HEBAT Bacaan BI

Unit 1

UNIT
`
1
MOVIE TIME! NIGHT AT THE MUSEUM

What benefits can you

gain from watching
movies?

These are pictures from Have you ever been to Would you recommend
a movie. What do you a museum? this movie to your
think the movie is friends? Give reasons for
about? your answer.
What can you find in a
museum?

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Unit 1

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

BY THE END OF i. Read and find similarities between two texts.

THE LESSON, ii. Complete mind map with important values found in a passage.
STUDENTS CAN: iii. Give opinions about the movie.

Reading Strategy: KWLH

LOTS: Understanding
STRATEGIES/
HOTS: Analysing
APPROACHES
Evaluating
st
21 Century Learning

VALUES Courage

Computer
LEARNING/
Speakers
TEACHING AIDS
Picture
SITUATION Personal
TEXT FORMAT Single ,Continuous & Non Continuous
TEXT TYPE Descriptive
COGNITIVE Scan and locate
PROCESS Integrate and generate inferences
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom

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Unit 1

STRATEGIES/
SUGGESTED ACTIVITIES
APPROACHES

STEP 1 LOTS:
Understanding
a. Students read the synopsis (TEXT 1) and watch a
trailer from the movie. HOTS:
Analysing
https://www.youtube.com/watch?v=WeBy3_xqYtM Evaluating

b. Students fill in KWLH* sheet (WORKSHEET 1). Reading Strategy :

KWLH

STEP 2
HOTS:
a. Students read the movie reviews from a parent and a
Analysing
teenager (TEXT 2).

b. In groups, students fill in the Table Cloth** with

21st Century
opinions about the movie trailer (WORKSHEET 2).
Learning:
Table Cloth
c. Students share their answers and identify the
similarities in their opinions.

STEP 3

a. Assuming students have watched the movie, teacher HOTS:

poses questions for students to answer Evaluating
(WORKSHEET 3).
21st Century
b. Students write their responses in an Exit Card ** Learning:
(PICTURE 1). Exit Card

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Unit 1

TEXT 1

Synopsis

WORKSHEET 1

KWLH CHART
How are you
Know Want to know Have Learned going to learn
better/more?

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Unit 1

TEXT 2

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WORKSHEET 2

WORKSHEET 3

1. What is your favourite scene in the movie? Give

reason/s for your choice.
2. Which line or dialogue from the movie left an
impact on you?
3. Who is your favourite character? Explain why.
4. If you were given the opportunity to edit any parts
of the movie (intro, climax, ending), which event
would you want to change? How would you change
it?
5. What do you predict will happen in the sequel?

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Unit 1

PICTURE 1

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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Unit 1

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

BY THE END i. Compare and contrast between fact and opinion and write
OF THE sentences to demonstrate the differences.
LESSON,
STUDENTS ii. Give short response orally or in writing to questions about facts
CAN: and opinions.

Reading Strategy: SQ3R

LOTS: Understanding
STRATEGIES/ HOTS: Analysing
APPROACHES Applying
21st Century Learning
i-THINK

VALUES Respect

LEARNING/ Movie synopsis

TEACHING Picture
AIDS Worksheet
SITUATION Personal
TEXT FORMAT Single Continuous
TEXT TYPE Description
COGNITIVE Represent literal and gist meaning
PROCESS
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom

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Unit 1

STRATEGIES/
ACTIVITIES
APPROACHES

STEP 1
a. Discuss: LOTS:
Understanding
(i) Definitions and examples of facts and opinions
(PICTURE 1). HOTS:
Analysing
(ii) Find similarities or differences between facts and
opinions using the Double Bubble Map*** i-THINK:
(PICTURE 2). Double Bubble Map

STEP 2
a. In pairs, students read a synopsis about the movie HOTS:
(TEXT 1). Analysing

b. Students use SQ3R* (Survey, Question, Read, Reading Strategy:

Record, Review) method to guide understanding and SQ3R
answer questions (WORKSHEET 1).

c. Students present and justify their answers.

STEP 3

a. Prepare two separate columns Facts and Opinions HOTS:

on the whiteboard. Applying

b. On a piece of paper, students write down a

statement about a movie that they have watched.

eg. The first Star Wars movie was produced in 1981 21st Century
Learning :
c. In a Gallery Walk** session, students paste their Gallery Walk
statements in the Facts or Opinions column
accordingly. Students view, discuss and reflect.

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Unit 1

PICTURE 1

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Unit 1

PICTURE 2

SIMILARITIES

DIFFERENCES
DIFFERENCES

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TEXT 1
Below is a synopsis of the movie Night at the Museum. Study the synopsis and answer the
questions that follow.

WORKSHEET 1
Wild: uncontrolled or
unrestrained, especially in
pursuit of pleasure.
QUESTIONS

(a) (i) Do you think the word wild is a

suitable word to represent the movie?
Give reasons for your answer.

(b) (i) Who is the director of the movie? (ii) Is this comment wild a fact or an
opinion from the writer?

(ii) Do you think the sentence naming the director is a fact or an

opinion?

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 (c)
(i) Do you think these words
heavy
HEBAT Bacaan
(kind-hearted, BI heart,
Unit
and lowly) affect how1 the
readers see the night guard?
Give reasons for your answer.

(ii) Do these words turn the

sentences into facts or
opinions?

(e) Can you list down some facts and opinions from the excerpt below?

Facts Opinions

(d) Can you state one fact present in the last sentence in the above excerpt?

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 HEBAT Bacaan BI
Unit 1

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

BY THE END
OF LESSON, i. Identify meaning of reading text by asking questions.
STUDENTS ii. Infer correctly based on contextual clues in a text.
CAN:
Reading Strategy: QAR
LOTS: Understanding
HOTS: Applying
EDUCATIONAL
Analysing
EMPHASES
Evaluating
21st Century Learning
i-THINK

VALUES Patriotism
LEARNING/ Movie reviews
TEACHING
Worksheet
AIDS
SITUATION Personal
TEXT FORMAT Multiple, Non Continuous
TEXT TYPE Argumentation
COGNITIVE Integrate and generate inferences
PROCESS
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom

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Unit 1
STRATEGIES/
ACTIVITIES
APPROACHES

STEP 1
a. Discuss:
(i) definition, features and characteristics of inferring LOTS:
using a Bubble Map*** (PICTURE 1). Understanding

(ii) table on differences between inferring and giving i-THINK:

opinions (PICTURE 2). Bubble Map

STEP 2

a. In groups, students read the reviews about the movie Reading

(WORKSHEET 1). strategy:
QAR
b. Students may use QAR* (Question Answer
Relationship) method to guide understanding.
21st Century
c. Each group chooses a question from one of the boxes Learning
to answer.

d. Students present and justify their answers. HOTS:

Analysing

STEP 3
a. In groups, students write short comments about the HOTS:
movie Night at the Museum. Applying
Evaluating
b. Students present their comments for the class to
guess or infer the intended meaning of the comment.

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Unit 1

PICTURE 1

PICTURE 2

Differences between Inferring, Making Predictions and Giving Opinions

INFERRING GIVING OPINIONS

-Drawing logical conclusions from given data - Making or giving viewpoints

-Combining clues, evidence, and background -Giving a personal view from clues and
knowledge to form a theory. evidence

- Implicit analysis based on evidence and clues - Statement that a person believes to be
true but cannot be measured against an
objective standard

Example: Example:

Jameela saw cookie crumbs on the floor and Jenny is a girl with blue eyes and blonde
chocolate around her sons mouth. hair.

Jameela can infer that her son ate the cookies. Jenny is pretty/Jenny is ugly.

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Unit 1

WORKSHEET 1

How does this watching guide

help parents?

If you have watched this movie,

would you change any part of
the watching guide?

Based on the review, does the

writer like or dislike the movie?
What justification does the
writer give for his/ her
preference?

What actual reason does the

writer give for not liking the
movie?

After reading his/ her comment From the context, guess the
here, what does this writer think meaning of the word iffy.
of the movie?

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Unit 1

ASSESSMENT PROJECT

In the movie Night at the Museum, various museum exhibits come to life when the
sun sets because of the Tablet of Akhmenrah. This can be a great opportunity for
students not only to learn about the language and the values, but also the history of
various cultures around the world.

STRATEGIES/
ACTIVITIES
APPROACHES

STEP 1
a. Recall and reflect on all the characters in the movie
Night at the Museum. Action Oriented
Task
b. Explain to students that they are to come up with a
project entitled Night at the Museum: Asian Edition.

* Teachers can do this as a whole class project or divide

class into two large groups.

STEP 2
a. Have students consider these questions in their 21st Century
discussions for the project: Learning

Which historical figures would they choose?

What would be the reasons for those figures as their
choice of exhibits?
What could the visitors learn from the figures when
they visit the museum?
Would there be conflict among the exhibits if they
were to come to life like in the movies?
If there are problems, what would be suitable HOTS:
measures taken to solve/handle those problems? Creating

* Encourage students to discuss other considerations

about the project besides the questions above.

b. Have students consider how they are going to arrange

the exhibits in the museum.

STEP 3
a. Students present their answers.
HOTS:
* Other groups are welcome to give comments and Applying
opinions (if there is more than one group).

b. Student carry out assessment project according to

time frame given by teacher.

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