Literature The Wizard of Oz Guidebook KSSR Year 6

SYNOPSIS

ACTIVITY 2 LS 4.2.1 (a) (b)
DOROTHY'S JOURNEY

* Note: This activity is carried out when pupils have read the whole book.

Steps
1. Pupils sit in seven groups.
2. Each group is assigned with a chapter and given a display sheet.
3. In their respective groups, pupils discuss the events in the chapter assigned and

write the summary on the display sheet provided.
4. Guide each group on how to prepare the summary of the chapter by identifying the

most important event in it.
5. Each group presents the summary.
6. Distribute Worksheet 2 to each group for them to complete based on step 5.

Educational Emphases
 Constructivism
 Multiple Intelligences
(Verbal Linguistic, Visual Spatial)

Thinking Skill (Analysing)

51

Worksheet 2
Write the summary for each chapter.

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SYNOPSIS

ACTIVITY 3 LS 4.2.1 (a) (b)

SEQUENCE ME
((b((b)(a)(b)

Steps
*Note: This activity is carried out only after the pupils have read the whole book.
1. Pupils sit in pairs.
2. Distribute Worksheet 3 to every pair.

3. Pupils rearrange the scrambled words to form correct sentences.
4. Teacher and pupils check the answers.
5. Distribute Worksheet 4 to every pair.
6. Pupils discuss and determine the sequence of the important events of the synopsis

correctly.

Educational Emphases
 Multiple Intelligence (Interpersonal)
Thinking Skill (Applying)

53

Worksheet 3
Rearrange the sentences to form correct sentences.
1. Scarecrow, – and – her –Emerald City - meets -Tin Man – Lion – to – way – on -

Dorothy

2. Wicked Witch of the West – kill – instructed – Wizard of Oz – Dorothy – to - the
_______________________________________________________________

3. Kansas – lived - prairie – in - Dorothy – a – on

4. home – Glinda, – who - Dorothy – her - the Good Witch – met – helped – her – go - to
_______________________________________________________________

5. returned – but – he – to – Wizard of Oz - hoax - They - discovered – that – was – a
_______________________________________________________________

6. pail – melt – threw - Dorothy – water – witch – a – and – causing – die – to – of - the
_______________________________________________________________

7. – the Land of Oz – cyclone – away – house – Dorothy‟s – A – blew - to
_______________________________________________________________

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Worksheet 4
Number the sentences according to the sequence of the story.
Dorothy meets Scarecrow, Tin Man and Lion on her way to Emerald
City.

Wizard of Oz instructed Dorothy to kill the Wicked Witch of
West.

Dorothy lived on a prairie in Kansas.

Dorothy met Glinda, the Good Witch who helped her to go home.

They returned to Wizard of Oz but discovered that he was a hoax.

Dorothy threw a pail of water causing the Wicked Witch to melt
and die.

A cyclone blew away Dorothy‟s house to the Land of Oz.

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SUGGESTED ANSWER

Dorothy meets Scarecrow, Tin Man and Lion on her way to Emerald 3
City.

Wizard of Oz instructed Dorothy to kill the Wicked Witch of 4
West.

Dorothy lived on a prairie in Kansas. 1

Dorothy met Glinda, the Good Witch who helped her to go home. 7

They returned to Wizard of Oz but discovered that he was a hoax. 6

Dorothy threw a pail of water causing the Wicked Witch to melt 5
and die.

A cyclone blew away Dorothy‟s house to the Land of Oz. 2

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PEOPLE IN THE STORY / TEXT

ACTIVITY 1

MAIN CHARACTER DESIGN LS 4.2.1 (a), 4.3.1

Steps

1. Divide the class into six groups.
2. Each group is given a character (Dorothy, Scarecrow, Tin Man, Lion, The Wicked

Witch of the West and The Wizard of Oz).
3. Each group creates a costume to represent the character given using the materials

provided. E.g. newspaper, coloured paper.

Sample question:
 Can you create a suitable costume for your character with the materials
given to you?

4. Each group presents their characters to their classmates.
5. Each group will then act out some parts of the story using the appropriate voices

and action of their character.

Follow-up activity

1. Create a flow map to list out the main events that happened to each character.

Educational Emphases
 Multiple Intelligences
(Interpersonal, Visual Spatial, Verbal
Linguistic)

Thinking Skills
( Analysing, Creating)

57

Sample Flow Map: Dorothy helped Followed Dorothy
The Story of Scarecrow him down from to get some

Bored being a the pole brains from the
scarecrow Wizard of Oz

Met the Wizard Came up with an Met Tin Man and
of Oz and was idea to save Lion
asked to kill the
Wicked Witch of Dorothy and Lion
in the poppy field
the West
Sewn back Found out that
Torn apart by the together by the the Wizard of Oz
Winged Monkeys Winkies and given was an imposter
a walking stick

Ruled Emerald Accompanied Given a yarn ball
City in Wizard of Dorothy to pin cushion as
Glinda‟s castle brains
Oz‟s place

i-Think Programme : Flow Map

58

PEOPLE IN THE STORY / TEXT

ACTIVITY 2

CHARACTER PAPER BAG LS 4.2.1 (a)(b)(c)

Steps

1. Divide class into groups of three.
2. Give one paper bag to each group.
3. Pupils discuss in groups and identify the characters based on the contents in the

paper bags.
4. Check pupils' answers.
5. Each group writes the character's name on the paper bag.
6. Each group draws a poster of the character on a display sheet.

Sample question
 Can you design a poster of your character on the display sheet given?

7. Paste the posters in the classroom.

Teacher's Note

Write the characteristics and the significant dialogues of each character on strips of
paper and put them into the paper bags before the lesson.

Follow-up Activity

1. Pupils write a poem based on the information of the characters (diamante poem/
acrostic poem).

2. Teachers can use the double bubble map to brainstorm for ideas to write the poem.

Educational Emphases

 Constructivism
 Creativity and Innovation
 Multiple Intelligences

(Visual Spatial, Interpersonal)

Thinking Skill
(Creating)

59

Diamante Poem:
A diamante poem is a poem in the shape of a diamond. Each line uses specific types of
words like adjectives and –ing words. It does not have to rhyme.

Format

Beginning topic
Adjective, adjective (about the beginning topic)
-ing word, - ing word, -ing word (about the beginning topic)
Four nouns or a short phrase about both beginning and ending topics
-ing word, -ing word, -ing word (about the ending topic)

Adjective, adjective (about the ending topic)
Ending topic

Acrostic Poem:
To begin with, an acrostic is a poem in which the first letters of each line spell out a
word or phrase. The word or phrase can be a name, a thing, or whatever you like.
Acrostics are easy to write because they don‟t need to rhyme, and you don‟t need to
worry about the rhythm of the lines. Each line can be as long or as short as you want it
to be.

Format
D
O
R
O
T
H
Y

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61Diamante Poem
i-Think Programme: Double Bubble Map

Sample Diamante Poem

Dorothy
Helpful, kind
Caring, helping, encouraging
On the Yellow Brick Road to the Emerald City
Thinking, building, protecting
Brave, wise
Scarecrow

Sample Acrostic Poem

Dear sweet and helpful Dorothy
On the journey to find her way home
Ran into Scarecrow, Tin Man and Lion
Oh, the adventures they went on!
They defeated the Wicked Witch of the West
How exciting!
Yes! They saved the Land of Oz!

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PEOPLE IN THE STORY / TEXT

ACTIVITY 3

BEHIND THE SCENES WITH THE CHARACTERS LS 4.2.1 (a) (c)

Steps

1. Pupils name the wicked witches that they know from other stories (i.e. The evil
queen in Snow White, Maleficent in Sleeping Beauty, Ursula in Little Mermaid) and
their characteristics.

2. Pupils share possible reasons why witches become wicked.

Sample questions:
 What are the characteristics of wicked witches?
 Why do you think witches become wicked and do bad/evil things?

3. Distribute Worksheet 1.
4. Pupils imagine themselves as a witch or a wizard.
5. Pupils name themselves with special names (ie. Wendy the Wonderful, Greg the

Great).
6. Pupils describe the special powers they want to have and the reasons for having the

powers.

Sample questions:
 If you were a witch, what kind of powers would you like to have?
 Why do you want those powers?

7. Pupils imagine and design a costume for themselves as a witch or wizard in
Worksheet 1(B).
Educational Emphases
 Creativity and Innovation
 Multiple Intelligences
(Visual Spatial, Verbal Linguistic)

Thinking Skill
(Evaluating, Creating)

63

Worksheet 1
A) Fill in the blanks.

Name : ____________________________________

Special power : ____________________________________

Reasons why I want the special power:

1. ________________________________________________

2. ________________________________________________

3. ________________________________________________

4. ________________________________________________

5. ________________________________________________

6. ________________________________________________

B) Imagine yourself as a witch or wizard. Design your costume.

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PEOPLE IN THE STORY / TEXT

ACTIVITY 4

HUNT FOR THE STARS LS 4.2.1 (a)

Steps

1. Divide class into eight groups.
2. Distribute Worksheet 2 to each group.
3. Explain the rules of the activity (Handout 1) to the pupils.
4. Pupils move around the classroom in groups to find the answers

for all the clues.

5. Discuss the answers with the pupils.

Teacher's Note
This activity requires 8 stations. Paste the clues at every station.

Educational Emphases

 Multiple Intelligences
(Bodily Kinaesthetic, Interpersonal)

Thinking Skill
(Analysing)

65

Handout 1
ACTIVITY GUIDE
1. Pupils work in groups.
2. Groups take turns to go to every station in 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 2.
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.

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Worksheet 2

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 : ___________________________________

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CLUES Who is she?
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.

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.
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.

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ANSWERS:
Station 1

- Dorothy
Station 2

- Scarecrow
Station 3

- Tin Man
Station 4

- 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

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PEOPLE IN THE STORY / TEXT

ACTIVITY 5

LET‟S PROVE THEM RIGHT LS 4.3.1

Steps Divide the class into eight groups.
1. Distribute Worksheet 3 to each group.
2. Pupils recap the characters in the story.
3. Pupils write the descriptions for each character in A.
4. Pupils refer to the book to look for appropriate clues ( words, phrases and
5. sentences) to justify the descriptions of each character .

6. Pupils fill in the blanks in B.

Teacher's Note

Worksheet 3 is a sample for one character (Dorothy). Teacher needs to prepare
worksheets for other characters for this activity (e.g. Toto, Tin Man, Scarecrow etc).

Educational Emphases

 Contextual Learning
 Multiple Intelligences

(Logical Mathematic, Verbal Linguistic,
Interpersonal)

Thinking Skills
(Analysing, Evaluating)

70

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i-Think Programme: Brace Map

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SETTING

ACTIVITY 1

CREATING THE MUSEUM OF OZ LS 4.3.1

Steps

1. Pupils name and list the significant objects in the Wizard of Oz story.
2. Divide the class into small groups.
3. Each group creates ONE object from the list.

(Different object for each group)

4. Pupils label and describe the objects.
5. Display their end products in the classroom.

Follow up Activity

1. Pupils work in the same group.
2. Pupils create a brochure of "The Museum of Oz".
3. Pupils draw all the objects created in their brochure.
4. Display pupils' work in the classroom. Do a gallery walk.

Educational Emphases
 Creativity and Innovation
 Multiple Intelligences
(Visual Spatial, Interpersonal, Bodily
Kinaesthetic)

Thinking Skills
(Creating, Applying)

73

Possible List of Significant Objects:
1. A Gold Collar
2. A pail of water
3. Tin Man‟s Heart
4. A Silver Old Can
5. Bottle of Courage
6. The Silver Shoes
7. The Golden Helmet
8. Yarn Ball Pin Cushion
9. A Golden Walking Stick
10. Tin Man‟s Enchanted Axe
11. The Emerald City Glasses
12. The Wizard of Oz‟s Hot Air Balloon

Sample labels and descriptions

The Golden Helmet
“Owned by the Wicked Witch of the West”
The Golden Helmet allows the wearer to command the Winged Monkeys. It belonged
to the Wicked Witch of the West. Dorothy took it after she defeated the Wicked
Witch of the West. She used it to fly to the Good Witch of the South‟s castle.

The Silver Shoes
“Owned by the Wicked Witch of the East”
The Silver Shoes was taken by Dorothy when her house landed on the Wicked Witch
of the East and killed her. The Silver Shoes has great magical powers. It can carry
anyone anywhere in a blink of an eye. Dorothy went home to Kansas using The Silver
Shoes.

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SETTING

ACTIVITY 2 LS 4.2.1 (b)
DESCRIBING THE SETTING

Steps

1. Pupils sit in a circle.
2. One pupil starts by picking a paper strip (written with the setting) from a jar.
3. The pupil describes the setting using suitable words.

Example: - Prairie
Setting

Description – farm/ storm/ chicken/ coop/ farm house/ Uncle Henry/ Toto /
Dorothy/ soil/ hammering/ feeding/ rain/ cellar /Aunty Em

4. The other pupils in the group have to guess the setting.
5. When the first pupil is done, he/she passes the jar of paper strips to the person

next to him/her to continue describing another setting.
6. This continues until all settings are done.

Teacher‟s Note

Teacher can get pupils to sit in one big circle or in small groups depending on the
number of pupils in the class.

Educational Emphases

 Contextual Learning
 Multiple Intelligences

(Verbal Linguistic)

Thinking Skill
(Analysing, Applying)

75

Sample paper strips

prairie
Munchkin Land
Emerald City

The Yellow
Brick Road

76

SETTING

ACTIVITY 3 LS 4.2.1 (b)
LISTEN AND KNOW

Steps

1. Divide the class into groups.
2. Select four pupils at random to read the short descriptions each. (Handout 1)
3. The other pupils listen to the descriptions completely before identifying the

settings.
4. Pupils note down important objects, people and events heard in the descriptions

in the bubble map provided.
5. Using the list that they have prepared, pupils choose one setting and

design/draw their own prairie/ Munchkin Land/ Emerald City/ The Yellow Brick
Road.

Educational Emphases

 Contextual Learning
 Multiple Intelligences

(Verbal Linguistic, Visual Spatial,
Interpersonal)

Thinking Skill
(Creating)

77

Handout 1
Descriptions

PRAIRIE
It looks like a farm.
It has a farmhouse, a chicken coop and wooden fences.
There is also a barn where the hay is kept.
It is the place where Dorothy lives with her uncle and aunt.

MUNCHKIN LAND
A beautiful place where Dorothy meets the Good Witch of the North.

This place is surrounded by flowers, trees and animals.
This is where Dorothy‟s house landed after the storm.

Dorothy was given the Silver Shoes in this land.

EMERALD CITY
There is a big green building in this place.

A soldier guards this place.
This is where Dorothy and her friends meet an important person.

THE YELLOW BRICK ROAD
Dorothy meets Scarecrow in a cornfield near this place.
Dorothy was advised to stay on this path to meet the Great and Powerful Oz.
This is where the Queen of the Field Mice helped to move Lion.

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Worksheet 1

i-Think Programme: Bubble Map

79

Sample Answer Munchkin Land
Prairie

Emerald City PLACE

Yellow Brick Road

i-Think Programme: Bubble Map

80

EVENTS IN THE STORY

ACTIVITY 1 LS 4.2.1
SOLVE THE PUZZLE

Steps

1. Prepare five stations.
2. Each station is equipped with a set of picture puzzle and a display paper.
3. Divide the class into five groups.
4. Each group is placed at one station.
5. Pupils complete the puzzle.
6. Pupils describe the event in the puzzle on the display paper.
7. Once all groups have completed their task, collect the display sheets and paste

them on the board.
8. Check the sentences with the pupils. Make correction if necessary.
9. Get pupils to arrange the sentences in the correct sequence of events.
10. Get pupils to read aloud the sentences.
11. Pupils copy their sentences in their notebook.

Teacher‟s Note

The picture puzzles should be prepared before the lesson.

Educational Emphases
 Contextual Learning
 Multiple Intelligences
(Verbal Linguistic, Visual Spatial,
Interpersonal)

Thinking Skill
(Evaluating, Analysing)

81

Handout 1
Picture Puzzle

82

83

84

ACTIVITY 2 EVENTS IN THE STORY
ACT ME OUT LS 4.2.1 (a) (b) (c)

Steps

1. Divide the class into groups.
2. Each group is given a description of a scene from the story (refer Handout 2).
3. Pupils discuss in their respective groups and come up with a short act to depict

their scenes.
4. Groups take turns to act out their scenes for the class to guess.

Teacher‟s Note

Teacher can use pictures from the book instead of description for pupils with lower
proficiency level.

Educational Emphases

 Constructivism
 Multiple Intelligences

(Bodily Kinaesthetic, Interpersonal)

Thinking Skill
(Creating)

85

Handout 2
A storm hit Kansas prairie where Dorothy lived and she went missing with her dog, Toto
in the storm.
Dorothy was given the Silver Shoes for her long walk to the Emerald City.
Dorothy met Scarecrow on her way to meet The Great Wizard of Oz.
Dorothy destroyed the Wicked Witch of the West by splashing water on her.
Dorothy, Lion and Toto fell into a deep sleep in the enchanted field of poppies.
The Winkies gave gifts to Dorothy and her friends to show their gratitude.
Dorothy and her friends were angry when they found out that The Wizard of Oz was
actually an imposter.
Dorothy tapped her heels three times and made a wish to go back home.

86

Steps
1. Pupils work in pairs.
2. Prepare empty strips of papers enough for each pair to have two strips.
3. First, distribute one strip to each pair.
4. Pupils discuss with their partner about an event in the story and each pair writes

a sentence on their strip to depict the event.
5. Collect one strip at a time from each pair and read aloud to correct any errors

made.
6. Ask questions based on the sentence written to elicit responses.
7. Paste the sentences on the board one at a time. Collect the next strip of paper

and read aloud. Ask pupils if it is a different event or the same as the one
pasted earlier.
8. If it is the same event, paste it on the strip of paper that is already pasted on
the board.
9. If it is a new event, elicit response from pupils to decide where it should be
pasted below or above the strip that is already pasted on the board according to
the correct sequence of events in the story.
10. After all the strips are done, get pupils to add any „missing‟ events.
11. Get pupils to read the sentences aloud.

Teacher‟s Note

This activity can be done individually based on the pupils‟ ability and the enrolment of
the class.

Educational Emphases
 Constructivism
 Multiple Intelligence

(Interpersonal, Verbal Linguistic)

Thinking Skill
(Analysing)

87

EVENTS IN THE STORY

ACTIVITY 4

POP-UP-WIZARD OF OZ LS 4.2.1 (a), 4.3.1

Steps

1. Show picture puzzles (refer to the sample in Activity 1: pages 80-82) one by one
in sequence as in the story.

2. Elicit responses from pupils on the important events that took place.
3. Paste the picture puzzle on the board.
4. Repeat steps 2 and 3 for the rest of the picture puzzles.
5. Pupils work in groups.
6. Each group is provided with papers, coloured papers and pictures of characters

taken from the book.
7. Demonstrate to pupils how to do a pop-up-book.
8. Each group creates their pop-up-book.
9. Pupils do a gallery walk once they have completed their pop-up-book.

Teacher‟s Note

Teacher can refer to www.wikihow.com/Make-a-Pop-up-Book on how to do a pop-up-book.
Prepare enough pictures for the pop-up-book.

Educational Emphases

 Creativity and Innovation
 Multiple Intelligence

(Visual Spatial )

Thinking Skill
(Creating)

88

MORAL VALUES / MESSAGE FROM THE STORY
ACTIVITY 1

VALUE ME LS 4.1.2 (c)

Steps

1. Elicit responses from pupils on the values they can find in the story.
2. You can use the following questions to elicit pupils‟ responses:

 What values have you learned from this story?
 Where can you find these moral values in the text read?
3. Pupils sit in pairs.
4. Distribute Worksheet 1 to every pair.
5. In pairs, the pupils study the pictures and write the value(s) portrayed in each
picture.

Educational Emphases
 Constructivism
 Multiple Intelligence
(Interpersonal, Verbal Linguistic)

Thinking Skill
(Analysing)

89

Worksheet 1
Write the moral value shown in each picture in the space provided.

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MORAL VALUES / MESSAGE FROM THE STORY LS 4.3.2
ACTIVITY 2
WHAT ARE FRIENDS FOR?

Steps

1. Divide the class into groups.
2. Pupils discuss the meaning of being a friend and the good qualities of a friend.
3. Discuss the message/ values Dorothy and her friends try to convey in the story.
4. In groups, students are asked to create a talk show with the characters

(Dorothy, Scarecrow, Tin Man and Lion) in the story as guests.
5. Appoint a chairperson/moderator. The chairperson/moderator interviews the

guests on their character in the story and the message they are trying to convey
to the readers through their characters.

Teacher‟s Note

Other characters in the story can also be included.

Educational Emphases
 Constructivism
 Multiple Intelligence
(Interpersonal, Verbal Linguistic)

Thinking Skills
(Evaluating, Creating)

92

MORAL VALUES / MESSAGE FROM THE STORY
ACTIVITY 3

DIARY WRITING/ JOURNAL WRITING/ BLOG LS 4.3.1 (a)(b)(c)

Steps

1. Recap on the messages and moral values highlighted in the story.
2. List the messages and moral values on the board.

3. Give the pupils the following task:

“Imagine you are one of the main characters (Dorothy, Scarecrow, Tin Man,
Lion, Toto) in the story. Share the experience you have gained in your journey to
the Emerald City. Highlight on the things you have learnt from your adventure.
Share these in the form of a diary/ journal/ poem or a blog.”

Educational Emphases

 ICT
 Multiple Intelligence

(Visual Spatial)

Thinking Skills
(Applying, Creating)

93

MORAL VALUES / MESSAGE FROM THE STORY LS 4.3.1
ACTIVITY 4
PROMOTE ME

Steps

1. The Wizard of Oz is now made into a movie.
2. In groups, pupils are assigned to market the movie to the public.
3. Pupils create a poster and promote it to their friends by highlighting the values

and message it portrays.

4. Show the pupils some sample posters to give them ideas.

Educational Emphases
 ICT
 Multiple Intelligence
(Visual Spatial)

Thinking Skills
(Applying, Evaluating, Creating)

94

Sample posters

http://www.fatmovieguy.com/wp-content/uploads/2013/09/Wizard-of-Oz-75th-Anniversary-
Movie-Poster.png

https://www.movieposter.com/posters/archive/main/59/MPW-29628

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http://images.mocpages.com/user_images/48287/1368908701m_SPLASH.jpg

http://justin-mctwisp.deviantart.com/art/Wizard-of-Oz-Stage-Production-Poster-
331496991

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GOING BEYOND THE TEXT

ACTIVITY 1 LS 4.2.1(a) (b)
I‟M OFF ON AN ADVENTURE

Steps
1. Elicit responses from pupils about the setting, characters and how Dorothy got

home.
2. Write down the responses in a circle map/ bubble map.
3. Show pupils a picture of Dorothy in her blown away house or a short video of “Up”

with the flying house (Picture 1 or 2)
Links:
Up Pixar- Flying House Scene
(http://www.youtube.com/watch?v=N1NLzBGJavc)
Disney's "Up" house created in real life and flown for National Geographic show
(http://www.youtube.com/watch?v=rV6rNqin4P8)

4. Ask pupils the following questions:
 “If you were carried away by a cyclone like what happened to Dorothy or carried
away by balloons like in the movie “Up”, where do you think you will end up?”.

5. Distribute Worksheet 1, 2 and 3.

Worksheet 1
What will you see?
Prompt:

 Describe the place and landscape.
 How is the weather?
 How are the surroundings?

Worksheet 2
What kind of characters will you meet?
Prompt:

 What kind of people or animals will you meet there?
 How do they look like?

97

 Are they similar to or different from us or the animal that we see?
 Where do they live?

Worksheet 3
How will you get home?
Prompt:

 What kind of transport do you need to get home?
 Describe your transport.
 What are the magical features of your transport?
6. Elicit responses from pupils based on the worksheets.

Follow-up Activity
Descriptive writing

 If I was carried away by a cyclone like what happened to Dorothy, I think I will
end up on…..

Educational Emphases
 Constructivism
 Multiple intelligences
(Visual Spatial, Interpersonal)
Thinking Skill
(Applying, Analysing, Evaluating )

98

Picture 1

Picture 2

(Retrieved on 16th July 2014 fro

Reference : http://www.blogcdn.com/blog.moviefone.com/media/2011/03/phemfgiebyecii1l.jpg)
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Worksheet 1

What
will you

see?

i-Think Programme : Circle Map

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