145 Group work Steps: 1. Go through pages 23 to 29 and brainstorm on the important events that took place. 2. Distribute Worksheet 1 to each group. 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. *Teacher’s Note: Pupils work in groups of three. Educational Emphases: Multiple intelligence (verbal linguistic) Thinking skills (creating) Values and citizenship GOING BEYOND THE TEXT ACTIVITY 5: THANK YOU NOTE LS: 4.3.1, 4.3.2
146 WORKSHEET 1 Dear _____________________ _____________________________________ _____________________________________ _____________________________________ From, ………………………………………… Dear _____________________ _____________________________________ _____________________________________ _____________________________________ From, ………………………………………..
147 Dear _____________________ _____________________________________ _____________________________________ _____________________________________ From, ……………………………..
148
149 SAMPLE LESSON PLAN 1 (SK) Theme : World of Stories Topic : And Something Weird Happens… 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 : By the end of the lesson, pupils should be able to: (a) describe the pictures and guess the chapters, (b) present a chain story telling in groups. (c) sequence the story orally Time : 60 minutes Teaching Aids : 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 1. Teacher shows silhouettes of the characters found in the story (Joel, the teacher, Anastasia Olivetti, Mr. Gelatti, Pizza manager.) 2. Pupils guess the characters. 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). Practice Activity 1: Guess the Chapter!
150 1. Pupils work in groups of 4-5. 2. Each group is given a booklet with jumbled up pictures (refer to pages 66-70 for the booklet). 3. Pupils describe the pictures in terms of what they can see, who they can see, what the character(s) in that particular picture is doing etc. but they are not allowed to show their pictures to the members. 4. Members of the group should listen carefully and guess the chapter that describes the picture. Activity 2: Sequencing 1. Pupils work together to sequence the pictures accordingly (from chapters 1-4) and compile them into a booklet. 2. Select a few groups to present. 3. Discuss the correct sequence to ensure that they will be able to proceed to the next activity. Production Chain Story Telling 1. Pupils work in the same groups. 2. Each group appoints a leader. 3. The first person in each group holds the picture booklet. 4. 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 and the discussion they had earlier in Activity 1. 5. The next pupil looks at the second picture and continues the story and this step goes on until the last picture in the booklet. 6. Teacher goes around listening to each group to make
151 sure they are all participating and assist them if necessary. Closure 1. If time permits, teacher may ask one or two groups to present their story chain to the whole class. *Teacher’s 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. Please refer to Activity 2: Guess the Chapter! of suggested activities for synopsis on how to do the booklet.
152 SAMPLE LESSON PLAN 2 (SJK) Theme : World of Stories Topic : And Something Weird Happens… 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 : By the end of the lesson, pupils should be able to: (a) describe the pictures and guess the chapters, (b) sequence the chapters orally Time : 30 minutes Teaching Aids : 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)
153 STAGE STEPS Set Induction 1. Teacher shows silhouettes of the characters found in the story (Joel, the teacher, Anastasia Olivetti, Mr. Gelati, Pizza manager.) 2. Pupils guess the characters. 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. Practice Activity: Guess the Chapters! 1. Pupils work in groups of 4-5. 2. Each group is given a booklet of jumbled up pictures ( refer to pages 66-70). 3. Teacher tells them that they can describe the pictures in terms of what they can see, who they can see, what is the character(s) in that particular picture is doing etc. but they are not allowed to show their pictures to the members. 4. Members of the group should listen carefully and guess the chapter that describes the picture. Production Activity: Sequencing & Describing 1. Pupils work together to sequence the pictures accordingly (from chapters 1-4) and compile them into a
154 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 1. If time permits, teacher may ask one or two groups to present their story chain to the whole class. Teacher’s note: The pictures in the picture booklet for Guess the Chapter activity should not be in sequence following the chapter. Pictures are jumbled up. Please refer to Activity 2: Guess the Chapter of suggested activities for synopsis on how to do the booklet.
155 SAMPLE LESSON PLAN 3 (SK) Theme : World of Stories Topic : And Something Weird Happens........... 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 : By the end of the lesson, pupils should be able to: a) use adjectives to describe the characteristics of characters correctly, b) fill in the bubbles with the correct adjectives. Time : 60 minutes Teaching aids : 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.
156 STAGE STEPS Set Induction Activity: Guessing Who (5 minutes) 1. Teacher shows a covered picture of a prominent figure (E.g.: Lee Chong Wei, Nicole David, their headmaster/headmistress). 2. Teacher peels off strips of papers from the picture until pupils are able to guess the personality in the picture. 3. Teacher introduces the prominent figure and discusses with pupils. 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 Activity 1: Describing Characters (10 minutes) 1. In groups of three, pupils are given Worksheet 2. 2. Based on the short story “ And Something Weird Happened....” pupils are asked to describe each character using suitable adjectives . 3. Pupils write the adjectives around each picture.
157 4. Pupils are given 5 minutes to complete the task. 5. Pupils present their answers. Post-reading My Favourite Character (20 minutes) 1. Pupils are asked to find and choose pictures of two prominent personalities of their choice from newspapers. 2. Cut them out and paste them onto Worksheet 3. 3. Using all the adjectives that they have learnt, pupils fill in the bubbles with the correct characteristics of each personality. 4. Few groups are then selected to present their answers. *Note: Teacher can provide pictures if necessary. Closure Wrapping-Up (5 minutes) 1. Teacher wraps up the lesson by asking a few questions about the characters in the story. E.g: Which character in the story do you like best? Why? State some positive values of the character chosen. 2. Pupils answer. 3. Teacher provides feedback and ends the lesson.
158 PICTURES OF PROMINENT PEOPLE/FIGURES *Note: Teacher can choose other prominent figures.
159 WORKSHEET 2 Write down the words that best describe each character.
160 WORKSHEET 3 Fill in the blanks with the correct characteristics of each personality. Famous Personality 1 (cut and paste here) Famous Personality 2 (cut and paste here
161 SAMPLE LESSON PLAN 4 (SJK) Theme : World of Stories Topic : And Something Weird Happens........... 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 : By the end of the lesson, pupils should be able to: a) use adjectives to describe the characteristics of prominent characters correctly, b) fill in the blanks with the correct adjectives, Time : 30 minutes Teaching aids : 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.
162 STAGE STEPS Set Induction Guess Who (3 minutes) 1. Teacher shows a video clip of a prominent figure speaking and asks pupils to guess. 2. Teacher asks a few questions pertaining to the person. E.g: Who is he/she? Which country is he/she from? What do you know about him/her? Do you like him/her? What is he/she famous for? 3. Pupils present their answers orally. 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 Activity: Describing Characters (10 minutes) 1. In groups of three, pupils are given Worksheet 2.
163 2. Based on the short story “ And Something Weird Happened....” pupils are asked to describe each character using suitable adjectives . 3. Pupils are to write the adjectives around each picture. 4. Pupils present their answers. Post reading My Favourite Character (20 minutes) 1. Pupils are asked to find and choose pictures of two prominent personalities of their choice from newspapers. 2. Cut them out and paste them onto Worksheet 3. 3. Using all the adjectives that they have learnt, pupils fill in the bubbles with the correct characteristics of each personality. 4. Few groups are then selected to present their answers. *Note: Teacher can provide pictures if necessary. 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.
164 PICTURES OF PROMINENT PEOPLE/FIGURE Note: Teacher can choose other prominent figures
165 WORKSHEET 2 Write down the words that best describe each character.
166 WORKSHEET 3 Fill in the blanks with the correct characteristics of each personality. Famous Personality 1 (cut and paste here) Famous Personality 2 (cut and paste here
167 SAMPLE LESSON PLAN 5 (SK) Theme : World of Stories Topic : Short Story (Setting) 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 : By the end of the lesson, pupils should be able to: (a) Identify and justify a suitable location for the identified buildings in their own words orally. (b)label the location of the buildings on the map. Time : 60 minutes Teaching Aids : A colourful, reader-friendly town map, Worksheet 1, coloured marker pens, cut-out pictures of 4 different buildings (school, hospital, shopping mall, swimming pool), word cards. Educational Emphases: 1. Multiple intelligences (Visual-spatial, Verbal linguistic) 2. Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)
168 STAGE STEPS Set Induction 1. Show pupils a map of a town. 2. Ask pupils if they have seen such “pictures” before. 3. Teacher introduces the concept of a map to pupils. 4. Ask pupils to name some of the buildings in the map. Presentation 1. Based on the same map, teacher asks pupils to place some of the cut-out pictures on the map. 2. After each cut-out pictures are placed on the map, teacher writes sentences to describe where the buildings are located. Eg: The school is next to the library. The hospital is opposite the lake. (or any other appropriate sentences) 3. Teacher asks pupils why it is a good location for the building and why they think so. Practice 1. Teacher divides 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. 4. Pupils discuss where would be a good location for the following and indicate the building in the map: a school a local library an ice-cream shop a pizza shack 5. Pupils label the map with the locations of the above buildings. 6. Pupils list reasons why they have selected the particular
169 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 1. Teacher asks pupils to draw their dream township.
170 SAMPLE LESSON PLAN 6 (SJK) Theme : World of Stories Topic : Short Story (Setting) 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 : By the end of the lesson, pupils should be able to: (a) identify a suitable location for the identified buildings. (b) label the location of the buildings on the map. (c) justify the selected locations for the buildings. Time : 30 minutes Teaching Aids : A colourful, reader-friendly town map, Worksheet 1, coloured marker pens, cut-out pictures of 4 different buildings (school, hospital, shopping mall, swimming pool), word cards. Educational Emphases: 1. Multiple intelligences (Visual-spatial, Verbal linguistic) 2. Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)
171 STAGE STEPS Set Induction 1. Teacher shows pupils a map of a town. 2. Ask pupils if they have seen a map like this before. 3. Ask pupils to name some of the buildings in the map. Presentation 1. Based on the same map, teacher asks pupils to place some of the cut-out pictures on the map. 2. Each cut-out picture is placed on the map. 3. Teacher writes sentences to describe where the buildings are located. Eg: The school is next to the library. a. The hospital is opposite the lake. b. (or any other appropriate sentences) OR (for more advanced learners): 4. Teacher asks pupils why it is a good location for the building and why pupils think so. Teacher tells pupils that they may use the following words when justifying their choice: “_____because_____”, “_____for_____”, “_____since_____” Eg: The hospital is located next to the lake because of the healthy environment. Practice 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. 4. Pupils discuss where would be a good location for the following and indicate the building in the map.
172 a school a local library an ice-cream shop a pizza shack 5. Pupils ist reasons why they have selected the particular location. 6. Group presentation: Closure Teacher wraps up the lesson with a mini quiz: Class is divided into groups A and B. They pose quiz questions to each other.
173 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 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+nurhaliza&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
174 Assessment
175 OVERALL COMMENTS: _____________________________________________________________ _____________________________________________________________ ______________________________________________________________ ______________________________________________________________ INDIVIDUAL ASSESSMENT FORM
176 OVERALL COMMENTS: ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ GROUP ASSESSMENT FORM
177 SELF REFLECTION FORM
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179 GLOSSARY 1 caravan (n) a road vehicle without an engine that is pulled by a car, designed for people to live and sleep in, especially when they are on holiday/vacation 2 champ (n) a person, team, etc. who has won a competition, especially in a sport 3 wink (v) to close one eye and open it again quickly, especially as a private signal to somebody, or to show something is a joke 4 sparkle (v) to shine brightly with small flashes of light 5 imagine (v) to form a picture in your mind of what something might be like 6 disappointed (adj) upset because something you hoped for has not happened or been as good, successful, etc. as you expected 7 dedicate (v) to say at the beginning of a book, a piece of music or a performance that you are doing it for somebody, as a way of thanking them or showing respect 8 jelly babies (n) a small soft sweet/candy in the shape of a baby, made from gelatin and flavoured with fruit 9 shack (n) a small building, usually made of wood or metal, that has not been built well 10 exciting (adj) causing great interest or excitement 11 make it up to create something that did not happen 12 imagination (n) the ability to create pictures in your mind; the part of your mind that does this 13 stare (v) the ability to create pictures in your mind; the part of your mind that does this 14 flavour (n) a particular type of taste 15 jumped to her feet stand on her feet immediately because of fear or surprise 16 crowded (adj) having a lot of people or too many people 17 weird (adj) very strange or unusual and difficult to explain 18 family-size A certain amount of food that is enough for a family 19 double topping (n) two layers of food that you put on top of a dish, cake, etc. to add flavour or to make it look nice 20 competition (n) an event in which people compete with each other to find out who is the best at something
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