Literature The Wizard of Oz Guidebook KSSR Year 6

Worksheet 2

What kind
of

characters
will you
meet?

i-Think Programme : Circle Map

101

Worksheet 3

How
will you

get
home?

i-Think Programme : Circle Map

102

Sample Answer
Worksheet 1

coconut trees

white, sandy beaches

rain seashells

What
will you

see?

many fish in the sea

crystal, clear waters

103

Sample
Descriptive Writing

If I was carried away by a cyclone like what happened to Dorothy, I will
end up on a beautiful island. I will land on a white, sandy beach with coconut trees.
There will be many seashells on the beach. I will not be hungry because I can go fishing.
There are many fish in the sea which you can see through the crystal clear waters. I
will meet many friends on the island like talking monkeys, dancing snakes and jumping
elephants. The talking monkeys will walk like humans and cook their food. Their
favourite food is roasted tomatoes. The snakes love dancing. Whenever you sing, they
will be dancing up a storm around you. The ground is always shaking in the day because
the elephants are always jumping. They tell me that their toes tingle all the time so
they have to jump. The interesting thing about the island is that it never rains! So, I
can sleep anywhere I want because there are no predators. My favourite place to sleep
is on the beach while listening to the sound of the waves. I will build a raft to get home
with the help of my friends. The elephants can help me carry the coconut tree trunks to
create a raft and the monkeys will be my helpers. The snakes can dance to provide us
entertainment. When it is done, I will be on my way home.

Note

The sample writing given above is based on the three worksheets given.

104

GOING BEYOND THE TEXT

ACTIVITY 2

MY LANDSCAPE – STANDING PICTURES AND FIGURINES LS 4.2.1(b), 4.3.1

Steps

1. Elicit responses of pupils on their perception of a prairie. Then share the definition
of a prairie - a flat wide area of land in North America and Canada without many
trees and originally covered with grass.

2. Use the sample pictures to show them what a prairie is.
3. Start a discussion and get pupils to describe the scene of the prairie seen on pages

6 and 7 of the Graphic Novel.
4. Give the pupils a task in groups. Distribute Worksheet 4(a) and Worksheet 4(b) to

pupils. Instruct them as follows:
 Imagine that you are Dorothy and you live on their prairie.
 Use your creativity and imagination to design your own landscape of a prairie.
5. Pupils draw their own characters, animals and buildings on Worksheet 4(b). Pupils cut
and paste them on Worksheet 4 (a).
6. Put their creation on display. Pupils justify their choice of characters, animals and
buildings on the prairie.

Educational Emphases

 Contextual Learning
 Creativity & Innovation
 Multiple Intelligence

(Visual-Spatial)

Thinking skills
(Applying, Creating, Evaluating)

105

Sample Prairies

106

Worksheet 4(a)

Reference: https://newearthjourney.files.wordpress.com/2011/06/hayfield-photo.jpg

107

Worksheet 4(b)
Draw your own buildings and animals in the boxes below. Cut and paste them onto
the prairie.

108

GOING BEYOND THE TEXT

ACTIVITY 3

DOROTHY‟S ADVENTURE LS 4.2.1 (a)(b),
4.3.1

Steps

1. Get the pupils to identify the four different territories based on the story. (Kansas,
Munchkin Land, City of Oz, Winkie Land)

2. Divide the class into four groups.
3. Distribute one territory to each group.
4. Distribute Worksheet 5 (Event sheet).
5. Get them to discuss and list at least two events that happened in the territory that

they are assigned to.

6. Get pupils to paste the event sheets onto their own map based on their own
creativity and present their work in front of the class.

Teacher‟s Note

 Step 3 – Prepare the Map of Oz on a display paper. Cut each territory
apart before distributing to each group.

 Step 4 - Cut along the dotted lines on Worksheet 5 before distributing
one event sheet to each group.

 Step 7 - Allow the groups to leave their work on the board after each
presentation to enable them to assemble the four territories to form
the Map of Oz.

Educational Emphases

 Contextual Learning
 Multiple Intelligence

(Verbal Linguistic, Visual-Spatial,
Interpersonal)

Thinking skill
(Applying, Analysing)

109

Map of Dorothy‟s Adventure

110

Worksheet 5

Event

1._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

………………………………………………………………………………………………………………………………………………………………..

Event

1._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
. ________________________________________________________________________

2._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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GOING BEYOND THE TEXT

ACTIVITY 4

“I AM FREE” BUTTON BADGE LS 4.2.1 (a), 4.3.1
Steps

1. Allow the pupils to choose to be either a Winkie from Winkie Land or the
Munckins from Munchkins Land.

2. Initiate a discussion to elicit responses on their feelings of being freed from
the clutches of the Wicked Witch of the West/Wicked Witch of the East.
Encourage them to say what they can do/aim to do/feel like doing now that they
are free.

3. Distribute a button badge (made of manila card/paper) to each pupil. Instruct
them to write their feelings based on their discussion above in the space
provided and then decorate their button badges. Get them to wear their badges
and speak about them in groups.

Educational Emphases
 Creativity and Innovation
 Multiple Intelligence

(Visual Spatial, Verbal Linguistic, Interpersonal)

Thinking skill
(Applying,Creating)

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BUTTON BADGE

I AM FREE !!!
Now, I ___________
_________________

I AM FREE !!!
Now, I ___________
_________________

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GOING BEYOND THE TEXT

ACTIVITY 5

DOROTHY AND FRIENDS LS 4.1.2, 4.3.2

Steps
1. Go through the lyrics of the song (Refer to Handout 1).
2. Introduce the instrumental version of the song (to the tune of Oh, Carol!).
3. Fit in the lyrics to the tune.
4. Get the pupils to sing the song together.
5. Divide the pupils into 4 groups.
6. Each group has to create their own lyrics to the tune of “Oh, Carol”
7. Ask them to use their creativity to perform.

Teacher‟s Note
For lower intermediate pupils, you can get the pupils to change the lyrics of the last line
in each stanza and then perform.

Educational Emphases

 Creativity and Innovation
 Multiple Intelligences

(Musical, Bodily-Kinaesthetic)

Thinking skill
(Creating, Applying, Analysing )

114

Handout 1

Dorothy and Friends
(Based on the tune of Oh, Carol)

Hi, hello,
I am Dorothy,
I stay on a prairie,
With my family.
Then you know,
I made three friends,
Scarecrow and Lion,
And Tin Man too.
Together we would walk the Yellow Brick Road,
Scarecrow for a brain,
Lion for courage,
Tin Man for a heart.
Then we met the Great Oz of the Oz land,
So great but scary,
But good conquered evil,
We all had victory.

Lyrics by: Gerardine Raj

115

GOING BEYOND THE TEXT

ACTIVITY 6

BACK TO THE LAND OF OZ LS 4.2.1 (a)(b)(c)

Steps

1. Prompt pupils to talk about what happened to the characters at the end of the
story.

2. Brainstorm on what will happen if Dorothy comes back to the Land of Oz one day.
3. Divide pupils into groups and get them to write down their predictions on

Worksheet 6.

4. Pupils present their predictions to the class.
5. Accept any suitable answers.

Educational Emphases
 Creativity & Innovation
 Multiple Intelligence

(Verbal Linguistic, Intrapersonal, Logical /
Mathematical)

Thinking skills
(Evaluating, Analysing)

116

Worksheet 6
Do you think Dorothy will return to the Land of Oz one day?

________________________________________________________

When would that be?
_________________________________________________________

Who will she meet?
_________________________________________________________

Do you think they will remember her? Why?
_________________________________________________________
_________________________________________________________

What will Dorothy do in the Land of Oz?
________________________________________________________
________________________________________________________

Will she go home to Kansas again?
_____________________________________________________________________

If yes, how will she go home again? If no, why?
______________________________________________________
______________________________________________________

117

GOING BEYOND THE TEXT

ACTIVITY 7 LS 4.2.1 (b)
CONNECT US

Steps

1. Ask questions to get information about the leaders of Malaysia. Write pupils‟
responses on the board.
Sample questions:
 What is the name of our country?
 Who is the Prime Minister of Malaysia?
 Which is the biggest state in Malaysia?
 Who is the Chief Minister/Menteri Besar of that state?
 What is the name of our state?
 Who is the Chief Minister/Menteri Besar of our state?

2. Using a bridge map, write in the information obtained correctly.
Example:

YAB Dato‟ Seri as Tan Sri Datuk Patinggi YAB Azmin Ali
Najib Razak Adenan Satem Selangor
as
Malaysia Sarawak

3. In pairs, ask pupils to identify the places they can find in the Land of Oz and
write the name of the rulers of the places they have identified.

4. Pupils complete Worksheet 7.

5. Discuss the answers.

Educational Emphases

 Contextual Learning
 Multiple Intelligence

(Verbal linguistic)

Thinking Skill 118
(Analysing)

119

120 i-Think Programme: Bridge Map

121

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SAMPLE LESSON PLANS

LESSON PLAN 1

DOROTHY AND FRIENDS

Focus : Language Arts

Theme : World of Stories

Topic : Dorothy and Friends

Time : 60 minutes

Learning Standards :
4.1.2 Able to sing songs, recite jazz chants and poems with correct stress

pronunciation, rhythm and intonation.
4.3.2 Able to plan, prepare and participate in a performance with guidance based on

literary works.

Learning Objectives :

By the end of the lesson, pupils should be able to:

i. create their own lyrics of Dorothy and Friends.

ii. perform “Dorothy and Friends” to the tune of “Oh, Carol” in their groups

with the correct stress, pronunciation, rhythm and intonation.

Teaching Aids : 1. Pictures of the characters (Appendix 1)
2. Lyrics (Appendix 2)
3. Worksheet 1

Moral value(s) : Teamwork

CCE / Educational Emphases : Creativity
Multiple Intelligences (Musical, Bodily-Kinaesthetic,
Verbal Linguistic, Interpersonal)

Steps:

Set Induction

123

1. Pupils look at the pictures of the main characters in the Wizard of Oz
(Appendix 1)

2. Pupils talk about the characters with the help of questions posed by the teacher.
Sample questions:
 What are the names of the characters?
 Describe Dorothy/Scarecrow/Tin-Man/Lion?
 What did the Scarecrow needed?
 What was the Lion‟s request?
 What was the Tin Man looking for?
 What was Dorothy‟s request?

Presentation

1. Pupils listen to the instrumental music of “Oh, Carol”.
2. Pupils hum the song with the teacher.
3. Pupils are shown the lyrics of “Dorothy and Friends” (Appendix 2).
4. Teacher models the song and pupils listen.
5. Pupils sing together.

Practice

1. Class is divided into groups of six.
2. Teacher distributes Worksheet 1
3. Pupils change the lyrics of the last line in each stanza.
4. Pupils plan how to perform creatively.

Production

1. Pupils take turns to perform.
2. Other pupils assess and award marks for creativity and teamwork.

Closure

1. Pupils sing „Dorothy and Friends‟ (Appendix 2) together.

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Appendix 1

125

Appendix 2

Dorothy and Friends

(Based on the tune of Oh, Carol)
Hi, hello,
I am Dorothy,
I stay on a prairie,
With my family.
Then you know,
I made three friends,
Scarecrow and Lion,
And Tin Man too.
Together we would walk the Yellow Brick Road,
Scarecrow for a brain,
Lion for courage,
Tin Man for a heart.
Then we met the Great Oz of the Oz land,
So great but scary,
But good conquered evil,
We all had victory.

Lyrics by: Gerardine Raj

126

Worksheet 1

Dorothy and Friends

(Based on the tune of Oh, Carol)
Hi, hello,
I am Dorothy,
I stay on a prairie,
_________________________________
Then you know,
I made three friends,
Scarecrow and Lion,
__________________________________
Together we would walk the Yellow Brick Road,
Scarecrow for a brain,
Lion for courage,
__________________________________
Then we met the Great Oz of the Oz land,
So great but scary,
But good conquered evil,
__________________________________

Lyrics by: Gerardine Raj

127

SAMPLE LESSON PLANS

LESSON PLAN 2

HUNT FOR THE STARS L.S 4.2.1.(a)

Focus : Language Arts

Theme : World of Stories

Topic : Dorothy and Friends

Time : 60 minutes

Learning Standards :
4.2.1 Able to respond to literary texts

(a) characters

Learning Objectives :

By the end of the lesson, pupils should be able to:

i. identify eight characters from the clues and complete the worksheet given.

ii. create a bookmark of a character in the novel and describe it using at least 2

adjectives.

Teaching Aids : Worksheet 2
Cut-out pictures of characters
(Appendix 6)

Moral value(s) : Teamwork

CCE / Educational Emphases : Analysing, Creating
Multiple Intelligences (Interpersonal, Visual-Spatial,
Verbal-Linguistic)

Steps:

Set Induction

1. Pupils name the characters found in the graphic novel.
2. Teacher elicits responses about the characters.

Sample questions:
 Can you describe her/him/it in one word?
 Is she/he/it kind/helpful/fierce?
 Do you like her/him/it?

128

Presentation
1. Pupils are divided into eight groups.
2. Teacher explains the rules of the game.
3. Teacher distributes Worksheet 2 to each group.

Practice
1. Each group goes to their respective stations

(e.g. Group 1- Station 1, Group 2- Station 2 etc).
2. Pupils analyse the clues in the questions and complete the worksheet.
3. Upon hearing the sound of the whistle, all groups move to the next station,

completing their task at every station.
(Refer to Appendix 1 for detailed steps of the game).
4. After all stations have been completed, groups exchange their worksheets and
discuss the answers.
5. Marks are awarded for each correct answer and the group with the highest
marks will be declared as the winner.

Production
1. Each pupil picks a cut - out of the characters (Appendix 4) and makes a bookmark

out of it.
2. Pupils describe their character by writing suitable adjectives around the

character cut-out of their bookmark.

Closure
1. Pupils display their bookmarks on the notice board for their friends to see.

129

Appendix 3
ACTIVITY GUIDE
1. Pupils work in groups.
2. Each group takes turn to go to every station in a clockwise direction.
3. Teacher controls the movement of pupils by blowing the whistle.
4. Pupils can only move to the next station upon hearing the sound of the whistle (to

have only one group at a station at one time).
5. Pupils read the clues and write down the answers in Worksheet 1.
6. Once pupils have completed all the stations, teacher gets them to exchange the

worksheets with other groups.
7. Discuss the answers (marks are awarded for each correct answer).
8. The group with the highest marks is the winner.

130

Appendix 4 Who is she?
CLUES Who is he?
STATION 1 Who is he?
1. She is friendly and encouraging. Who is he?
2. She helps those who are in trouble. Who is she?
Who is he?
STATION 2 Who is she?
1. He is brave and wise. Who is he?
2. He protects his friends.
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STATION 3

1. He is tall and tough.
2. He is also caring.
STATION 4
1. He is a coward but protective.
2. He thinks fast in difficult situations.

STATION 5

1. She is an evil witch.
2. She is powerful.

STATION 6

1. He is fierce to others.
2. He fooled everyone about his real identity.

STATION 7

1. She is a kind witch.
2. She is protective of Dorothy.

STATION 8

1. He never bites.
2. He likes to play.

Worksheet 1
Group: _________
Fill in the blanks with the correct characters.

Station 1
Answer : ___________________________________

Station 2
Answer : ___________________________________

Station 3
Answer : ___________________________________

Station 4
Answer : ___________________________________

Station 5
Answer : ___________________________________

Station 6
Answer : ___________________________________

Station 7
Answer : ___________________________________

Station 8
Answer : ___________________________________

132

Appendix 5
ANSWERS:
Station 1
Dorothy
Station 2
Scarecrow
Station 3
Tin Man
Station 4
The Lion
Station 5
The Wicked Witch of the West
Station 6
The Wizard of Oz
Station 7
The Good Witch of the North

Station 8
Toto

133

Appendix 6:

134

135

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SAMPLE LESSON PLANS

LESSON PLAN 3

WHAT ARE FRIENDS FOR? L.S 4.3.2

Focus : Language Arts

Theme : World of Stories

Topic : What Are Friends For?

Learning Standards :

4.3.2 Able to plan, prepare and participate in a performance with guidance

based on literary works.

Objective:
By the end of the lesson, pupils should be able to:

i. identify the moral values presented in the story
ii. highlight the moral values each character portrays in the story
iii. compare the moral values each character portrays in the story

Teaching aids : Role/ Cue cards

Values : Being appreciative and respectful

CCE / Educational Emphases : Constructivism
Multiple Intelligences (Interpersonal, Verbal
Linguistic)

Set Induction

1. Elicit the moral values good friends should portray.
2. List the moral values on the board.

137

Presentation

1. Identify the moral values in the novel, The Wizard of Oz.
2. In groups of three, list the characters that express the moral values identified.

Practice
1. Teacher acts as an interviewer/moderator.
2. Teacher picks pupils at random.
3. Teacher interviews the selected pupils about their best friend.
4. Teacher asks questions about the character of their best friend and the reasons

they are considered a best friend.

Production

1. In groups, pupils are asked to create a talk show with the characters (Dorothy,
Scarecrow, Tin Man and The Lion) in the story as guests.

2. Appoint a chairperson/ moderator. The chairperson/ moderator interviews the
guests about their character in the story and the moral values they are trying to
convey to the readers through their characters.

Optional: other characters in the story can also be included.

3. The following are some questions pupils can use in their talk show:

 What do you think of your character in the story?
 What values are you trying to show your readers?
 Which character do you think has more impact on the readers and why?
 If you could change your character, which character would you like to be and

why?

138

139

EXAMPLES FOR ASSESSMENT
INDIVIDUAL

NAME: _______________________________ Good Satisfactory

CLASS: 6______________________________ Ideas to
TEACHER„S NAME: ______________________ Improve
Teacher„s note: Tick the appropriate column.

Excellent

No Criteria

a. Classroom Involvement

Not shy to express their own
opinion and ask questions

b. Creative

Creative and dare to be
different

c. Imaginative

Interesting ideas and able to
go beyond the text

d. Language Delivery

Pronunciation and intonation
Accurate and fluent in speech

e. Knowledge and Understanding

Able to understand the story
and write/ talk about it

Comments:
________________________________________________________________________
______________________________________________________________________
_______________________________________________________________________

140

EXAMPLES FOR ASSESSMENT
GROUP WORK

Group: ______________

Criteria Excellent Good Satisfactory Need Practice

Language
Delivery

(enunciation,
intonation and
pronunciation

Physical
Expression

(movements,
gestures &
expressions)

Creativity

(costume, sound
effects)

Teamwork

(cooperation
among group

members)

Total
Thumbs Up

141

EXAMPLES FOR ASSESSMENT

PROJECT-BASED ASSESSMENT: THE WIZARD OF OZ MAP

Task:
Students will create a map charting Dorothy‟s journey from her home in Kansas and
back again.
Requirements:
Please ensure that:

o the map has between fifteen to twenty important events from the text,
o the events should be listed in the order in which they occur.
o the map is easy to follow
o there are at least three illustrations in the map,
o the map is neat and colourful, and
o it should contain landmarks.

142

EXAMPLE OF MARKING RUBRIC:
PROJECT-BASED ASSESSMENT

Group: ______________

Excellent Good Satisfactory Need Practice

Criteria

Events:

Did you include
15 to 20

important events
in the order in

which they
occurred?

Presentation:
Did you include

three
illustrations?
Is your map
easy to follow?

Quality:
Is your map

neat and
colourful?
Does your map

have
landmarks?

Total Stars

143

PUPIL‟S SELF REFLECTION
Hello. I‟m Dorothy and thanks

for reading our adventure.
Feel free to give your opinion

on the story.

I this story.
What I love about this story is
________________________________________
What I dislike about this story is
________________________________________

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ACHIEVEMENT MEDAL FOR STUDENTS

146

GREAT

TEAMWORK

Awarded to

Team ________

147

TO THE PAIR
_____________________________

AND
_____________________________

FOR AN AMAZING JOB

148

SEKOLAH KEBANGSAAN BPK
PUTRAJAYA SELANGOR

ACHIVEMENT UNLOCKED!
THIS GOLD TROPHY
IS AWARDED TO

_______________________________

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