F2 BI Investigation Framework VERSION 1

THEME: Literature
TYPE OF LESSON: Non-Textbook-Based : Lesson 25 (Writing) | Lesson 26 (Reading) | Lesson 27 (Speaking) | Lesson 28(Listening)
DESIGN THINKING CHALLENGE:
HOW MIGHT WE INCREASE INTEREST IN ENGLISH LITERATURE AMONGST OUR
PEERS?
DESCRIPTION: This is an investigation to increase interest in English literature amongst Form 2 learners.
SUBJECTS: Main subject (1) English Complementary subjects: (2) Mathematics and (3) Geography DURATION: 330 minutes
O Learners should already know… M To prepare:
B English A Lesson 1 - Empathise
J 2.1.2 Ask for and respond appropriately to simple T 1) Laminated photos representing the 5 stages of Design
E E
suggestions Thinking (F1_BI_EMP_R1)
C R
2.3.1 Keep interaction going in short exchanges by checking 2) Blue tack/double-sided tape
T I
I understanding of what a speaker is saying A 3) Exercise books
V 3.2.1 Read and enjoy fiction / non-fiction and other suitable print and L 4) Close Reading text ‘Reading culture in Malaysia’
E digital texts of interest S (F2_BI_EMP_R2) (1 x each learner)
S 3.1.1 Understand the main points in simple longer texts on a range of familiar 5) Empathy Map (1 x teacher) (F2_BI_EMP_R3)
topics 6) Empathy Map (1 x each group) (F2_BI_EMP_R3)
3.1.2 Understand specific details and information in simple longer texts on a
range of familiar topics Lesson 2 - Define
4.1.5 Organise, and sequence ideas within short texts on familiar 1) A book with a fancy cover
topics 2) Laminated images representing Design Thinking (from
4.2.3 Produce a plan or draft of two paragraphs or more and modify this EMPATHY lesson)
appropriately either in response to feedback or independently (F2_BI_EMP_R1)
5.3.1Respond imaginatively and intelligibly through creating board 3) Empathy Map from last lesson
games, puzzles and quizzes 4) Questionnaire results
5) Want Ad (F2_BI_DEF_R1) / 1 x each group
Geography 6) 5 inch x 5 inch square strips / 3 x each group
Copyright© 2018 Agensi Inovasi Malaysia and Genovasi Foundation. All Rights Reserved.
5.2.1 State the concept of green technology.
5.2.2 Explain the features of products based on green technology.
Mathematics Lesson 3 - Ideate
12.1.1 Determine the mod, min and median for non-accumulated data set. 1) Printed image (F2_BI_IDE_R1)
12.1.3 Collect data, construct and interpret frequency tables for cumulative data. 2) Laminated images representing Design Thinking (from
EMPATHY lesson) (F2_BI_EMP_R1)
Learners will be able to… 3) Ideas Guidelines (F2_BI_IDE_R2) (1 x each group)
1. Analyze their peers’ interests and preferences when it comes to English literature, 4) Want Ad / Problem Statement template from previous
using knowledge of statistics and probabilities. lesson
2. Define the problem that they would like to solve by analyzing questionnaire
answers and writing a Want Ad as well as a Problem Statement Lesson 4 - Prototype
3. Ideate solutions to increase peers’ interest in English literature by understanding 1) Laminated images representing Design Thinking (from
their needs and wants. EMPATHY lesson) (F2_BI_EMP_R1)
4. Plan, prepare and produce a prototype of their solutions 2) Prototype materials (sticky notes, newspapers, cardboard
5. Respond imaginatively by creating board games, puzzles and quizzes and other boxes, paperbags, socks, cans, plastic bottles, string, used
imaginative responses appropriate. envelopes and greeting cards, old CDs, plasticine etc)
6. Consider the use of green technology in their solutions. 3) A4 paper
Learners will understand that… Lesson 5 - Test

perspective plays an important role in determining what is of value. 1) Large sticky notes or notecards (5-6 for each learner,
depending on the number of group)
Em
GLOBAL CONCEPT: GLOBAL TREND(S): GLOBAL SKILL(S):
Citizenship Information, Media &

✓
Causation Change Continuity Function Identity Structure Systems Perspective Relationship Technology
✓ Information literacy
✓
2
THE GLOBAL IDEA:
An opinion about something is subject to one’s perspective and can be influenced.
Innovation & ✓ Learning & Innovation
Entrepreneurship
Systems, models,
methods; products,
GUIDING QUESTIONS: processes and solutions
Factual:
● How do students feel about the texts used in the teaching of English literature?
● What about the texts do students like and dislike?
● To what extent do students engage with the texts? Sustainability
HOTS:
Life & Career
● How can we change the way we approach literature to increase student interest?
● What product or service can be created to increase students’ satisfaction with the texts used in the
teaching of English literature?
LEARNER ATTRIBUTES:
Deep Thinker Innovator Investigator Collaborator Communicator Virtuous Leader Courageous Compassionate
✓ ✓ ✓
3
DESIGN
THINKING ACTIVITY REMARKS MATERIALS
PROCESS
OUTCOME: Learners administer a survey to find out if
their classmates/peers find the literature materials in the
English Form 2 Literature Component interesting.
Design Thinking Recap (10 mins) Laminated photos

Innovation & Entrepreneurship:
● Learners study images representing the 5 Systems, models, methods; products, representing the 5
stages of Design Thinking. processes and solutions stages of Design
● 5 learners each explains one stage of the Design Design Thinking encourages innovative Thinking
90 minutes Thinking process. ideas. Future entrepreneurs benefit from (F1_BI_EMP_R1)
learning to use Design Thinking from a
Pre-Reading: 3 Questions (5 mins) young age. Blue tack/double-
In pairs, learners discuss and write 3 questions they sided tape
have about the topic ‘reading culture in Malaysia’.
Exercise books
Close Reading: Reading Culture in Malaysia (20 Life and Career Skills: Initiative
mins) and Self Direction Close Reading text
● Learners first read article independently (or Close Reading is an activity that all ‘Reading culture in
with partners) and underline information they competent readers engage in. Giving Malaysia’
4
find interesting. learners plenty of practice in Close (F2_BI_EMP_R2) (1 x
● Learners then listen to article being read by Reading greatly enhances learners’ ability each learner)
teacher while using their fingers or a pen to to initiate and self-direct their own close
trace along the text. reading.
● Finally, in pairs, learners reread the article to
find answers to their 3 pre-reading questions.
List of Likes and Dislikes (15 mins)

In groups, learners discuss the Form 2 Literature
Component texts that they have studied. Learners
then make a list of likes and dislikes. One note-take
from each team writes the list on an exercise book.
Innovation and Entrepreneurship:
Peer Survey (25 mins) Systems, models, methods; products,
In groups, learners create a questionnaire to processes and solutions
investigate what their fellow Form 2 peers think about Giving learners the opportunity to
the texts prescribed in the Form 2 English Literature conduct surveys and perform Empathy
Component. Mapping to understand a problem helps
learners to experience a common process
undertaken by innovators and
Empathy Map (10 mins) Empathy Map
entrepreneurs at the early stages of a
Learners study the Empathy Map and how it is filled. (F2_BI_EMP_R3)
new project.
After class, learners administer the questionnaire and
use the data collected to fill in the Empathy Map.
Perspective
Through the questionnaire, learners
Data Visuals (5 mins) study their peers’ perspectives towards
5
Learners create charts and graphs to represent Form 2 English Literature materials.
quantitative data from their questionnaires.
Compassionate
To be added to e-portfolio on gEMS: Learners practise compassion for others
❖ Learners type and add list of likes and through the Empathy Map exercise, in
dislikes as text. which learners consider how others feel
❖ Learners scan and add completed Empathy and think as a result of a problem.
Map as media.
❖ Learners scan and add charts and graphs
Information, Media & Technology:
from questionnaire as media.
Information Literacy
Learners analyse the data they get from
the survey to identify solutions and make
informed decisions.
Collaborator
Learners collaborate to collect and
interpret data for the investigation. To
enhance this collaboration, teacher can
suggest that learners apply strategies
such as creating an action plan and
delegating.
OUTCOME: Learners define the problem they discover
from the empathy exercise by creating a Want Ad, a
Problem Statement and a comic strip. Information, Media & Technology:
Information Literacy
6
Teacher can use this activity to engage
Don’t Judge a Book by Its Cover (10 mins) learners in a conversation about
● With their shoulder partners, learners share information literacy. A book cover
words that cross their mind when they see the provides readers with information about A book with a fancy
the book but one must know how to
book cover cover
decipher the information in order to be
● Learners also make predictions about the book.
properly-informed.
Link to previous lesson (5 mins) Laminated images

● Learners recap previous lesson. Virtuous representing Design
● Learners share with their partners what they Learners demonstrate honesty and Thinking (from
60 minutes truthfulness by being truthful about
understand about the Define. EMPATHY lesson)
whether their predictions match the
(F2_BI_EMP_R1)
book.
POV Want Ad (25 mins)
● In groups, learners review findings from
Perspective
questionnaires and check for patterns. Specifically,
Learners explore what their end user
learners look at what the questionnaire need from the user’s point of view.
respondents say about: Empathy Map from
○ What they like Innovation and Entrepreneurship: last lesson
○ What they dislike Systems, models, methods; products,
○ What improvements / changes they wish processes and solutions Questionnaire results
Studying survey data and findings
to see
patterns is one of the first few steps that
● Learners then complete the Want Ad and Problem Want Ad
entrepreneurs taken in solving a problem
Statement. (F2_BI_DEF_R1) / 1 x
related to their product/services. Here,
each group
learners are emulating the practice.
7
3-Square Comic Strip (15 mins)
● Teachers asks learners to use the squares to Change
Through the comic strips, learners
create a simple comic strip depicting how their
explore the concept of change. They also
end user feels about the English Literature
apply understanding of this concept in
Component materials before and after their 5 inch x 5 inch square
creating the comic strips.
problem is solved. strips / 3 x each
● At the end of the activity, teacher explains that group
the comic strip activity is designed to help
learners visualize the impact of their
Investigation.
Gallery Walk (5 mins)

Each group displays their comic strips.
Learners go around the class and try to figure out
what the Problem Statement for each group is, based
on their comic strips.
To add to e-portfolio on gEMS:

❖ Learners take a picture or scan their Want
Ad and Problem Statement and add as
media.
❖ Learners take a picture or scan their comic
strip and add as media.
OUTCOME: Learners brainstorm on ways to increase
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their peers’ interest in the the Form 2 English Literature
Component.
What Do You See First? (5 mins)
● Learners look at the image shown.
● Learners indicate the animal that they see first in Compassionate
Printed image
Having the awareness of other people’s
the image and give reasons. (F2_BI_IDE_R1)
perspectives is in line with having
compassion for others.
Link to previous lesson (5 mins)
60 minutes
● Learners recap previous lesson.
● Learners share with their partners what they
understand about the Ideate stage. Laminated images
● Learners listen to teacher’s explanation of the representing Design
lesson objectives. Thinking (from
Perspective EMPATHY lesson)
Brainstorm: Stepladder Technique (25 mins) In a group brainstorming session, the (F2_BI_EMP_R1)
● In groups, learners review their Want Ad and Stepladder technique gives more learners
metaphor POV from the last lesson. the opportunity to offer their views
● Learners each think of a solution to the problem. without being influenced by others’
● Learners follow the instructions for Stepladder perspectives. This is especially beneficial
Want Ad / Problem
in situations where persuasive learners
brainstorming session. Statement template
with strong opinions have shown
tendencies to influence others. from previous lesson
Discussion: Choose the best idea (20 mins)
● Learners return to their original groups and list Innovation & Entrepreneurship:
down all the ideas they have discovered. Systems, models, methods; products,
● Together, they choose the best idea to prototype processes and solutions
based on the Ideas Guidelines. Teacher can mention that the Stepladder
9
technique is great tool for brainstorming Ideas Guidelines
Finalising Idea (5 mins) ideas and that as future innovators and (F2_BI_IDE_R2) (1 x
● Learners review their Problem Statement once entrepreneurs, learners can keep this each group)
again to make sure that the idea chosen reflects technique in their bank of resources.
their specific user’s needs.
● Learners finalize their idea and write at the back of
Virtuous
their Problem Statement sheet. In the Stepladder brainstorming, learners
maintain respect for others by listening
To add to e-portfolio on gEMS: actively to their ideas. Teacher can
❖ Learners type and add list of all ideas further enhance this by encouraging
gathered from the Stepladder activity and learners to not just listen but to listen
add as text. objectively.
❖ Learners type and add their final idea as
text.
Collaborator
In choosing and finalising an idea,
learners practice collaborative skills such
as taking turns to speak, being respectful
when disagreeing and participating
actively in group discussion.
OUTCOME: Learners design and build their product

prototype to address the problem they have identified.
10
Link to previous lesson (5 mins)
● Learners recap previous lesson. Laminated images
● Learners share with their partners what they representing Design
understand about the Prototype stage. Thinking (from
● Learners listen to teacher’s explanation of the EMPATHY lesson)
Prototype Stage and lesson objectives. (F2_BI_EMP_R1)
75 minutes Innovation and Entrepreneurship:
Prototype Preparation (20 mins) Systems, models, methods; products,
● Learners re-examine their solution which was processes and solutions
finalized in the Ideate stage. In the Prototype stage, learners go
through a process of representing their
● Learners decide on a prototype. Learners are
ideas in the form of a concrete object.
given the following guidance:
Innovators and entrepreneurs go through
○ Prototype must be something that the end Prototype materials
the same process before finalizing a new
user can see and touch. product or service. (sticky notes,
○ Prototype can represent the final product newspapers,
OR a part of it. cardboard boxes,
○ If you solution is a service, your prototype Technology, Media & paperbags, socks,
Communication Skills: ICT Literacy
can represent a part of your service (for cans, plastic bottles,
Learners who choose ICT-based solutions
example, if your service is ‘Food Delivery’, string, used
demonstrate knowledge of ICT while
you can create a menu or a web envelopes and
creating their prototypes.
advertisement.” greeting cards, old
○ You must include a written explanation CDs, plasticine etc)
Perspective
(200-300 words) of your solution. In this Learners produce a creative work that
explanation, you will write about your could change their peers’ view about
11
Problem Statement and briefly explain literature.
your solution. Give solid reasons for your
solution.
Change
Learners’ prototypes essentially represent
Learners collect prototype materials from teacher. change. In the Prototype stage, learners
are literally building ‘changes’ to an A4 paper
Design & Build Prototype (50 mins) existing product (the Form 2 English
● Learners design and build their prototypes. Literacy Component materials) with the
● Learners write an explanation of their solution goal of increasing interest in the product.
on an A4 paper.

❖ Learners take a pictures of their prototypes
and add as media.
❖ Learners type explanations of their end
solution and add as text.
OUTCOME: Learners present their products and collect

feedback.
Presentation (30 mins) Innovation and Entrepreneurship

● Learners form stations by putting together 4 In this investigation, learners create a
tables to form an island. product - a new classroom design - to Large sticky notes or
● Learners place their prototypes, Want Ads, enhance the development of reading and notecards (5-6 for
12
60 minutes Problem Statements and written explanations writing skills. each learner,
for their solutions in the middle of the island depending on the
table. number of group)
● Each learner is given a handful of large sticky
notes or notecards (at least 3inch x 5 inch) to do
a PARK activity at each station visited.
● Learners circle around the room, visiting each
station. Learners examine each prototype and
written explanation.
● For each prototype, learners write a PARK
feedback:
○ P = What about the prototype to preserve
○ A = What to add to the prototype
○ R = What to remove from the prototype
○ K = What to keep out from the prototype
● Learners leave the feedback on the table
Post-Mortem (20 mins)

● Learners read all the feedback received and
decide the changes to be made to their Collaborator
A good collaborator acknowledges the
prototypes.
efforts that other team members have
put into completing a task. Teacher can
Revisiting Global Idea (10 mins)
foster this by reminding learners to use
● Teacher writes the Global Idea “An opinion the post-mortem time not only to read
about something is subject to one’s feedback but to also acknowledge each
13
perspective and can be influenced.” on the other’s contributions towards completing
board. the Investigation.
● Teacher asks learners if their opinion about the
Form 2 English Literature Component materials
have been changed by the any of the
prototypes.
● In groups, learners take turns sharing.
● Teacher concludes the lesson by congratulating
learners on having successfully completed the
Investigation and applying Design Thinking in
the process.

❖ Learners take pictures of each station, with
the prototype, explanation card, Want Ad
and Problem Statement and add as media.
❖ Learners take pictures of all notecards with
PARK feedback (for their own group) and add
as media.
ASSESSMENT:
Empathize
❖ Learners type and add list of likes and dislikes as text.
14
❖ Learners scan and add completed Empathy Map as media.
❖ Learners scan and add charts and graphs from questionnaire as media.
Define
❖ Learners take a picture or scan their Want Ad and Problem Statement and add as media.
❖ Learners take a picture or scan their comic strip and add as media.
Ideate
❖ Learners type and add list of all ideas gathered from the Stepladder activity and add as text.
❖ Learners type and add their final idea as text.
Prototype
❖ Learners take a pictures of their prototypes and add as media.
❖ Learners type explanations of their end solution and add as text.
Test
❖ Learners take pictures of each station, with the prototype, explanation card, Want Ad and Problem Statement and add
as media.
❖ Learners take pictures of all notecards with PARK feedback (for their own group) and add as media.
15

F2 BI Investigation Framework VERSION 1

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F2 BI Investigation Framework VERSION 1

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THEME: Literature

Learners will understand that… Lesson 5 - Test

GLOBAL CONCEPT: GLOBAL TREND(S): GLOBAL SKILL(S):

Citizenship Information, Media &

Design Thinking Recap (10 mins) Laminated photos

List of Likes and Dislikes (15 mins)

Link to previous lesson (5 mins) Laminated images

Gallery Walk (5 mins)

To add to e-portfolio on gEMS:

OUTCOME: Learners brainstorm on ways to increase

OUTCOME: Learners design and build their product

To add to e-portfolio on gEMS:

OUTCOME: Learners present their products and collect

Presentation (30 mins) Innovation and Entrepreneurship

Post-Mortem (20 mins)

To add to e-portfolio on gEMS:

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