SHORT STORY Year 5

GOING BEYOND THE TEXT

ACTIVITY 5: THANK YOU NOTE LS: 4.3.1, 4.3.2

Group work
Steps:
1. Go through pages 23 to 29 and brainstorm on the important events that took place.
2. Distribute Worksheet 1 to each group.
3. Pupils cut out the thank you note and each of them takes one.
4. Each pupil in the group imagines that they are Joel and write a short thank you note

to Mr. Gelati, Anastasia Olivetti and the Pizza Shack manager respectively.
5. Once completed, pupils read their thank you note to their group members.
6. Pupils then paste them on the notice board in the class for all to view and read.

*Teacher’s Note:
Pupils work in groups of three.

Educational Emphases:
 Multiple intelligence (verbal linguistic)
 Thinking skills (creating)
 Values and citizenship

145

WORKSHEET 1

Dear _____________________
_____________________________________
_____________________________________
_____________________________________

From,
…………………………………………

Dear _____________________
_____________________________________
_____________________________________
_____________________________________

From,
………………………………………..

146

Dear _____________________
_____________________________________
_____________________________________
_____________________________________
From, ……………………………..

147

148

SAMPLE LESSON PLAN 1 (SK)

Theme : World of Stories

Topic : And Something Weird Happens…

Learning Standards :

4.3.1 Able to plan, produce and display creative works based on literary texts using a

variety of media with guidance.

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

(a) describe the pictures and guess the chapters,

(b) present a chain story telling in groups.

(c) sequence the story orally

Time : 60 minutes

Teaching Aids : Silhouettes of 5 characters, a set of quiz questions and picture

booklets.

Educational Emphases :

1. Information and Communication Technology Skills (ICT)

2. Creativity and Innovation

3. Multiple Intelligence (Verbal-Linguistics)

STAGE STEPS
Set Induction 1. Teacher shows silhouettes of the characters found in

Presentation the story (Joel, the teacher, Anastasia Olivetti, Mr.
Gelatti, Pizza manager.)
2. Pupils guess the characters.
Quiz
1. Teacher gets pupils to answer a set of YES/NO quiz
questions related to each chapter in pairs (quiz can be
designed on the VLE-FROG).

Practice Activity 1: Guess the Chapter!
149

1. Pupils work in groups of 4-5.
2. Each group is given a booklet with jumbled up pictures

(refer to pages 66-70 for the booklet).
3. Pupils describe the pictures in terms of what they can

see, who they can see, what the character(s) in that
particular picture is doing etc. but they are not allowed
to show their pictures to the members.
4. Members of the group should listen carefully and guess
the chapter that describes the picture.
Activity 2: Sequencing
1. Pupils work together to sequence the pictures
accordingly (from chapters 1-4) and compile them into a
booklet.
2. Select a few groups to present.
3. Discuss the correct sequence to ensure that they will be
able to proceed to the next activity.

Production Chain Story Telling
1. Pupils work in the same groups.
2. Each group appoints a leader.
3. The first person in each group holds the picture booklet.
4. He/she will look at the first picture and start the story
in his/her own words (at least one sentence) based on
their understanding of the story and the discussion they
had earlier in Activity 1.
5. The next pupil looks at the second picture and continues
the story and this step goes on until the last picture in
the booklet.
6. Teacher goes around listening to each group to make

150

sure they are all participating and assist them if
necessary.

Closure 1. If time permits, teacher may ask one or two groups to
present their story chain to the whole class.

*Teacher’s note:

 The pictures in the picture booklet for Activity 1 (Guess the Chapter) should
not be in sequence following the chapter. Pictures are jumbled up.

 Please refer to Activity 2: Guess the Chapter! of suggested activities for
synopsis on how to do the booklet.

151

SAMPLE LESSON PLAN 2 (SJK)

Theme : World of Stories

Topic : And Something Weird Happens…

Learning Standards :

4.3.1 Able to plan, produce and display creative works based on literary texts using a

variety of media with guidance.

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

(a) describe the pictures and guess the chapters,

(b) sequence the chapters orally

Time : 30 minutes

Teaching Aids : Silhouettes of 5 characters, a set of quiz questions and picture

booklets.

Educational Emphases :

1. Information and Communication Technology Skills (ICT)

2. Creativity and Innovation

3. Multiple Intelligence (Verbal-Linguistics)

152

STAGE STEPS

Set Induction 1. Teacher shows silhouettes of the characters found in
the story (Joel, the teacher, Anastasia Olivetti, Mr.
Gelati, Pizza manager.)

2. Pupils guess the characters.

Presentation Quiz
1. Teacher gets pupils to answer a set of YES/NO quiz
questions related to each chapter in pairs (quiz can be
designed on the VLE-FROG).
2. Discuss answers.

Practice Activity: Guess the Chapters!
1. Pupils work in groups of 4-5.
2. Each group is given a booklet of jumbled up pictures
( refer to pages 66-70).
3. Teacher tells them that they can describe the pictures
in terms of what they can see, who they can see, what is
the character(s) in that particular picture is doing etc.
but they are not allowed to show their pictures to the
members.
4. Members of the group should listen carefully and guess
the chapter that describes the picture.

Production Activity: Sequencing & Describing
1. Pupils work together to sequence the pictures
accordingly (from chapters 1-4) and compile them into a

153

booklet.
2. Discuss the correct sequence to ensure that they will be

able to proceed to the next activity.
3. Teacher can get each group to describe a picture. Pupils

help each other.

Closure 1. If time permits, teacher may ask one or two groups to
present their story chain to the whole class.

Teacher’s note:

 The pictures in the picture booklet for Guess the Chapter activity should not
be in sequence following the chapter. Pictures are jumbled up.

 Please refer to Activity 2: Guess the Chapter of suggested activities for
synopsis on how to do the booklet.

154

SAMPLE LESSON PLAN 3 (SK)

Theme : World of Stories

Topic : And Something Weird Happens...........

Learning Standards :

4.2.1 Able to respond to literary texts:

a) characters

b) place and time

c) values

4.3.1 Able to plan, produce and display creative works based on literary texts using a

variety of media with guidance.

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

literary works.

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

a) use adjectives to describe the characteristics of characters

correctly,

b) fill in the bubbles with the correct adjectives.

Time : 60 minutes

Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue,

coloured pencils.

Educational Emphasis :

1. Thinking skills

2. Values and citizenship

3. Contextual learning

4. Creativity and innovation.

155

STAGE STEPS

Set Induction Activity: Guessing Who (5 minutes)
1. Teacher shows a covered picture of a prominent figure
(E.g.: Lee Chong Wei, Nicole David, their
headmaster/headmistress).
2. Teacher peels off strips of papers from the picture
until pupils are able to guess the personality in the
picture.
3. Teacher introduces the prominent figure and discusses
with pupils.

Pre-reading Discussion
1. Teacher introduces some adjectives used to describe
the prominent figure.
e.g: famous, caring, determined, hardworking, gentle.
2. Teacher provides two more prominent figures.
3. Teacher elicits adjectives from pupils to describe these
two figures.
e.g.: Siti Nurhaliza – creative, beautiful, rich, humble,
famous, elegant.
4. In groups, pupils are given Worksheet 2 and a newspaper
each.

While-reading Activity 1: Describing Characters (10 minutes)
1. In groups of three, pupils are given Worksheet 2.
2. Based on the short story “ And Something Weird

Happened....” pupils are asked to describe each
character using suitable adjectives .
3. Pupils write the adjectives around each picture.

156

4. Pupils are given 5 minutes to complete the task.
5. Pupils present their answers.

Post-reading My Favourite Character (20 minutes)
1. Pupils are asked to find and choose pictures of two
prominent personalities of their choice from
newspapers.
2. Cut them out and paste them onto Worksheet 3.
3. Using all the adjectives that they have learnt, pupils fill
in the bubbles with the correct characteristics
of each personality.
4. Few groups are then selected to present their answers.

*Note: Teacher can provide pictures if necessary.

Closure Wrapping-Up (5 minutes)
1. Teacher wraps up the lesson by asking a few questions
about the characters in the story.
E.g:
 Which character in the story do you like best? Why?
 State some positive values of the character chosen.
2. Pupils answer.
3. Teacher provides feedback and ends the lesson.

157

PICTURES OF PROMINENT PEOPLE/FIGURES

*Note: Teacher can choose other prominent figures.

158

WORKSHEET 2

Write down the words that best describe each character.

159

WORKSHEET 3
Fill in the blanks with the correct characteristics of each personality.

Famous
Personality 1
(cut and paste

here)

Famous
Personality 2
(cut and paste
here

160

SAMPLE LESSON PLAN 4 (SJK)

Theme : World of Stories

Topic : And Something Weird Happens...........

Learning Standards :

4.2.1 Able to respond to literary texts:

a) characters

b) place and time

c) values

4.3.1 Able to plan, produce and display creative works based on literary texts using a

variety of media with guidance.

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

literary works.

Objectives :

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

a) use adjectives to describe the characteristics of prominent characters correctly,

b) fill in the blanks with the correct adjectives,

Time : 30 minutes

Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue,

coloured pencils.

Educational Emphasis:

1. Thinking skills,

2. Values and citizenship

3. Contextual learning

4. Creativity and innovation.

161

STAGE STEPS

Set Induction Guess Who (3 minutes)
1. Teacher shows a video clip of a prominent figure speaking

and asks pupils to guess.
2. Teacher asks a few questions pertaining to the person.

E.g:
 Who is he/she?
 Which country is he/she from?
 What do you know about him/her?
 Do you like him/her?
 What is he/she famous for?
3. Pupils present their answers orally.

Pre-reading Discussion
1. Teacher introduces some adjectives used to describe the
prominent figure.
e.g: famous, caring, determined, hardworking, gentle.
2. Teacher provides two more prominent figures.
3. Teacher elicits adjectives from pupils to describe these
two figures.
e.g.: Siti Nurhaliza – creative, beautiful, rich, humble,
famous, elegant.
4. In groups, pupils are given Worksheet 2 and a newspaper
each.

While-reading Activity: Describing Characters (10 minutes)
1. In groups of three, pupils are given Worksheet 2.

162

2. Based on the short story “ And Something Weird
Happened....” pupils are asked to describe each character
using suitable adjectives .

3. Pupils are to write the adjectives around each picture.
4. Pupils present their answers.

Post reading My Favourite Character (20 minutes)
1. Pupils are asked to find and choose pictures of two
prominent personalities of their choice from newspapers.
2. Cut them out and paste them onto Worksheet 3.
3. Using all the adjectives that they have learnt, pupils fill in
the bubbles with the correct characteristics of
each personality.
4. Few groups are then selected to present their answers.

*Note: Teacher can provide pictures if necessary.

Closure Wrapping-Up (2 minutes)
1. Teacher wraps up the lesson by asking a few questions
pertaining to the characters found in the story.

e.g:
Which character in the story do you like best?
Why him/her?
State the positive values found in the character that you like.

2. Pupils answer.
3. Teacher provides feedback and ends the lesson.

163

PICTURES OF PROMINENT PEOPLE/FIGURE

Note: Teacher can choose other prominent figures

164

WORKSHEET 2
Write down the words that best describe each character.

165

WORKSHEET 3

Fill in the blanks with the correct characteristics of each personality.

Famous
Personality 1
(cut and paste

here)

Famous
Personality 2
(cut and paste
here

166

SAMPLE LESSON PLAN 5 (SK)

Theme : World of Stories

Topic : Short Story (Setting)

Learning Standards:

4.2.1 Able to respond to literary texts:

(a)characters

(b)place and time

(c) values

4.3.1 Able to plan, produce and display creative works based on literary texts using

a variety of media with guidance.

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

(a) Identify and justify a suitable location for the

identified buildings in their own words orally.

(b) label the location of the buildings on the map.

Time : 60 minutes

Teaching Aids : A colourful, reader-friendly town map,

Worksheet 1, coloured marker pens, cut-out pictures

of 4 different buildings (school, hospital, shopping

mall, swimming pool), word cards.

Educational Emphases:

1. Multiple intelligences (Visual-spatial, Verbal linguistic)

2. Thinking skills (Analysing, Evaluating, Synthesising,

Rationalising)

167

STAGE STEPS
Set Induction 1. Show pupils a map of a town.
Presentation 2. Ask pupils if they have seen such “pictures” before.
3. Teacher introduces the concept of a map to pupils.
Practice 4. Ask pupils to name some of the buildings in the map.
1. Based on the same map, teacher asks pupils to place some

of the cut-out pictures on the map.
2. After each cut-out pictures are placed on the map, teacher

writes sentences to describe where the buildings are
located.
Eg: The school is next to the library.

The hospital is opposite the lake.
(or any other appropriate sentences)
3. Teacher asks pupils why it is a good location for the
building and why they think so.
1. Teacher divides pupils into groups.
2. Teacher distributes Worksheet 1.
3. Pupils study the distributed map. Teacher explains that
some of the buildings in the map have not been labelled.
4. Pupils discuss where would be a good location for the
following and indicate the building in the map:

 a school
 a local library
 an ice-cream shop
 a pizza shack
5. Pupils label the map with the locations of the above
buildings.
6. Pupils list reasons why they have selected the particular

168

Closure location.
7. Group presentation.
7. Pupils describe the location of the school, the local library,

the ice-cream shop and pizza shack.
(Note: Teacher tell Pupils that they may refer to the example of
sentences earlier or use the following words to explain the
location of the building: next to, near, beside, opposite, in front
of)

8. Pupils tell friends why they think it is a good location for
the building.

1. Teacher asks pupils to draw their dream township.

169

SAMPLE LESSON PLAN 6 (SJK)

Theme : World of Stories

Topic : Short Story (Setting)

Learning Standards:

4.2.1 Able to respond to literary texts:

(a) characters

(b) place and time

(c) values

4.3.1 Able to plan, produce and display creative works based on literary texts using

a variety of media with guidance.

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

(a) identify a suitable location for the identified

buildings.

(b) label the location of the buildings on the map.

(c) justify the selected locations for the

buildings.

Time : 30 minutes

Teaching Aids : A colourful, reader-friendly town map,

Worksheet 1, coloured marker pens, cut-out pictures

of 4 different buildings (school, hospital, shopping

mall, swimming pool), word cards.

Educational Emphases:

1. Multiple intelligences (Visual-spatial, Verbal linguistic)

2. Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)

170

STAGE STEPS
Set Induction
Presentation 1. Teacher shows pupils a map of a town.
2. Ask pupils if they have seen a map like this before.
Practice 3. Ask pupils to name some of the buildings in the map.

1. Based on the same map, teacher asks pupils to place
some of the cut-out pictures on the map.

2. Each cut-out picture is placed on the map.
3. Teacher writes sentences to describe where the

buildings are located.
Eg: The school is next to the library.

a. The hospital is opposite the lake.
b. (or any other appropriate sentences)
OR (for more advanced learners):
4. Teacher asks pupils why it is a good location for the
building and why pupils think so. Teacher tells pupils
that they may use the following words when justifying
their choice:
“_____because_____”, “_____for_____”,
“_____since_____”
Eg: The hospital is located next to the lake because of
the healthy environment.
1. Teacher distributes pupils into groups
2. Teacher distributes Worksheet 1.
3. Pupils study the distributed map. Teacher explains that
some of the buildings in the map have not been labelled.
4. Pupils discuss where would be a good location for the
following and indicate the building in the map.

171

Closure  a school
 a local library
 an ice-cream shop
 a pizza shack
5. Pupils ist reasons why they have selected the particular
location.
6. Group presentation:

Teacher wraps up the lesson with a mini quiz:
 Class is divided into groups A and B.
 They pose quiz questions to each other.

172

https://www.google.com/search?q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUonOEsjxi
Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1
https://www.google.com/search?q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUonOEsjxi
Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=messi&tbm=isch
https://www.google.com/search?q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUonOEsjxi
Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=siti+nurhaliza&tbm=isch
https://www.google.com/search?q=lee+chong+wei&source=lnms&tbm=isch&sa=X&ei=LmhOUonOEsjxi
Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=nicol+david&tbm=isch
http://www.beautifulkk.com/2008/05/06/city-mall
http://www.bibalex.org/ImageGallery/BA_Gallery_EN.aspx?id=47&name=Young%2
0People's%20Library
http://www.janicewagner.com/murals.html
http://www.masterfile.com/stock-photography/search/school%20bell
http://sadaffarooqi.com/
http://www.123rf.com/photo_2557089_putting-whip-cream-on-an-ice-coffee.html
http://bythapeople.com/store/index.php?route=product/product&product_id=62
http://www.montecarlo.com/pool-amenities/bell-desk-service.aspx
http://www.agencypost.com/my-7-dirtiest-internet-marketing-secrets/
http://www.writtensound.com/index.php
www.dreamstime.com

173

Assessment

174

INDIVIDUAL ASSESSMENT FORM

OVERALL COMMENTS:
_____________________________________________________________
_____________________________________________________________
______________________________________________________________
______________________________________________________________

175

GROUP ASSESSMENT FORM

OVERALL COMMENTS:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

176

SELF REFLECTION FORM
177

178

GLOSSARY

1 caravan (n) a road vehicle without an engine that is pulled by a

car, designed for people to live and sleep in,

especially when they are on holiday/vacation

2 champ (n) a person, team, etc. who has won a competition,

especially in a sport

3 wink (v) to close one eye and open it again quickly,

especially as a private signal to somebody, or to show

something is a joke

4 sparkle (v) to shine brightly with small flashes of light

5 imagine (v) to form a picture in your mind of what something

might be like

6 disappointed (adj) upset because something you hoped for has not

happened or been as good, successful, etc. as you

expected

7 dedicate (v) to say at the beginning of a book, a piece of music

or a performance that you are doing it for somebody,

as a way of thanking them or showing respect

8 jelly babies (n) a small soft sweet/candy in the shape of a baby,

made from gelatin and flavoured with fruit

9 shack (n) a small building, usually made of wood or metal,

that has not been built well

10 exciting (adj) causing great interest or excitement

11 make it up to create something that did not happen

12 imagination (n) the ability to create pictures in your mind; the

part of your mind that does this

13 stare (v) the ability to create pictures in your mind; the

part of your mind that does this

14 flavour (n) a particular type of taste

15 jumped to her feet stand on her feet immediately because of fear or

surprise

16 crowded (adj) having a lot of people or too many people

17 weird (adj) very strange or unusual and difficult to explain

18 family-size A certain amount of food that is enough for a family

19 double topping (n) two layers of food that you put on top of a dish,

cake, etc. to add flavour or to make it look nice

20 competition (n) an event in which people compete with each other

to find out who is the best at something

179

180