SHORT STORY Year 5

WORKSHEET 2

4: Something weird Q5: What actually happened?
appens. What do you (Refer to your book. Indicate
hink happened? the page.)
Page:_______
__________________
________________________
__________________

__________________

________________________
Page:_______

__________________
__________________

Page:_______
__________________ ________________________

________________________
__________________ ________________________

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SYNOPSIS

CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS

HAPPEN

ACTIVITY 2: SENTENCE STRIPS LS: 4.2.1

Group work

Steps:

1. Read the events in Chapter 3 & 4.
2. Pupils are divided into groups.
3. Distribute jumbled up sentence strips (Handout 3) in an envelope to each group.
4. Pupils rearrange sentence strips on display sheets according to the events in the

story.
5. Select a few groups to present in front of the class.

*Teacher’s note:
The sentence strips (Handout 3) are already in order.

Educational Emphases:
 Multiple Intelligences (Verbal-Linguistic)
 Thinking Skills (Analysing)

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HANDOUT 3
Rearrange the sentence strips in the correct order.

On Saturday, Natalie, Mum and I went to the library and shops.
Natalie and I walked towards Mr. Gelati’s ice-cream shop where he was serving ice
cream.
I’d imagined meeting a famous author, inventing a great new ice cream flavour and
winning free pizza for a year until I am left with no imagination.
My teacher asked me to write about the pet we’d like to have using our own
imaginations.
I went home thinking I should use my imagination to write about a horse,
elephant, crocodile or a dinosaur.
Mr. Gelati rushed out with two huge ice-creams in his hands screaming Joel’s Jelly
Baby Freeze is selling like crazy.
I met a famous author named Anastasia Olivetti in the library where she
dedicated the success of her book to me.
Mum bought us for pizza and we found out that we have won free pizza for a year.

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SYNOPSIS

CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS HAPPEN

ACTIVITY 3: WHO SAID THAT? LS: 4.3.1

Pair work

Steps:

1. Get pupils to look at the pictures in the short story.
2. Pupils can discuss the pictures very quickly with a partner.
3. Distribute Worksheet 3 to each pupil.
4. They match the dialogue to the appropriate character.
5. Once they have matched, discuss with pupils.

Educational Emphases:
 Thinking skill (remembering)

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WORKSHEET 3

“I want “Joel’s Jelly “I’ve used that Looks like Mr. “Ready for
everyone to Baby Freeze is ending you told Gelati’s got lots pizza? Let’s get
write about me about. It’s of customers.
your pet. But selling like a family-size
not the pet crazy! Everyone so good! My Shack Special
you’ve really wants it! Thank book’s all
you, thank you! finished. I with double
got.” topping.”
dedicated it to
you. Thank you,

thank you!”

NATALIE MR. GELATI TEACHER MUM ANASTASIA
OLIVETTI

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ANSWERS

“I want “Joel’s Jelly “I’ve used that Looks like Mr. “Ready for
everyone to Baby Freeze is ending you told Gelati’s got lots pizza? Let’s get
write about me about. It’s of customers.
your pet. But selling like a family-size
not the pet crazy! Everyone so good! My Shack Special
you’ve really wants it! Thank book’s all
you, thank you! finished. I with double
got.” topping.”
dedicated it to
you. Thank you,

thank you!”

NATALIE MR. GELATI TEACHER MUM ANASTASIA
OLIVETTI

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SYNOPSIS
ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING)

ACTIVITY 1: SUMMARY CARDS LS: 4.3.1

Group work

Steps:

1. Go through chapter by chapter with the pupils by referring to the book.
2. Ask questions as they scheme and scan through the book.

Chapter 1
What is the title of the first/second/third/fourth chapter/
Who is the main character?
What was Joel asked to do?
Did he do what he was asked to?
Chapter 2
What did his teacher say?
What did he write about?
Where did he go and who did he meet?
Was he able to write about his holiday?
Chapter 3
Where did Joel go on Saturday night?
Who did he meet in the library?
What happened there?
Chapter 4
Where did he go next?
What happened to Mr.Gelati?
Did he go to the Pizza Shack?
What happened there?
What was his homework?
Did he manage to write?

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What did he want to write about?
3. Pupils work in groups of four.
4. Each group is given four summary cards (Chapter 1-4) and a set of pictures

(Handout 4).
5. Pupils work in their groups and paste pictures correctly in the summary cards as

well as writing down the details of each chapter as needed (refer to the
summary cards).
6. Pupils compile the summary cards into a booklet.
7. Pupils present their work.

Educational Emphases:
 Multiple Intelligences (Interpersonal,
Bodily Kinaesthetic)
 Thinking skills (remembering)

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SUMMARY CARDS

CHAPTER 1: ___________________________________

PASTE YOUR PICTURE HERE

1. Identify the characters in this chapter.
……………………………………………………………………………………………
2. Who is the main character?
………………………………………………………………………………………………..
3. Where is/are the setting(s) for this chapter?
…………………………………………………………………………………………….
4. State an interesting event that happened.
……………………………………………………………………………………………

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CHAPTER 2: ___________________________________

PASTE YOUR PICTURE HERE

1. Identify the characters in this chapter.
………………………………………………………………………………………
2. Who are the three new characters introduced in this chapter?
…………………………………………………………………………………………..
3. Where did Joel meet the three new characters?
…………………………………………………………………………………………….
4. State an interesting event that happened here.
……………………………………………………………………………………………

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CHAPTER 3: ___________________________________

PASTE YOUR PICTURE HERE

1. Where did Joel go?
…………………………………………………………………………………………
2. Who was with him?
…………………………………………………………………………………………..
3. What happened here?
…………………………………………………………………………………………….
4. Who did he meet?
……………………………………………………………………………………………
5. State an interesting event that happened here? If yes, state them.
……………………………………………………………………………………………
6. Who would you like to meet in your life and why?
……………………………………………………………………………………………
7. Who is your favourite author?
..………………………………………………………………………………………..

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CHAPTER 4: ___________________________________

PASTE YOUR PICTURE HERE

1. Where did Joel go?
………………………………………………………………………………………………
2. Who did he meet?
…………………………………………………………………………………..…………..
3. Was he happy meeting them? Why?
……………………………………………………………………………………………….
4. What do you like about this chapter?
………………………………………………………………………………………..………

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HANDOUT 4
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HANDOUT 4
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SYNOPSIS

ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING)

ACTIVITY 2: GUESS THE CHAPTER! LS: 4.2.1, 4.3.1

Group work

Steps:

1. Pupils work in groups of 4-5.
2. Each group is given a picture booklet (jumbled up).
3. Pupils take turns to look at a picture from the booklet and describe it to the other

members in the group.
4. Members of the group should listen carefully and guess the correct chapter the

picture is from without looking at the picture.

Educational Emphases:

 Multiple Intelligences (Visual-Spatial &
Verbal-Linguistic)

 Thinking Skills (Synthesising)
 Constructivism

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*Teacher’s note:
The pictures in the picture booklet for this activity should not be in sequence
following the chapter.
*Idea on how to compile the pictures into a booklet.

 The picture can be photocopied larger and laminated.
 Punch a hole in the top left corner of each picture and all pictures are

compiled together in a ring.

PICTURE BOOKLET

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SYNOPSIS
ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING)

ACTIVITY 3: STORY CHAIN LS: 4.2.1, 4.3.1

Group work

Steps:

1. Pupils work in groups of 5-6.
2. The first person in each group will be given a picture booklet (booklet used in

Activity 2).
3. 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.
4. The next pupil looks at the second picture and continues the story and this step

goes on until the last picture in the booklet.

Educational Emphases:
 Multiple Intelligence (verbal-
linguistics)
 Constructivism
 Creativity and innovation
 Thinking skills (creating)

*Note for teacher:
The pictures in the picture booklet for this activity should be in sequence following the
chapters.

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PEOPLE IN THE STORY (CHARACTERS)

ACTIVITY 1: WHO AM I? LS: 4.2.1

Pair work

Steps:

1. In pairs, pupils are given Worksheet 1 and are asked to discuss and complete the
given task based on the short story “And Something Weird Happened.....”.

2. Pupils are asked to cut and paste the given pictures in Handout 1 onto
Worksheet 1.

3. Then, pupils are asked to identify the characters.
4. Discuss the answers with the pupils.

Educational Emphases:
 Multiple Intelligences (Visual Spatial,
Bodily-Kinesthetic)
 Thinking Skills –(Remembering)

*Note for Teacher:

Teacher can select a few pairs to present their answers.

Suggested Answers:

Major Character - Joel

Minor Characters - Joel’s new teacher, Yuki, Ben, Natalie ( Joel’s
sister), Tom, Joel’s mother, Joel’s grandmother,
Anastasia Olivetti, Mr Gelati

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WORKSHEET 1
AND SOMETHING WEIRD HAPPENED .......

Paste the pictures in the boxes provided. Name the characters.
MAJOR CHARACTER

_______________

MINOR CHARACTERS

______________ ________________ _________________

________________ _________________ ________________

________________ _________________ ________________

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HANDOUT1
Cut and paste the pictures into the boxes provided in Worksheet 1.

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PEOPLE IN THE STORY (CHARACTERS)

ACTIVITY 2: DESCRIBING THE CHARACTERS LS: 4.2.1

Individual work

Steps:

1. Based on the short story “And Something Weird Happened....”pupils are asked to
fill in the blanks with the correct characteristics of each character using the
adjectives (Worksheet 2). Pupils are encouraged to use other suitable adjectives.

2. Pupils compare their answers with their friends.
3. Pupils present their answers.

Educational Emphases:
 i-Think Programme (Bubble map)
 Thinking Skills (applying)

Suggested Answers

Joel - active, imaginative, creative, determined

Natalie - young

Joel’s mother - concerned, caring, understanding

Joel’s grandmother - caring, loving, concerned, responsible

Joel’s New Teacher – gentle, loving, caring, encouraging, motivating,

patient, kind

Yuki - thoughtful

Ben – active, athletic, determined

Tom’s cousin - active, athletic, determined, supportive, kind, loving

(Accept any suitable answers)

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

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PEOPLE IN THE STORY (CHARACTERS)

ACTIVITY 3: MY FAVOURITE PERSONALITIES LS: 4.2.1

Group work
Steps:
1. Pupils are given Worksheet 3.
2. Teacher recalls the adjectives learnt (Refer to Activity 2).
3. In groups, they are asked to choose 2 famous/ prominent personalities of their

choice and describe them. (Teacher can provide the pictures if necessary)

Educational Emphases:
 i-Think Programme (Bubble map)
 Thinking Skills (applying)

Suggested answers

beautiful, caring, loving, gentle,
attractive

brilliant, intelligent, determined, famous

(Accept any suitable answers)

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WORKSHEET 3
Describe each personality.

Famous
Personality 1
(Cut and paste

here)

Famous
Personality 2
(Cut and paste
here)

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PEOPLE IN THE STORY (CHARACTERS)

ACTIVITY 4: MY FAVOURITE CHARACTER LS: 4.2.1

Group work

Steps:
1. Pupils are divided into groups of five.
2. Each group is given a pair of scissors, A4 paper (coloured and white), glue, colours

(colour pencil, crayon), manila card.
3. In their respective groups, pupils are asked to discuss and complete the given

task.
Teacher’s Instructions:

a. Write the name of your group in the middle of an A4 paper.
b. Cut out the shape of your group’s name.
c. On that cut piece, colour and design your shape into a character.
d. Complete the drawing: it can be an alien, a person, an animal or anything of your

group’s imagination.
4. Glue your finished character onto a piece of A4 coloured paper.
5. After having done the above, ask pupils to write a descriptive paragraph about the

character as if it is an alien arriving here on earth for the first time. Give
characteristics to the character. Give it a name, place of origin reason for being
here, etc.
6. The group that finishes first will be the winner.
7. Presentation of each group is done and teacher provides necessary
comments/feedback.

Educational Emphases:

 Multiple Intelligences – Intrapersonal, Bodily-
Kinaesthetic, verbal linguistic

 Thinking Skills –Creating

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PEOPLE IN THE STORY (CHARACTERS)

ACTIVITY 5: MY MASCOT’S JOURNEY LS: 4.2.1, 4.3.1

Group project

Steps:

1. Find a small soft toy or puppet which will become each group’s mascot.
2. In their respective groups, pupils are asked to:

 choose a name for the mascot,
 discuss its background
 where it comes from,
 its friends and family,
 its likes and dislikes, etc
3. Let each pupil take turns to bring the mascot home for a few days at a time.
4. While they are “looking after the mascot”, they should write a short story in their

notebook outlining what the mascot has done during its stay with them.
5. This can be true or the pupils can make up events (e.g. a trip to the moon).
6. Encourage them to be as creative as possible.
7. When the mascot “returns to school”, spend some time discussing what it has done

and where it has been.
8. The class could make a book describing the mascot's travels.

Teacher’s Note:
This can be done as a group project and a longer period of time is given to complete this
task. Teacher needs to check their progress from time to time.

Educational Emphases:
• Multiple Intelligences
(Intrapersonal, Bodily-Kinaesthetic)

• Thinking Skills -Creating

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PEOPLE IN THE STORY (CHARACTERS)

ACTIVITY 6: *MEME GENERATOR LS: 4.3.1, 4.3.2

Group work

Steps:

1. Pupils work in groups of 4.
2. Show a sample meme on ‘teachers’ as a stimulus to introduce the next activity.
3. Ask pupils questions based on the meme to stimulate discussion

 What do my friends think I do?
 What does my mother think I do?
 What does the society think I do?
 What do my students think I do?
 What do I think I do?
 What do I really do?
4. Based on the given meme template, create a meme for each main occupation
found in the short story. Find and cut out suitable pictures from old magazines
or newspapers that best illustrate your responses.
5. Pupils paste their work on the wall to share with the rest of their peers.

Invite pupils to do a gallery walk.

*Teacher’s note:

 Meme is pronounced as /mem/.
 Ask pupils to bring old magazines or old newspapers for the lesson.
 Teacher can distribute a soft copy of the template at

http://www.quickmeme.com/meme/364j15/ and ask pupils to create the meme on
the computer. Pupils may later present it in class using the projector.

Educational Emphases:
 Multiple Intelligences (Verbal-Linguistic)
 Thinking Skills (Analysing) Evaluating, Rationalising)
 Information and Communication Technology Skills
(ICT)

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SA

AMPLE MEME

http://www.quickmeme.com/meme/364jl5/
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WORKSHEET 4

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SETTING

ACTIVITY 1: TOWN PLANNER LS: 4.2.1, 4.3.1

Group work

Steps:

1. Distribute Worksheet 1 to each group.
2. Pupils study the distributed map. Teacher explains that some of the buildings in

the map have not been labelled.
3. Pupils discuss an ideal location for the following and indicate the buildings in the

map.
 a school
 a public swimming pool
 an ice-cream shop
 a pizza shack

4. Pupils label the buildings in the map.
5. Pupils list reasons why they have selected the particular location.
6. Group presentation:

i. Pupils describe to the class the location of the school, the public
swimming pool, the ice-cream shop and pizza shack.
(Note: Teacher tell pupils that they may use the following words to
explain the building location: next to, near, beside, opposite, in front of)

ii. Pupils give reasons why they think it is an ideal location for the
buildings.
Educational Emphases:

 Multiple intelligences (Visual-spatial, Verbal
linguistic)

 Thinking skills (Analysing, Evaluating, Synthesising,
Rationalising)

 Contextual learning

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WORKSHEET 1
Label the map. Some of the buildings in the map have not been lab
in the map.

http://www.urbansitter.com/blog/fun-activities-and-attract

belled. You may choose these or select another location and indicate it

tions-to-entertain-your-kids-after-school
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SETTING

ACTIVITY 2: I SPY LS: 4.2.1
Pair work
Steps:

1. Show the following picture to the pupils.
2. In pairs, pupils list down as many things as they can see in the picture.

3. Choose a few pairs at random. Each pair takes turn to ask the class to play the “I

spy” game.

E.g.:

“I spy with my little eyes something beginning with the letter _____.”

4. The class makes guesses.

Educational Emphases:
 Contextual learning
 Thinking skills (analysing, applying)

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SETTING

ACTIVITY 3: LISTING THINGS LS: 4.2.1

Individual work
Steps:
1. Pupils are given Worksheet 3.
2. Pupils look at the pictures.
3. Pupils list things likely to be found at each place in the given boxes.
4. Pupils name at least 6 things that can be found at each place.
5. Pupils present their answers.

Suggested answers:

Ice-cream shop Pizza restaurant Public library
1. ice-cream cones 1. plates 1. books
2. ice-cream 2. spoons 2. shelves
3. straws 3. forks 3. rubber stamps
4. strawberries 4. knives 4. tables
5. chocolate topping 5. vegetables 5. chairs
6. glasses 6. pepperoni 6. bags

Educational Emphases:
 i-Think (Tree Map)
 Contextual Learning
 Thinking Skills (application)

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WORKSHEET 2 Listing Things
Pizza shack Public library
Ice-cream
shop

The things we can find here include...

1. _________________ 1. _________________ 1. ________________
2. _________________ 2. _________________ 2. ________________
3. _________________ 3. _________________ 3. ________________
4. _________________ 4. _________________ 4. ________________
5. _________________ 5. _________________ 5. ________________
6. _________________ 6. _________________ 6. ________________

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SETTING

ACTIVITY 4: SOUNDS AND PLACES LS: 4.2.1, 4.3.2

Individual work

Steps:

1. Distribute Worksheet 3 (or draw the table on the board).
2. Pupils study the table in Worksheet 3.
3. Play the audio recording twice and pupils listen attentively to the

sounds played (the links are provided in the suggested answer table).
4. Pupils match the sound to the settings in the table provided.
5. Elicit responses.
6. Pupils work in groups of four and select any one of the above

settings.
7. Pupils mime a scene from one of the settings in front of the class.

Class guesses the scene.

*Teachers Note:

Advanced pupils can download other sounds that can be heard at the different settings.
Pupils can present it to their peers and ask the other pupils to guess.

Educational Emphases:

 Multiple intelligences (Naturalistic, Verbal
linguistic)

 Thinking skills (Analysing, Rationalising)
 Contextual learning

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Suggested answers and links:

Sound Setting Link
number
Classroom http://www.youtube.com/watch?v=e-86xNCNts8
1

2 Pizza shack http://www.youtube.com/watch?v=CU069VIqoUw

3 Public http://www.youtube.com/watch?v=dQxG2QafyAM

library

4 Ice-cream http://www.youtube.com/watch?v=l_qCT0BclQQ

shop

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WORKSHEET 3 Setting

Sound number Pizza shack
Public library
1 Ice-cream shop
2 Classroom
3
4

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SETTING

ACTIVITY 5: HEY, WHAT’S HAPPENING? LS: 4.2.1, 4.3.1, 4.3.2
Group work
Steps:
1. Pupils work in groups of four. Number the groups (E.g.: group 1, 2, etc). Each

group member is labelled as A, B, C and D.
2. Distribute worksheet 6.
3. Pupils study the pictures in the worksheet. Label the setting as illustrated

in the picture.
4. In each circle map, pupils list the events that may happen in each picture.

(The first one has been done for you).

*Teacher’s note
Worksheet 6 is a circle map. A circle map is used for brainstorming about a topic.
The inner circle contains the item to be discussed. Words or phrases used to
discuss these items are placed in the outer circle.

Educational Emphases:
 i-Think (Circle Map)
 Multiple intelligences (Interpersonal, Visual
Spatial, Bodily Kinesthetic)
 Thinking skills (Analysing, Rationalising)

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WORKSHEET 4

people talking

SETTING:
________________

SETTING:
________________

SETTING:
________________

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