SHORT STORY Year 5

SETTING

ACTIVITY 6: ONOMATOPOEIA PLAY LS: 4.2.1, 4.3.2

Pair work
Steps:
1. Distribute Worksheet 5 to each pair.
2. Ask pupils to look at the pictures in the worksheet.
3. Pupils identify the sound in each picture and write their responses in the

appropriate boxes.
4. Ask pupils where they might hear similar sounds elsewhere.

Educational Emphases:
 Multiple intelligences (Verbal linguistic)
 Thinking skills (Analysing, Rationalising)
 Contextual learning

95

WORKSHEET 5 SOUND PLACE
PICTURE
 Ice-cream shop
 Pizza shack
 Public library
 Classroom

 Ice-cream shop
 Pizza shack
 Public library
 Classroom

 Ice-cream shop
 Pizza shack
 Public library
 Classroom

 Ice-cream shop
 Pizza shack
 Public library
 Classroom

 Ice-cream shop
 Pizza shack
 Public library
 Classroom

 Ice-cream shop
 Pizza shack
 Public library
 Classroom

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SUGGESTED ANSWERS SOUND PLACE
PICTURE Shh….  Public library
 Classroom
Rrring
 Ice-cream shop
Clank  Pizza shack
 Public library
Bloop  Classroom
 Pizza shack
Ting
Tingle  Ice-cream shop
Jangle  Pizza shack
Ding
 Ice-cream shop
Cring  Classroom

 Public library

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EVENTS IN THE STORY

CHAPTER 1: A VERY BORING HOLIDAY

ACTIVITY 1: LIST ME L.S: 4.2.1

Individual work

Steps:

1. Ask pupils to refer to the pictures on pages 6 and 7 (Pupils are not required to read).
2. Pupils are given Worksheet 1.
3. Get pupils to write down all the words related to holidays referring to the pictures

(pupils are not supposed to refer to the text).
4. Once pupils are done, teacher asks pupils to refer to the text to check if those

words listed can be related to the pictures. Pupils can add on to their list.
Examples:
basketball, aeroplane, skating, playing, playground, library, story time, television,
skateboard.
5. Get pupils to talk about what Joel and his classmates did during the holidays.
 What did Tom do with the skateboard?
 Who played basketball?
 What did Joel do in the library?
 Who did Joel play with on the swings?
 Where did Yuki fly to?
6. Distribute Worksheet 2 for pupils to complete individually.

Educational Emphases:

 i-Think (Brace Map)
 Thinking skills (analysing, applying)
 Contextual learning

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WORKSHEET 1

Refer to pictures on pages 6 and 7. Relate words associated to the pictures.
List all the words in the circle below. It can be nouns or verbs.

www.dreamstime.com

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WORKSHEET 2

__Joel_____ played on the swing,……___
______________________
__________ ______________________
______________________
Holiday activities_ __________ ______________________
______________________
__________ ______________________
______________________
___________ ______________________
______________________

100

EVENTS IN THE STORY

CHAPTER 1: A VERY BORING HOLIDAY

ACTIVITY 2: FLIP ME L.S: 4.2.1

Pair work

Steps:

*After reading Chapter 1

1. Get pupils to recall all the events and activities Joel and his classmates did.
2. Pupils work in pairs or small groups.
3. Each pair/group is given a set of play cards.
4. The play cards consist of word cards and picture cards.
5. Pupils arrange the word cards on the left and the picture cards on the right, all

facing down.
6. The first person is to flip one word card and one picture card at a time. If the

word card represents the picture flipped, he/she wins the card and gets to flip
again. If the cards are not related, the next person gets his/her turn (The rule is
to flip ONE word card and ONE picture card. The word card must represent the
picture. Example shown below).

Educational Emphases:

 Thinking skills (remembering)
 Multiple intelligences (visual-spatial & bodily

kinaesthetic)

Example:

Playing basketball

MEMORY FLIP CARDS

101

WORD CARDS Skating on a
skateboard
Playing basketball
Playing on the swing
Flying in an
aeroplane Listening to stories

Watching DVD

Playing board games Walking the dog

102

PICTURE CARDS
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EVENTS IN THE STORY

CHAPTER 1: A VERY BORING HOLIDAY

ACTIVITY 3: HOW WEIRD IS MY HOLIDAYS? LS 4.3.1, 4.3.2
Pair work
Steps:

1. Assign a role to each pair (pair 1: Yuki, pair 2: Tom, pair 3: Ben, pair 4: Rosie, pair 5:
Yuki, pair 6: Tom and so on).

2. In pairs, pupils create a story on a weird holiday.
3. Provide a guideline for them to write (Handout 1).
4. Each pair writes a short paragraph based on the guideline given.
5. Select pairs at random to present their work.

Handout 1
You may use these questions as a guideline to write your weird holiday story.

1. Introduce your role.
2. Tell your friends where you went.
3. Did you enjoy your trip?
4. Anything interesting happened?
5. How did you feel?
6. What did you do?
7. How did you react?
8. Was it unusual?

Educational Emphases:
 Multiple intelligence (Verbal-linguistic)
 Creativity and innovation
 Thinking skills (synthesising)

104

EVENTS IN THE STORY
CHAPTER 2: MAKING IT UP!

ACTIVITY 1:WRITER’S BLOCK LS 4.2.1, 4.3.1

Pair work
Steps:
1. Each pair skims through pages 12,13,14,16.
2. They list out events that happened to Joel.
3. Distribute Worksheet 3 and get each pair to write their own version if a similar

event had happened to them before.
4. Pupils present their own version of the story to the whole class.

Educational Emphases:
 Multiple intelligence (verbal-linguistic)
 Thinking skills (Synthesising)
 Creativity and innovation

105

WORKSHEET 3

a) Complete your own version of the story given.

Joel’s story

We went to the library for story
time. You wouldn’t believe it. It was my
favourite author, Anastasia Olivetti. She was
making a surprise visit to our local library.

I told her, Anastasia Olivetti was so
pleased with my ending.

(page 12)

now new versionAnd , it’s time for your of the story…

We went to the library for story time. You wouldn’t
believe it.___________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

106

b) Complete your own version of the story given.

Joel’s story
“They want something new.

Something different. I can’t think of
anything different at all!”

I thought about it. “How about
putting jelly babies in the ice-cream?” I said.
“That would be different!”
(page 14)

now new versionAnd , it’s time for your of the story…

“They want something new. Something different. I
can’t think of anything different at all!”

I thought about it. “How about____________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

107

c) Complete your own version of the story given.

Joel’s story

Outside the Pizza Shack, there was a band
and a lot of people. They all looked as if they were
waiting for something. And they were.

When Natalie and I pushed the door open,
the band started to play. All the people cheerd wildly.

Natalie and I were the Pizza Shack’s one
millionth customers! We got free pizzas for a year!

(page 16)

now new versionAnd , it’s time for your of the story…

Outside the Pizza Shack, there was a band and a lot of
people. They all looked as if they were waiting for something. And
they were.

When Natalie and I pushed the door open,__________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

108

EVENTS IN THE STORY

CHAPTER 2: MAKING IT UP!

ACTIVITY 2: PLOT ME LS 4.2.1

Group work

Steps:
1. Distribute cut-out pictures to each group.
2. Pupils sequence the pictures on a display sheet according to the story line.
3. Pupils match the pictures with the given dialogues correctly.

Educational Emphases:
 Multiple intelligence (visual-spatial &
bodily kinaesthetic)
 Thinking skills (understanding)

109

PICTURE CUT-OUT

Sequence the pictures into the correct order and paste the correct excerpt.

110

111

DIALOGUES CUT-OUT

“What did you do over the “You must have done something,”
holidays, Joel?” she asked. my teacher said.

“Nothing,” I said. “But I didn’t!” I said. “I had a
really, really, boring holiday!”
“Nothing, absolutely nothing?”
said my teacher. My new teacher looked at me.
Now she looked as if she felt a
“Well, nothing that I can write
about,” I said. bit sorry for me.

I watched her walk away. I told her. Anastasia Olivetti
was so pleased with my ending,
Make it up, she’d said. Make it she said she’d dedicate her next
up… book to me.

All right then, I thought, I will. I read over what I’d written.
I’ll make it up. And I’ll really Pretty good, I thought. Great
make it exciting! start! I went on.

112

I thought about it. ‘”How about When Natalie and I pushed the
putting jelly babies in the ice- door open, the band started to
cream?” I said. play. All the people cheered
wildly.
“That would be different!”
Natalie and I were the Pizza
“Wow!” said MrGelati. “That’s a Shack’s one millionth customer!
great idea! What an ice-cream! We got free pizza for a year!
I’ll call it ‘Joel’s Jelly Baby
Freeze.

My teacher looked over my “So Joel has a very, very
shoulder. exciting holiday, didn’t he?” she
finished. She winked at me again.
“I knew you could do it, Joel,”
she said. And again, something sort of…

“That’s wonderful! Will you let sparkled… in the air
me read it to the class?”
around her.
And she did.

113

EVENTS IN THE STORY

CHAPTER 2: MAKING IT UP!

ACTIVITY 3 – BUBBLE, BUBBLE LS 4.2.1, 4.3.2

Pair work
Steps:
1. Distribute Worksheet 4 to each pupil.
2. Pupils are asked to complete the speech bubbles.
3. Pupils check their answers with their partner.
4. Get pupils’ feedback and list answers on the board.
5. In pairs, pupils role play the dialogues that they have completed.

* Teacher’s Note:
Accept any suitable answers.

Educational Emphases:
 Multiple intelligence (Verbal-linguistic, bodily-
kinaesthetic)
 Creativity and innovation
 Thinking skills (creating, applying)

114

WORKSHEET 4

Fill in the speech bubbles with suitable expressions.
Khairil, you should have

1) started writing your essay
fifteen minutes ago.

2)

115

Hmm, what
pizza should I
have today?
3)

4)

Wow! He is so
smart.

116

5)
6)

117

EVENTS IN THE STORY

CHAPTER 3: SOMETHING WEIRD HAPPENS

ACTIVITY 1: WEIRD HAPPENINGS LS 4.2.1, 4.3.1

Pair work
Steps:

1. Show pupils picture on page 19.
2. Write the title of chapter 3 on the board.
3. Pupils predict what they are going to read by looking at the picture.
4. Distribute Worksheet 5.
5. Pupils complete the bubbles.

Edecational emphases
 Knowledge acquisition
 Multiple intelligence
(interpersonal, visual )
 Thinking skills ( generating ideas)

118

WORKSHEET 5
List THREE weird things that happened in Chapter 3 in the bubbles below.

119

EVENTS IN THE STORY
CHAPTER 3: SOMETHING WEIRD HAPPENS

ACTIVITY 2: MY FAVOURITE PET LS 4.3.1, 4.3.2

Individual work
Steps:

1. Teacher asks pupils about their pets.
2. Show a slide of a rabbit (pet) with its descriptions.
3. Encourage pupils to describe their pets.
4. Distribute worksheet 6 and ask pupils to create their “dream pets” and

describe it
5. Pupils display their “dream pets” and do a gallery walk.
6. Pupils are given three stars each to stick on to their top 3 dream pets.
7. Award the winners with the most stars.

Picture source:
https://www.google.com/search?q=clip+art+cartoon+artists&client=badoo&tbm=isch&tbo=
u&source=univ&sa=X&ei=QZPnUY7JEMmeiAfwkYDQAw&ved=0CCsQsAQ&biw=1142&bih=698#client=
badoo&tbm=isch&sa=1&q=picture+of+dream+pet+rabbit&oq=picture+of+dream+pet+rabbit&gs_l=im
g.3...13745.22376.8.23498.25.21.0.0.0.0.1095.6072.4j3j10j7-3.20.0....0.0..1c.1.20.img.df-
gOdk04Yk&bav=on.2,or.r_cp.r_qf.&bvm=bv.49478099%2Cd.aGc%2Cpv.xjs.s.en_US.c75bKy5EQ0A.O&f
p=861c55c5e46faa0a&biw=1142&bih=698&imgdii=_

Educational emphases:

 I- Think (bubble map)
 Knowledge acquisition
 Multiple intelligence

(verbal-linguistic, visual-spatial)
 Thinking skills ( Creating)

120

SAMPLE SLIDE OF A PET

MY PET RABBIT

THE DESCRIPTION
 Name: Comel
 Physical: white fur, round black eyes,

long whiskers, bushy tail, pinkish
nose, small mouth
 Food: : carrots, radish,
 Home : cage

121

WORKSHEET 6
Create your dream pet and describe it.

MY DREAM __________

122

EVENTS IN THE STORY

CHAPTER 3: SOMETHING WEIRD HAPPENS

ACTIVITY 3: AN INTERVIEW LS 4.2.1, 4.3.2

Group work
Steps:

1. Divide pupils into groups.
2. Show a picture/video clip of an artiste (Sheikh Muzaffar).
3. Elicit from pupils the questions they are going to ask if they happen to meet him.
4. Distribute worksheet 7 and ask them to create an interview between the reporter

and the artiste.
5. Each group will role play the interview.
6. Choose the best group based on their creativity, fluency and pronunciation.

Picture source :
https://www.google.com/search?q=clip+art+cartoon+artists&client=badoo&tbm=isch&tbo=u
&source=univ&sa=X&ei=QZPnUY7JEMmeiAfwkYDQAw&ved=0CCsQsAQ&biw=1142&bih=698#
client=badoo&tbm=isch&sa=1&q=clip+art+cartoon+singers+and+actors&oq=clip+art+cartoon+
singers+and+actors&gs_l=img.3...17387.40672.0.40941.67.50.17.0.0.6.1300.15753.14j6j15j1j3j
5j4j2.50.0....0.0..1c.1.20.img.MiaxSUExL3A&bav=on.2,or.r_cp.r_qf.&bvm=bv.49478099%2Cd.a
Gc%2Cpv.xjs.s.en_US.c75bKy5EQ0A.O&fp=861c55c5e46faa0a&biw=1142&bih=698

Educational Emphases

 Knowledge acquisition
 Multiple intelligence

( Intrapersonal, bodily-kinesthetic)
 Thinking skills ( Creating)

123

WORKSHEET 7
Create an interview between the reporter and the artiste.

Question: _________________________________________________
________________________________________________

Answer: _________________________________________________
________________________________________________

Question: _________________________________________________
________________________________________________

Answer: _________________________________________________
________________________________________________

Question: _________________________________________________
________________________________________________

Answer: _________________________________________________
________________________________________________
124

EVENTS IN THE STORY
CHAPTER 4: MORE WEIRD THINGS HAPPENED

ACTIVITY 1: WEIRDO LS 4.3.1, 4.3.2

Individual work /Pair work
Steps:
1. Give each individual or pair an incomplete picture of a dinosaur from Handout 1 and a

piece of A4 paper.
2. Pupils paste the incomplete picture of the dinosaur onto the A4 paper.
3. Pupils complete the picture by drawing their own version of a weird dinosaur pet.
4. Pupils put up the picture of their weird pet to share with their friends.
5. Pupils do a gallery walk.

*Teacher’s Note:
 Pupils may work individually or in pairs.
 Preparation: Refer to Handout 1. Cut along the dotted lines. The incomplete
picture will later be distributed to pupils.

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

125

HANDOUT 1
126

EVENTS IN THE STORY

CHAPTER 4: MORE WEIRD THINGS HAPPENED

ACTIVITY 2: MY PIZZA LS 4.3.1, 4.3.2

Group work
Steps:
1. Distribute modelling clay of different colours to each group.
2. Using the modelling clay, pupils create their own pizza with their personal favourite

toppings.
3. Write prompt questions (and answer template, for weaker pupils) on the board:

i. What are your favourite pizza toppings?
My favourite pizza toppings are _____, _____ and _____.

ii. Why do you like them?
I like _________, __________ and ___________ because they are
_________________.

4. Group presentation: based on the prompt questions, each group describe their “pizza”
and explain what are their favourite toppings and why.

Educational Emphases:
 Multiple Intelligences (Intrapersonal,
Interpersonal, Bodily-Kinaesthetic, Verbal
Linguistic
 Thinking Skills (Creating)
 Creativity and Innovation

127

SAMPLE OF FINISHED PRODUCTS
128

EVENTS IN THE STORY
CHAPTER 4: MORE WEIRD THINGS HAPPENED
ACTIVITY 3: I SCREAM FOR ICE-CREAM LS 4.3.1, 4.3.2

*Teacher’s Note:
Preparation

 Download a YouTube video on how ice-creams are made. Link:
www.youtube.com/watch?v=pM_PWPHYTIw

 Ask pupils to bring the following ingredients for the next lesson.
Ingredients
 300 ml cream
 2 tablespoons castor sugar
 1 teaspoon vanilla essence
 1 teaspoon raisins
 2 trays of ice cubes
 6 tablespoon salt
 1 medium-sized plastic bag
 1 large-sized plastic bag
2 rubber bands

 Make the necessary preparations and arrangements for the activity.

129

Group work
Steps:
1. Pupils watch a video on how ice-creams are made.
2. Demonstrate how ice-creams are made using the recipe for the home-made ice

cream (Handout 2).
3. Tell pupils that they will help Mr. Gelati to create a new ice-cream flavor in their

respective groups.
4. Pupils make the ice-cream under teacher’s supervision. Pupils give the ice-

cream a name.
5. Pupils can enjoy their ice-cream.
6. Distribute Worksheet 8 to pupils.

*Teacher’s Note
Worksheet 8 can be given as homework.

Educational Emphases:
 Multiple Intelligences (Intrapersonal,
Interpersonal, Verbal-Linguistic)
 Creativity and Innovation
 Thinking Skills (Creating)

130

HANDOUT 2

Vanillicious Ice-cream Recipe

Ingredients

 300 ml cream
 2 table spoons castor sugar
 1 teaspoon vanilla essence
 1 teaspoon raisins
 2 trays of ice cubes
 6 tablespoon salt
 1 medium-sized plastic bag
 1 large-sized plastic bag

2 rubber bands

Step 1 Place the cream, sugar and vanilla essence into the medium-
Step 2 sized plastic bag. Tie the bag securely with a rubber band.
Step 3
Place the ice and salt into the larger plastic bag.
Step 4
Step 5 Place the medium bag containing the cream mixture inside
Step 6 the larger bag on top of the ice and salt. Tie the bigger bag
securely.

Shake the bags for 5 to 10 minutes or until the mixture
hardens like ice-cream.

Once ready, remove the bag of cream.

Your own homemade Vanillicious ice-cream is ready!!

http://stuffpoint.com/ice-cream/image/124255/nice-drawing-picture/

131

WORKSHEET 8

_______________ Ice-cream Recipe

Ingredients Give your ice-cream a name!

 300ml cream replace this with anything that is
 2 tablespoons castor sugar sweet
 1 teaspoon vanilla essence
 1 teaspoon raisins replace this with any fruit
 2 trays of ice cubes juice
 6 tablespoons salt replace this with any fruits and/or
 1 medium-sized plastic bag nuts
 1 large-sized plastic bag
 2 rubber bands

Step 1 Place the cream, __________________________________
______________________ into the medium-sized plastic bag.
Tie the bag securely with a rubber band.

Step 2 Place the ice and salt into the larger plastic bag.

Step 3 Place the medium bag containing the cream mixture inside the
larger bag on top of the ice and salt. Tie the bigger bag
securely.

Step 4 Shake the bags for 5 to 10 minutes or until the mixture hardens
like ice cream.

Step 5 Once ready, remove the bag of cream.

Step 6 Your __________________ ice cream is ready!!

132

MORAL VALUES

ACTIVITY 1: THE DOS AND DON’TS LS 4.2.1

Group work
Steps:

1. Distribute Handout 1 to each group.
2. Ask pupils to discuss in their respective groups what they think about the situation.
3. Pupils present their answers in class.
4. Based on the short story, pupils discuss the 5 things they should and should not do

(Worksheet 1).

Educational Emphases:
 Knowledge acquisition
 Assessment
 Multiple intelligence (interpersonal )
 Thinking skills (analysing, evaluating)

133

HANDOUT 1 Can you
complete the
Share your ideas based on the situation given, essay about
your holiday?
You can do it, Joel. I
know you can.

I am not sure what to
write about….but I will

try to do something
about it. I will do my

best.

Can he??? But he
didn’t go anywhere for
the holidays!

134

WORKSHEET 1
List three things you should do and three things you should not do based on the
situation.

THINGS YOU SHOULD DO

1. _______________________________________________
2. _______________________________________________
3. _______________________________________________

THINGS YOU SHOULD NOT DO

1. _______________________________________________
2. _______________________________________________
3. _______________________________________________

135

MORAL VALUES

ACTIVITY 2: Making It Up LS 4.2.1, 4.3.1

Group work
Steps:

1. Distribute Worksheet 2 to pupils showing Joel’s imaginations.
2. Ask pupils if it is good to make up stories.
3. In groups, get pupils to discuss whether to agree or disagree with

Joel’s imaginations.
4. Pupils need to give reasons in order to support their answers.
5. Pupils present their answers in class.

Educational emphases
 Knowledge acquisition
 Assessment
 Multiple intelligence
(verbal-linguistic, interpersonal)
 Thinking skills ( Evaluation )

136

WORKSHEET 2
Joel’s imaginations.

Meeting famous Inventing a Winning free
author great new ice pizza for a year
cream flavour

Discuss Joel’s imaginations above. Is it good to make up stories? Give reasons to
support your answers.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

137

MORAL VALUES

ACTIVITY 3: TAKE NOTE LS 4.2.1, 4.3.1, 4.3.2

Individual work

Steps:

1. Show pupils a slide (Handout 2).
2. Ask pupils to imagine that they are in the situation.
3. Elicit their feelings based on the situation.
4. Distribute Worksheet 3suggesting ideas on what to do during the holidays.
5. Play the poison box game. The one who ends up with the poison box will read out his

or her suggestions.

Educational emphases:
 Knowledge acquisition
 Assessment
 Multiple intelligence (visual-spatial, intrapersonal,
musical, bodily-kinaesthetic)
 Thinking skills ( Creating)

138

HANDOUT 2

I had the most boring holiday
in the planet. My mum had to
work, so I stayed at home, day

after day, with my sister,
Natalie.

BOOOOOOORING!!!!!!!!!!!

139

WORKSHEET 3
Write your suggestions on how to help Joel with his boredom.

Dear ………………………,
I am bored. Could you please help me

plan something interesting during my holiday>

From.
Joel

Dear Joel,
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

From,
………………………………………….

140

GOING BEYOND THE TEXT

ACTIVITY 1: A WEIRD HAPPENING LS: 4.3.1, 4.3.2

Group work
Steps:
1. Pupils are asked to discuss and to continue the story:

“I’m going to do my homework now, Mum,” I called. “Right now!” And I did. I
grabbed my notebook and I wrote and wrote.
And something weird happened........
2. Pupils are told to be as imaginative and creative as possible.
3. Pupils present their story.

*Teacher’s Note:
Teachers can ask students to write their story on a display sheet and present it to the
class or teachers can do a gallery walk.

Educational Emphases:
 Multiple Intelligence (bodily-kinaesthetic)
 Mastery Learning
 Thinking Skills (Creating)

141

GOING BEYOND THE TEXT

ACTIVITY 2: CHORAL SPEAKING LS: 4.1.1, 4.1.2

Group work (Advanced pupils)
Steps:
1. Based on the story, each group comes up with a short choral speaking text.
2. Provide basic information and rules on choral speaking emphasising on tone,

intonation, stress, rhythm and sound effects to make it more creative and
interesting.
3. Provide a sample of choral speaking – audio,
4. Each group presents their choral speaking with teacher’s guidance.

Group work (Lower intermediate pupils)
Steps:
1. Play a sample video on any choral speaking performance.
2. Distribute a short choral speaking text (Handout 1) to each group.
3. Read the text with the pupils.
4. Pupils practise in groups. Provide help when needed.
5. Pupils present in groups.

Educational Emphases:
 Multiple intelligences
(bodily kineasthetic, verbal linguistic)
 Contextual Learning
 Thinking Skills (Creating)
 Creativity and innovation

142

GOING BEYOND THE TEXT

ACTIVITY 3: DEVELOPING THE STORY LS: 4.3.1, 4.3.2

Group work
Steps:
1. Show an enlarged picture of a dinosaur.
2. Discuss the characteristics of a dinosaur (fierce, scary, rough, huge, gigantic).
3. Get pupils to recall the story when Joel’s mother asked about his homework.

(Teacher can also read pages 30-32 and then initiate discussion).
4. Pupils discuss in their groups and write their prediction on the piece of paper

provided.
5. Pupils discuss and use creative ideas to complete the story.
6. Once pupils are done, get them to paste their predictions around the classroom.
7. Gallery walk for pupils to read their friends’ predictions.
8. Select a few groups to present their predictions.

Educational Emphases:
 Thinking Skills (Synthesising)
 Creativity and Innovation
 Multiple intelligence (Interpersonal)

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GOING BEYOND THE TEXT

ACTIVITY 4: MAKING A NEW COVER LS: 4.3.1, 4.3.2

Group work
Steps:

1. Refresh on the previous activity (what pupils have predicted).
2. Pupils get into groups of four to five.
3. Pupils can discuss again and improve on their prediction.
4. Pupils then come with a new cover design based on their prediction (a continuation

of the last chapter of the story book) with a new title.
5. Once pupils are done, they display their product in class.
6. A representative from each group talks about their cover.

Educational Emphases:
 Thinking Skills (Synthesising)
 Creativity and Innovation
 Assessment

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