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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TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL
Reading activities for beginners should be simple, purposeful, interactive and flexible. It
should aim to develop the interest of the learners gradually. Most importantly, reading for
beginners should involve identifying meaning at a very basic 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.

KWLH
HOTS - Analysing
STRATEGIES/
- Evaluating
APPROACHES
- Creating
21st Century Learning

VALUES Courage, Self-Resilience

Computer
LEARNING/
Speakers
TEACHING AIDS
Pictures from the movie Night at the Museum
SITUATION Personal
TEXT FORMAT Single (Continuous & Non continuous)
TEXT TYPE Descriptive
COGNITIVE Scan and locate
PROCESS Integrate and generate inferences
*refer to Reading Strategies in Teachers Guide to PISA Reading Literacy.
**all activities in this unit are in-line with 21st Century Learning Strategies.

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 STRATEGIES/
SUGGESTED ACTIVITIES
APPROACHES

STEP 1
HOTS:
a. Students read the synopsis (Text 1) and watch a trailer
Analysing &
from the movie.
Evaluating
https://www.youtube.com/watch?v=WeBy3_xqYtM
Reading strategy :
KWLH
b. Students fill in KWLH* sheet (Worksheet 1).

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 (Worksheet Evaluating
3).
21st Century
b. Students write their responses in an Exit Card ** Learning:
(Diagram 1). Exit Card

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 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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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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 DIAGRAM 1

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TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL
Intermediate language learners in general are in a state of transition, having acquired the basics of
the language yet unable to use such elements consistently and accurately. They need practice with
the language already learned, and can benefit tremendously from explicit instruction of
comprehension skills along with other skills. Some comprehension skills that can be taught and
applied to all reading situations are distinguishing between fact and opinion, comparing and
st
contrasting and self-questioning. These real life 21 century skills, multiple type questions are
important for comprehending expository reading.

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.

SQ3R (Survey, Question, Read, Record, Review)

HOTS - Analysing
STRATEGIES/ - Applying
APPROACHES
21st Century Learning

VALUES Respect
LEARNING/ i. Movie synopsis
TEACHING
ii. Worksheet
AIDS
SITUATION Personal
TEXT FORMAT Single Continuous
TEXT TYPE Description
COGNITIVE Represent literal and gist meaning
PROCESS
*refer to Reading Strategies in Teachers Guide to PISA Reading Literacy.
**all activities in this unit are in-line with 21st Century Learning Strategies.

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 STRATEGIES/
ACTIVITIES
APPROACHES

STEP 1
a. Discuss:
HOTS:
(i) definitions and examples of facts and opinions Analysing
(Diagram 1).

(ii) Find similarities or differences between facts and i-THINK:

opinions using the Double Bubble Map**(Diagram 2). Double Bubble Map

STEP 2
a. In pairs, students read a synopsis about the movie HOTS: Analysing
(Text 1).
Reading strategy:
b. Students use SQ3R* (Survey, Question, Read, SQ3R
Record, Review) method to guide understanding and
answer questions (Worksheet 1).

c. Students present and justify their answers.

STEP 3

a. Prepare two separate columns Facts and Opinions HOTS: Applying

on the whiteboard.

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

statement about a movie that they have watched.
21st Century
eg. The first Transformers movie was produced in Learning :
2007 Gallery walk

c. In a Gallery walk** session, students paste their

statements in the Facts or Opinions column
accordingly. Students view, discuss and reflect.

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 DIAGRAM 1

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 DIAGRAM 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
(kind-hearted, heavy heart,
and lowly) affect how 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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TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL
Advanced ESL students often have good reading comprehension skills, especially at the surface
level. However, they still need to practice more on understanding inferences or the underlying
meanings. These underlying meanings are critical to comprehension as a whole.

BY THE END
OF LESSON, i. Identify meaning of reading text by asking questions.
STUDENTS ii. Infer correctly based on contextual clues in the text.
CAN:

Question Answer Relationship (QAR)

EDUCATIONAL HOTS- Evaluating
EMPHASES 21st Century Learning

VALUES Patriotism
LEARNING/ i. Movie reviews
TEACHING
ii. Worksheet
AIDS
SITUATION Personal
TEXT FORMAT Multiple Non Continuous
TEXT TYPE Argumentation
COGNITIVE Integrate and generate inferences
PROCESS
*refer to Reading Strategies in Teachers Guide to PISA Reading Literacy.
**all activities in this unit are in-line with 21st Century Learning Strategies.

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 STRATEGIES/
ACTIVITIES
APPROACHES

STEP 1
a. Discuss:
(i) definition, features and characteristics of inferring i-THINK:
using Bubble Map** (Diagram 1). Bubble Map

(ii) table on differences between inferring and giving

opinions (Diagram 2).

STEP 2

a. In groups, students read the reviews about the movie 21st century
(Worksheet 1). learning
QAR
b. Students may use QAR* (Question Answer
Relationship) method to guide understanding.
HOTS: Analysing
c. Each group chooses a question from one of the boxes
to answer.

d. Students present and justify their answers.

STEP 3
a. In groups, students write their short comments of the HOTS:
movie Night at the Museum. Applying

b. Students present their comments for the class to

guess what they actually mean based on the
comments.

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 DIAGRAM 1

DIAGRAM 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 hair.
chocolate around her sons mouth.

Jenny is pretty/Jenny is ugly.

Jameela can infer that her son got into the cookie
jar.

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 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?

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

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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 with the students on the characters
of the movie Night at the Museum. Action-Oriented
Task
b. Explain to students that they are to come up with a
project Night at the Museum: Asian Edition.

* Teachers can have the whole class to do this project or put

students into two big 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 their comments and Applying
opinions (if there is more than one group).

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