SHORT STORY Year 5

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TABLE OF CONTENTS 7
8
A GUIDE FOR TEACHERS
 WHAT IS A SHORT STORY 15
 ELEMENTS IN SHORT STORY
17
STAGES IN WORKING WITH A TEXT 20
 BEFORE READING 22
 WHILE READING 25
 AFTER READING 27
28
INTRODUCING THE SHORT STORY 29
 REVOLVING AROUND THE TEXT
 SYNOPSIS 31
 CHARACTERS 36
 DESCRIPTION OF PEOPLE IN THE STORY 39
 SETTING/PLACE OF THE STORY
 EVENTS IN THE STORY
 MORAL VALUES AND MESSAGES IN THE STORY

SUGGESTED ACTIVITIES
REVOLVING AROUND THE TEXT

 FRONT OR BACK?
 MATCH ME!
 MY TOP THREE WISHES

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SYNOPSIS 42
CHAPTER 1 43

 WHAT A BORING HOLIDAY! 44
 OUR HOLIDAY COLLAGE
CHAPTER 2 49
 WHAT HAPPENS NEXT? 51
CHAPTER 3 AND 4 53
 LET’S GUESS
 SENTENCE STRIPS 56
 WHO SAID THAT? 64
ADDITIONAL ACTIVITIES (UPON COMPLETION OF THE BOOK) 70
 SUMMARY CARDS
 GUESS THE CHAPTER
 STORY CHAIN

PEOPLE IN THE STORY (CHARACTERS) 71
 WHO AM I? 74
 DESCRIBING THE CHARACTERS 76
 MY FAVOURITE PERSONALITIES 78
 MY FAVOURITE CHARACTERS 79
 MY MASCOT’S JOURNEY 80
 MEME GENERATOR

SETTING 85
 TOWN PLANNER 87
 I SPY

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 LISTING THINGS 88
 SOUNDS AND PLACES 90
 HEY, WHAT’S HAPPENING? 93
 ONOMATOPOEIA PLAY 95

EVENTS IN THE STORY 98
CHAPTER 1 101
104
 LIST ME
 FLIP ME 105
 HOW WEIRD IS MY HOLIDAYS? 109
CHAPTER 2 114
 WRITER’S BLOCK
 PLOT ME 118
 BUBBLE, BUBBLE. 120
CHAPTER 3 123
 WEIRD HAPPENINGS
 MY FAVOURITE PET 125
 AN INTERVIEW 127
CHAPTER 4 129
 WEIRDO
 MY PIZZA 133
 I SCREAM FOR ICE-CREAM 136
138
MESSAGE/MORAL OF THE STORY
 THE DOS AND DON’TS
 WILD IMAGINATIONS
 TAKE NOTE

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GOING BEYOND THE TEXT 141
142
 A WEIRD HAPPENING 144
 CHORAL SPEAKING 145
 DEVELOPING THE STORY 146
 MAKING A NEW COVER
 THANK YOU NOTE 150
153
SAMPLE LESSON PLANS 156
 SAMPLE 1 (SK) 162
 SAMPLE 2 (SJK) 168
 SAMPLE 3 (SK) 171
 SAMPLE 4 (SJK)
 SAMPLE 5 (SK) 176
 SAMPLE 6 (SJK) 177
178
ASSESSMENT 180
 INDIVIDUAL
 GROUP

SELF REFLECTION
GLOSSARY

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A GUIDE FOR
TEACHERS

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WHAT IS A SHORT STORY?

Short

Simple Short Limited
plot Story characters

Single
setting

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ELEMENTS OF A SHORT STORY

Theme

Characters Setting

Elements of a
Short Story

Point of view Plot

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THEME

The main idea of a literary work,
WHAT IS THEME?

usually expressed as a generalization.

WHAT IS A THEME?
A central message, concern, or insight into life expressed through a literary work
It is the author's underlying meaning or main idea.
Can be expressed by one or two sentences.
Open to interpretation.
Use various figures of speech to emphasize his theme, such as: symbol, allusion,
simile, metaphor, hyperbole and irony.

Examples of Themes:
Love is blind
Believe in yourself
Man proposes, God disposes.
Don't judge a book by its cover

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SETTING

The place and time where the
story took place.

HISTORICAL

PHYSICAL SETTING GEOGRAPHICAL

SOCIAL

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CHARACTERS

The people, animals or things
in the story.

TYPES OF CHARACTERS

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PLOT

Plot is the sequence or order of
events in a story.

PLOT STRUCTURE

Climax

Rising The most Falling Resolution
Action intense Action
moment The
Conflicts & The events conclusion of
Exposition crisis in the between the
story that climax and the story
The start of leads to the
the story. resolution
climax

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POINT OF VIEW

Point of view is the perspective from which a story is told. We may choose to tell our story
in

First Person Point of
first person, using "I" or "we";

Third Person Point of
second person, "you," the least common point of view.

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STAGES In WORKING
WITH THE TEXT

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Before Reading
Prediction

Activate Background Knowledge Providing background information

During Reading

Predict and check Cross check

Connect Background Knowledge to the Information in the Text

After Reading
Discuss and Respond Retell and Summarize

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Introducing
the short
story

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REVOLVING AROUND THE TEXT

Title

Characters

Publisher’s Author
logo Illustrator

Publisher
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REVOLVING AROUND THE TEXT

Publisher’s name Publisher
and address

ISBN number

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Illustrator

REVOLVING AROUND THE TEXT

Synopsis
Characters

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SYNOPSIS OF EACH CHAPTER

CHAPTER 1: A VERY BORING HOLIDAY
Joel was back to school after the holidays. His new teacher wanted the class to write
about their holidays. Everyone shared their exciting holiday adventure. Joel felt sad that
he had the most boring holiday ever. All of his classmates set off to write at least a page
about their holiday, leaving Joel wondering.

CHAPTER 2: MAKING IT UP
Joel’s teacher approached him and asked him about his holiday. Joel repeatedly told his
teacher that he did not do anything fun during the holidays but his teacher persistently
encouraged him saying that he can write an essay, he can even make it up and she walked
away. That’s when Joel decided that maybe he can actually come up with an interesting
piece. He then started recalling all the activities he did during the holidays with his sister
Natalie and his grandmother.

They went to the park, the library, the pool, ice-cream shops, the Pizza and all
seemed unexciting to Joel. However, he started writing, believing that he can make it
interesting. He imagined and he made up his own exciting holiday story. In his essay, he
wrote that he met his favourite author in the library in his town; he invented a new flavour
for Mr.Gelati’s ice-cream and he had an unexpected surprise in the Pizza Shack. He was
happy with his work and so is his teacher. His teacher read Joel’s essay to the whole class
and returned it to him feeling satisfied.

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CHAPTER 3: SOMETHING WEIRD HAPPENS
Although his teacher was happy with his work, Joel felt sad and wished that his holiday was
indeed as exciting as he pictured it in his essay. Joel’s teacher again asked her students to
prepare another write up about a pet they would like to have. Joel ran out of idea as he
had used up all his imagination for his previous work. He kept his homework away and did
not think about it. During the weekend, on Saturday, Joel, his mother and his sister,
Natalie went to the shops and library. They entered the library and saw a crowd of people.
Joel saw his favourite author, Anastasia Olivetti, just like in his imagination. The author
recognized Joel and thanked him for his idea.

CHAPTER 4: MORE WEIRD THINGS HAPPEN
After the library, they headed to Mr. Gelati’s ice-cream shop. To his surprise, the shop
was crowded with customers. Mr. Gelati saw Joel and ran toward him and acknowledged
him as the inventor of his new ice-cream, Joel’s Jelly Baby Freeze. Again, just like in his
imagination. Joel’s mother brought them to the pizza shack. The manager of Pizza Shack
welcomes Joel and his family to the shop as Joel is the winner of the pizza-for-a-year.
They enjoyed the pizza. When he went home, he thought about what happened earlier. He
realized that it all started when he told his teacher he had nothing to write about. Joel’s
mother reminded him to finish up his homework. Joel’s started on his homework and he
imagined. He imagined having a horse….or a crocodile….or even a dinasour….

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CHARACTERS

Characters are the people
or animals in the story.

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CHARACTERS

Joel Joel’s new teacher

Tom Yuki

Ben 23 Natalie

CHARACTERS

Gran Anastasia Olivetti

Mr. Gelati Mum

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CHARACTERS
DESCRIPTION OF PEOPLE IN THE STORY

CHARACTERS DESCRIPTIONS WHY WE SAY THIS
Joel
active “... played on the swings at the
park, listened to story time at
the library and swum in the local
pool...........”. (pg. 7)

imaginative “That was true. But then I
started to imagine”.(pg 12)

creative “I told her. Anastasia Olivetti
was so pleased with my ending,
she..................”. (pg. 13)

determined “Excellent! I thought. I’d already
filled two pages!”

Joel’s new gentle
teacher loving
caring
“No-one wanted to hear about
encouraging that! But my new teacher did.”
motivating
“Well, if you really didn’t do
patient anything exciting,” she said,
kind/ “then make something up!”

sympathetic “My new teacher looked at me.
Now she looked as if she felt a
bit sorry for me.”

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Tom adventurous “Tom’s cousin was a
brave/bold/ daring skateboard champ. He’d
Yuki taught Tom some really good
Mr. Gelati tricks.”

Mum thoughtful “ ....to visit her grandparents
in Japan.”
(Joel’s mother)
generous “...rushed out with two huge
Gran ice-creams in his hands”.

(Joel’s grandmother) loving “Have you startedyour
caring homework yet?”
Anastasia Olivetti shows concern

helpful “My gran came to look after
caring us.”
warm

friendly “My friend, Joel!” She gave
me a big hug.

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SETTING

The story takes place mainly in the classroom. Apart from that, the story also takes the
readers to the main character’s home and several of the town’s landmarks namely the
public library, the ice-cream parlour (“Mr.Gelati”) and a pizza joint (“Pizza Shack”).

Joel’s classroom The public library

The ice-cream parlour, “Mr. Gelati” The pizza joint, “Pizza Shack”
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EVENTS

Joel is back to school and was asked by his new teacher to write an essay
about his holiday but Joel did not have anything interesting to write
about compared to his classmates.

His teacher assured him that surely he has something interesting to
write about his holiday and so Joel started imagining and writing about

meeting Anastasia Olivetti, his favourite author in the library.

Then Joel wrote about meeting Mr. Gelati who was looking sad because
he can't please his customers with his ice-cream. Joel suggested that he

tried putting in jelly babies.

Then Joel and his family headed for Pizza Shack and was welcomed by
the customers as he was the winner for free-pizza-for-a-year, for being

the one millionth customer.

Joel's teacher was happy with his work and prepared another homework
to be completed during the weekend. Joel decided to do it later and went

for an outing with his family.

They went to the library and to Joel's surprise, he met his favourite
author Anastasia Olivetti who used his idea to write the ending of her

story.

Then they went to the ice-cream parlour and Mr Gelati was so excited to
see Joel and addressed him as the inventor of Joel's Jelly Baby Freeze.

Finally, they went to the Pizza Shack and the pizza manager welcomed
Joel and informed him that he had won pizza for a year.

Joel felt that everything was so weird and then he remembered his
homework. He was told to write about his pet. He started imagining.

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MORAL VALUES AND MESSAGE IN THE STORY
MORAL VALUES IN THE STORY

Determination
Diligence
Helpful
MESSAGE IN THE STORY
We should know that nothing is impossible in this world as long as we take things
positively.
We should never give up and always strive for the best in everything we do.
We should be hardworking instead of waiting for things to come our way.
We should not lie and make up stories in our lives.

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Suggested Activities

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REVOLVING AROUND THE TEXT

ACTIVITY 1: FRONT OR BACK? LS: 4.2.1

Individual work
Steps:
1. Show pupils the book cover.
2. Describe the general features of the book cover:

a. Title of the story
b. Picture of the main characters
c. Author’s name
d. Illustrator’s name
3. Ask pupils to talk about story based on the cover. Elicit responses through Wh-
questions. For example:
 What can you see from this book cover?
 What is the story about?
 What do you think will happen to the boy in the picture?
 What will the ending be?
4. Distribute Worksheet 1 to pupils for them to complete.
5. Show another story book and get pupils to identify the features on the cover.

* Teacher’s note: The cover refers to the front and back of the book.

Educational Emphases:
 Multiple Intelligences (Visual-Spatial)
 Contextual Learning

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Front Cover
32

Synopsis
Characters

Publisher‘s ISBN
website number

Publisher

Back Cover

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WORKSHEET 1
Name the features found on the cover.

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ANSWERS
Name the features found on the cover.

title
characters

author
illustrator

synopsis

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REVOLVING AROUND THE TEXT

ACTIVITY 2: MATCH ME! LS: 4.2.1

Individual work
Steps:

1. Ask pupils to skim through pages 5, 6 & 7.
2. Ask pupils to match the correct activities for each character in Worksheet 2.
3. Ask pupils about their activities during the holidays and share with the whole class.

For example:
 What did you do during the holidays?
 Did you share the same activities as the characters in the story?
 Did you do it alone? Or with your family or friends?
 Any interesting moments that you would like to share?
 Did you like the activity? Why?

4. Ask pupils to write a short reflection on their experiences during the holidays.

Educational Emphases:
 Multiple Intelligences (Verbal-Linguistic)
 Assessment

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WORKSHEET 2

Match the characters to the activity based on the short story. Use a different colour for
each character.

CHARACTER ACTIVITY

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ANSWERS

Match the characters to the activity based on the short story. Use a different colour for
each character.

CHARACTER ACTIVITY

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REVOLVING AROUND THE TEXT

ACTIVITY 3: MY TOP 3 WISHES LS: 4.2.1

Pair work

Steps:

1. Ask pupils to list the events that happened to Joel.
2. Ask pupils to imagined how they would have felt if they were Joel.

E.g. How would you feel if you were Joel?
Lower-Intermediate Pupils (No tech)
i. In pairs or groups, ask pupils to list 3 wishes that may come true.
ii. When the pupils are done, ask them to share with the class.
iii. Ask pupils to state the rationale of their selections when they are presenting.
Average (High Tech : Teacher uses software)

i. Teacher visits this website www.storybird.com and sign up as a Teacher.
ii. Teacher sets up a Storybird Classroom and adds pupils in the class.
iii. Teacher creates an Assignment for the class. Teacher fills in the Assignment

information:
“If you are given some magical powers, what are the three things that
you would like happen? In groups of 3-4, you are going to create an
online storybook on Storybird. Select one and create a picture. An
example is provided for you here: goo.gl/TYl9X8.”

iv. Teacher asks pupils to log in using the username and password provided.
v. Teacher explains the task that pupils have to do for their Assignment.
vi. After they are done, teacher asks pupils to comment on their friend’s work.

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vii. Teacher can check pupils’ work under the Class Library.

* Teacher’s Note
 For detailed guidelines on Storybird, please download the Quick Guide

here: goo.gl/FJQGCi and the Tutorial here: goo.gl/hV8LrN
 Or watch the tutorial on YouTube here:goo.gl/9mYbsP
 For further information, please visit: help.storybird.com

Advanced (Low Tech : Teacher uses videos and audios)
i. Divide the pupils into groups of 3-4.
ii. Ask each group to select 3 things that they want that can come true.
iii. Ask each group to design and create a short digital story (video) about their

imaginations using Photo Story.
iv. Ask each group to download the resources (images, audio) or teacher provides a

resource pack (downloaded images and audio) for the pupils.
v. Ask each group to use the resources to build the video. Pupils may add narrations

or texts to describe about the 3 imaginary things.
vi. When they are done, each group presents their digital story.
vii. Teacher can create a YouTube channel and ask pupils to upload their videos

there. Pupils can then comment on their friends’ work.

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* Teacher’s Note
 To install Photo Story, please download the installer here:

goo.gl/e2vHa
 For detailed guidelines on Photo Story, please download the

tutorial
here: goo.gl/s8VbNv
Or watch the tutorial on TeacherTube here: goo.gl/jAJEM3
 For further information, please visit: goo.gl/Fv3HHm

3. Award pupils’ best work with certificates or other means of acknowledgement (stars,
badges, sweets).

Educational Emphases:
 Multiple Intelligences (Visual-Spatial)
 Creativity and Innovation
 Thinking Skills (Creating)

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SYNOPSIS
CHAPTER 1: A VERY BORING HOLIDAY

ACTIVITY 1: WHAT A BORING HOLIDAY! LS: 4.2.1
Group work

Steps:

1. Pupils sit in groups.
2. Write the title “An enjoyable holiday” on the board.
3. Elicit responses from pupils on the title.
4. Write the responses on the board.
5. Show a picture of “an enjoyable holiday”.
6. Get pupils to respond to the picture. Teacher initiates by asking related questions.

 Does this picture depict an enjoyable holiday?
 Have you been to this place? Do you know this place?
 Do you think the people are enjoying themselves?
7. Draw pupils’ attention to the board. Change the word “enjoyable” in the title to
“boring”.
8. In their respective groups, pupils discuss what would a boring holiday be like.
9. Pupils come up with a simple mind map on a display sheet.
10. Pupils present their work.

Educational Emphases:
 Multiple Intelligences (Intrapersonal)
 Contextual Learning

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SYNOPSIS
CHAPTER 1: A VERY BORING HOLIDAY

ACTIVITY 2: OUR HOLIDAY COLLAGE LS: 4.3.1

Group work

Steps:

1. Pupils work in small groups.
2. Distribute display sheets, markers and old newspapers.
3. Pupils make four columns on the display sheet.
4. Each column is written with each pupil’s name.
5. Pupils select suitable pictures from the newspaper cuttings which depict how they

spent their holidays.
6. Pupils cut and paste the pictures on the display sheet (in their own column).
7. Pupils present their collage when they have completed their work.

Educational Emphases:
 Multiple Intelligences (Visual-Spatial)
 Contextual Learning
 Creativity and Innovation

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SYNOPSIS

CHAPTER 2: MAKING IT UP

ACTIVITY 1: WHAT HAPPENS NEXT? LS: 4.3.1

Pair work

Steps:

1. Distribute a brief version of chapter 2 (Handout 1) to each pupil.
2. Pupils are to read aloud and pupils are to follow.
3. Pupils work in pairs.
4. Each pair is given Worksheet 1 with the title of the chapter and a set of pictures

from chapter 2 (Handout2).
5. Pupils are to cut out the pictures and paste them on Worksheet 1 in the correct

sequence based on Handout 1 given earlier.
6. Then, pupils choose sentences from Handout1 and write them on the task sheet to

reflect each picture.

Educational Emphases:
 Thinking Skills
 Multiple Intelligences (Verbal- Linguistics,
Bodily kinaesthetic)

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HANDOUT 1

Brief version of Chapter 2.

Joel did not know what to write. He told his teacher he had nothing to write
about his holiday. The teacher felt sorry for him. She was sure that he could
write something if he could make something up. Joel was determined to make
something up and he wrote it after being encouraged by his teacher. He
recalled the places he went during the holidays with his grandmother and
Natalie. He started writing and imagining. He wrote about meeting Anastasia
Olivetti, his favourite author in the library. To his surprise, Anastasia Olivetti
knew him. She greeted and thanked him for his idea he contributed to the
ending of her story. She dedicated the book to him. He then continued writing
about his trip to the ice-cream shop. He helped poor Mr. Gelati to create a new
ice cream flavour. He suggested adding in jelly babies. Mr. Gelati was excited
and named it “Joel’s Jelly Baby Freeze”. The next stop was to the Pizza Shack
for lunch. There, Joel saw many people waiting for him. To his surprise again,
the crowd cheered loudly when they opened the door. He and Natalie were the
one millionth customers. He and Natalie got a free pizzas for the whole year!
Joel was pleased with his work and so was his teacher who read his essay to the
whole class.

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WORKSHEET 1 (To be enlarged to A3 size)

CHAPTER 1 MAKING IT UP
1.
2.

_________________________ ________________________
4 _____________

3.

__________________________ ________________________

5. 6.

_________________________ _________________________
8.
_________________________
___ 7.

_________________________ _________________________
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HANDOUT 2
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HANDOUT 2
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SYNOPSIS
CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS

ACTIVITY 1: LET’S GUESS LS: 4.2.1

Pair work

Steps:

1. Pupils work in pairs.
2. Distribute Worksheet 2 to each pair.
3. Ask pupils to look at pages 19-29.
4. Pupils are to identify three important people Joel met.
5. Pupils are to write them down in the first column in the worksheet provided.
6. Highlight the titles, stressing on the word “weird”. Teacher explains the meaning to

enable pupils to complete the task.
7. In pairs, pupils are to discuss questions 2 to 4 without referring to the text.
8. Monitor and assist when necessary.
9. When pupils are done, refer to the text to answer question number 5.
10. Remind pupils not to alter their answers for question numbers 2 to 4 after referring

to the text.
11. Choose pairs randomly to read out their answers.

Educational Emphases:
 Thinking Skills (Remembering, analysing)
 Multiple Intelligences (Logical-Mathematical)
 Constructivism

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Names: ______________________

Q1: Who Q2: Where Q3: If you are at these Q4
did Joel did he meet
meet? them? places, what do you ha

usually do there? th

1. __
_________ ___________________ __

_________

___________________ __

2. ___________________
_________ ___________________ __

_________

___________________ __

3. ___________________ __
_________ ___________________

_________

___________________ __