheet 8 can be given as homework. Educational Emphases: Multiple Intelligences (Intrapersonal, Interpersonal, Verbal-Linguistic) Creativity and Innovation Thinking Skills (Creating)
131 HANDOUT 2 Vanillicious Ice-cream Recipe Ingredients 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 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 Shake the bags for 5 to 10 minutes or until the mixture hardens like ice-cream. Step 5 Once ready, remove the bag of cream. Step 6 Your own homemade Vanillicious ice-cream is ready!! http://stuffpoint.com/ice-cream/image/124255/nice-drawing-picture/
132 WORKSHEET 8 _______________ Ice-cream Recipe 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 Place the cream, __________________________________ ______________________ into the medium-sized plastic bag. Tie the bag securely with a rubber band. 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 Shake the bags for 5 to 10 minutes or until the mixture hardens like ice cream. Step 5 Once ready, remove the bag of cream. Step 6 Your __________________ ice cream is ready!! replace this with anything that is sweet replace this with any fruit juice replace this with any fruits and/or nuts Give your ice-cream a name!
133 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 Multiple intelligence (interpersonal ) Thinking skills (analysing, evaluating) MORAL VALUES ACTIVITY 1: THE DOS AND DON’TS LS 4.2.1
134 HANDOUT 1 Share your ideas based on the situation given, Can you complete the essay about your holiday? You can do it, Joel. I know you can. Can he??? But he didn’t go anywhere for the holidays! I am not sure what to write about….but I will try to do something about it. I will do my best.
135 WORKSHEET 1 List three things you should do and three things you should not do based on the situation. THINGS YOU SHOULD DO THINGS YOU SHOULD NOT DO 1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________ 1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________
136 Group work Steps: 1. Distribute Worksheet 2 to pupils showing Joel’s imaginations. 2. Ask pupils if it is good to make up stories. 3. In groups, get pupils to discuss whether to agree or disagree with Joel’s imaginations. 4. Pupils need to give reasons in order to support their answers. 5. Pupils present their answers in class. Educational emphases Knowledge acquisition Assessment Multiple intelligence (verbal-linguistic, interpersonal) Thinking skills ( Evaluation ) MORAL VALUES ACTIVITY 2: Making It Up LS 4.2.1, 4.3.1
137 WORKSHEET 2 Joel’s imaginations. Discuss Joel’s imaginations above. Is it good to make up stories? Give reasons to support your answers. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Inventing a great new ice cream flavour Winning free pizza for a year Meeting famous author
138 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 Multiple intelligence (visual-spatial, intrapersonal, musical, bodily-kinaesthetic) Thinking skills ( Creating) MORAL VALUES ACTIVITY 3: TAKE NOTE LS 4.2.1, 4.3.1, 4.3.2
139 HANDOUT 2 I had the most boring holiday in the planet. My mum had to work, so I stayed at home, day after day, with my sister, Natalie. BOOOOOOORING!!!!!!!!!!!
140 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, ………………………………………….
141 Group work Steps: 1. Pupils are asked to discuss and to continue the story: “I’m going to do my homework now, Mum,” I called. “Right now!” And I did. I grabbed my notebook and I wrote and wrote. And something weird happened........ 2. Pupils are told to be as imaginative and creative as possible. 3. Pupils present their story. *Teacher’s 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: Multiple Intelligence (bodily-kinaesthetic) Mastery Learning Thinking Skills (Creating) GOING BEYOND THE TEXT ACTIVITY 1: A WEIRD HAPPENING LS: 4.3.1, 4.3.2
142 Group work (Advanced pupils) Steps: 1. Based on the story, each group comes up with a short choral speaking text. 2. Provide basic information and rules on choral speaking emphasising on tone, intonation, stress, rhythm and sound effects to make it more creative and interesting. 3. Provide a sample of choral speaking – audio, 4. Each group presents their choral speaking with teacher’s guidance. Group work (Lower intermediate pupils) Steps: 1. Play a sample video on any choral speaking performance. 2. Distribute a short choral speaking text (Handout 1) to each group. 3. Read the text with the pupils. 4. Pupils practise in groups. Provide help when needed. 5. Pupils present in groups. Educational Emphases: Multiple intelligences (bodily kineasthetic, verbal linguistic) Contextual Learning Thinking Skills (Creating) Creativity and innovation GOING BEYOND THE TEXT ACTIVITY 2: CHORAL SPEAKING LS: 4.1.1, 4.1.2
143 Group work Steps: 1. Show an enlarged picture of a dinosaur. 2. Discuss the characteristics of a dinosaur (fierce, scary, rough, huge, gigantic). 3. Get pupils to recall the story when Joel’s 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. Pupils discuss and use creative ideas to complete the story. 6. Once pupils are done, get them to paste their predictions around the classroom. 7. Gallery walk for pupils to read their friends’ predictions. 8. Select a few groups to present their predictions. Educational Emphases: Thinking Skills (Synthesising) Creativity and Innovation Multiple intelligence (Interpersonal) GOING BEYOND THE TEXT ACTIVITY 3: DEVELOPING THE STORY LS: 4.3.1, 4.3.2
144 Group work Steps: 1. Refresh on the previous activity (what pupils have predicted). 2. Pupils get into groups of four to five. 3. Pupils can discuss again and improve on their prediction. 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. Once pupils are done, they display their product in class. 6. A representative from each group talks about their cover. Educational Emphases: Thinking Skills (Synthesising) Creativity and Innovation Assessment GOING BEYOND THE TEXT ACTIVITY 4: MAKING A NEW COVER LS: 4.3.1, 4.3.2