PRODUCT Task 2: B y : n ur a i n i a m ir a h bi n ti n or a z h a r PISMP TESL M AMBILAN JUN 2021 - MEI 2026 TSLB3563Creative writing
Prose (Fiction) Writing
Activity Storyboarding Topic Unit 6: Tell Me A Story Content Standard 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Learning Standard 4.2.3 Narrate factual and imagined events and experiences Learning Objective At the end of the lesson, pupils will be able to produce a cohesive narrative writing by using at least two (2) transition words correctly based on the character, setting and problem of the story given. Genre Fairy Tales Year 6
Materials Storyboarding templates Dice Roll the Dice game Writing materials such as pencils, coloured pencils, crayon and etc. Refer to appendix A
1 2 3 4 5 6 Pupils get into groups of five. Teacher explains to the pupils the instructions for the activity and prepares an example of a storyboard as a reference. Pupils roll the dice to determine the story's character, setting and problem in the “Roll the Dice” activity. Pupils select the character, setting and problem of the story from the list of characters, settings and problems provided corresponding to the number rolled. Pupils should consider adding at least one additional character to the story. Pupils create their storyboard based on the character, setting and problem of their chosen story. Steps
7 8 9 Pupils sketch key scenes or events from their story by using each panel to represent different parts of the narrative: the setting, characters, problem as the beginning, steps to solve the problem as middle and solution as the ending of the story. Pupils write the summary at the bottom of each panel that provides each overview of the events depicted in the corresponding scene. Pupils need to incorporate the transition words into their writing for each story panel. 10 11 Pupils put off the story's title after they finished creating the storyboard. Gather students in a circle and initiate a storytelling circle.
First and foremost, the activity provides opportunities for guided learning and scaffolding of new skills by structuring activities within pupils' zone of proximal development (ZPD) (Basuki & Saputri, 2020). For example, the teacher provides scaffolding by explaining the activity’s instructions through a demonstration of storyboard creation and offering support as needed during the process. Therefore, it supports pupils in developing narrative writing skills, visual literacy, and problem-solving abilities within their zone of proximal development (ZPD). Socio-Cultural Theory proposed by Lev Vygotsky introduces the concept of the zone of proximal development (ZPD), which indicates that learning occurs most effectively when tasks are challenging but achievable with appropriate support through examples, guidance, and assistance during storyboard creation that scaffold pupils' learning that helps them bridge the gap between current abilities and potential development (Hasan & Karim, 2019). Furthermore, the activity helps pupils visualise and organise key story elements, which facilitate comprehension and coherence (Basuki & Saputri, 2020). For example, pupils sketch scenes representing different parts of their narrative, including setting, characters, problem, solution, and key events. Therefore, it assists pupils in organising their thoughts, structuring their narratives, and conveying meaning effectively. The cognitive Theory of Multimedia Learning proposed by Richard Mayer emphasises the importance of visual representation in enhancing learning and comprehension through the addition of visual elements into the writing activity helps pupils process information more effectively, which leads to deeper understanding and retention of narrative content (Frumuselu, 2020). Justification
Prose (Non-Fiction) Writing
Activity Creating advertisement Topic Unit 5: Food and Health Content Standard 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Learning Standard 4.2.4 Describe people, places and objects using suitable statements Learning Objective At the end of the lesson, pupils will be able to create a persuasive advertisement for a food product correctly based on the provided checklist of important things to include in the advertisement. Visuals, slogan Year 5 Activity
Materials Advertisement templates Darts Dartboard Index cards with different types of food Writing materials such as pencil, colour pencil, crayon and etc. Refer to appendix B
1 2 3 Pupils get into five (5) groups. Teacher explains to the pupils the instructions for the activity and prepares an example of an advertisement as a reference. Pupils take turns throwing a dart at the dartboard in the “Foodie Dart Dash” game. 4 5 6 Pupils select the food category corresponding to the section where the dart lands on the dartboard. Pupils select any foods that are related to the food category they have chosen. Pupils create their advertisements by using the advertisement template provided. Steps
7 8 9 Pupils draw the food for their advertisements. Pupils must create the advertisement by incorporating persuasive writing with the best handwriting and colouring. Pupils need to include the name of the food, a picture of the snack, a slogan, features and benefits, and a company name. 10 11 Every group play “One Two Som” in their respective group to choose the representative for their groups. A group representative presents their advertisement to the class through the mini-advertising fair. The other pupils walk around the miniadvertising fair and provide constructive feedback using the rubric provided, including elements like clarity, persuasiveness and creativity.
First and foremost, the activity engages pupils in actively constructing their understanding of advertising concepts and persuasive writing techniques. For example, pupils select food categories, brainstorm ideas, and create advertisements based on their own interpretations and prior knowledge. Therefore, it encourages student-centred learning and the construction of knowledge through hands-on, experiential activities. Socio-Cultural Theory proposed by Lev Vygotsky highlights that learning is an active process whereby individuals construct their understanding of the world through interactions with their environment through the creation of advertisements, where pupils actively construct their understanding of advertising concepts and persuasive writing strategies (Alkhudiry, 2022). Furthermore, the activity provides pupils with authentic, hands-on experiences in creating advertisements that emphasise learning through real-life experiences. For example, pupils actively engage in the process of creating advertisements, drawing on their own experiences and applying knowledge in a practical context. Therefore, it fosters meaningful learning experiences that connect classroom activities with real-world applications. Experiential Learning Theory, proposed by John Dewey, asserts that pupils learn best through active participation in real-life experiences that are relevant to their lives, through the creation of advertisements that give practical experience in persuasive writing and communication skills that lead to deeper learning and understanding (Silver, 2021). Justification
Poetry Writing
Activity Diamante Poems Topic Module 8: Amazing Animals Content Standard 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Learning Standard 4.2.4 Describe people and objects using suitable statements Learning Objective At the end of the lesson, pupils will be able to create a diamante poem by using at least three (3) adjectives, five (5) verbs and three (3) nouns correctly based on the animals chosen. Diamante Templates Year 4 Activity
Materials Diamante poem template Scrambled letter Coloured paper Writing materials such as pencils, coloured pencils, crayon and etc. Spoon sticks Scissors and glue Refer to appendix C
1 2 3 Pupils get into groups of five (5). Each pupil works for each line except for the first and last line in the diamante poem. Teacher explains to the pupils the instructions for the activity and prepares an example of a diamante poem as a reference. Teacher introduces the scrambled letter from “Unscramble the Letters” activity. 4 5 6 Teacher distributes the scrambled letter and instructs the pupils to work in pairs to unscramble the letters. Pupils follow the lines given to match with the scrambled letter. Pupils unscramble the letters corresponding to the line matched. Steps
7 8 9 Pupils unscramble the letters to determine the first animals they will write their diamante poem about. Pupils choose the second animal on their own that contrasts or relates to the first animal in any way they choose. Pupils create the animal spoon puppet based on the two animals chosen for five (5) minutes. 10 11 12 Pupils write a diamante poem after creating their animals' spoon puppet. Pupils present their diamante poems in front of the class. Two representatives from each group need to act out the behaviours or movements of the animals based on their diamante poems before they show their animal spoon sticks and recite their diamante poems. Other groups guess the animals by using five (5) descriptive words.
13 14 Pupils continue showing their animal spoon puppets after they have done the charade session. Pupils recite their diamante poems in front of the class. Each group member recites their respective lines alternately.
First and foremost, the activities cater to diverse learning styles and intelligences that allow pupils to engage with writing concepts in ways that are suitable to their strengths and preferences (Fithriani, 2021). For example, pupils with linguistic intelligence excel in writing diamante poems, while those with visual-spatial intelligence may benefit from creating visual representations of their poems using animal spoon puppet. Therefore, it allows pupils to explore and express their writing skills through various modalities, enhancing their understanding and retention of writing concepts. Multiple Intelligences Theory, proposed by Howard Gardner, explains that individuals possess different types of intelligences where through the activities that appeal to various intelligences can support pupils in developing their writing skills in ways that align with their strengths and preferences (Hasbullah et al., 2023). Furthermore, the activities break down complex writing tasks into smaller, manageable steps that reduce the cognitive burden on pupils and facilitate learning (Andriani, 2021). For example, pupils manage their cognitive load and approach the task systematically by breaking down the task of creating a diamante poem into smaller steps, such as choosing animals, unscrambling letters, and composing lines. Therefore, it supports pupils to navigate the writing process more effectively allowing them to focus their cognitive resources on understanding and applying writing concepts. Cognitive Load Theory, proposed by John Sweller, suggests that instructional design should consider the limitations of working memory that aim to minimise cognitive load to optimise learning through the structuring of writing activities in a way that reduces cognitive load, which supports pupils’ learning and skill development in writing tasks (Abdul Aziz & Abdul Aziz, 2019). Justification
Figue 1. Storyboarding template Appendix Appendix A Figure 2. “Role the Dice” game
Figure 3. Dartboard for “Foodie Dart Dash” game Appendix B Figure 4. Index cards that correspond to the number at the dartboard
Figure 5. Advertisment template/sample Figure 6. Index cards that correspond to the number at the dartboard
Figure 7. “Unscramble the Letters” activity Appendix C Figure 8. Diamante poem template
Figure 9. Sample of animal spoon pupet
References
References
Nur aini amirah binti norazhar Prepared by: TSLB3563Creative writing PISMP TESL M AMBILAN JUN 2021 - MEI 2026