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And Something Weird Happened... Guidebook
And Something Weird Happened... Guidebook
TABLE OF CONTENTS
A GUIDE FOR TEACHERS
BEFORE READING
WHILE READING
AFTER READING 15
SYNOPSIS 20
CHARACTERS 22
SUGGESTED ACTIVITIES
FRONT OR BACK? 31
MATCH ME! 36
2
SYNOPSIS
CHAPTER 1
CHAPTER 2
CHAPTER 3 AND 4
LET’S GUESS 49
SENTENCE STRIPS 51
SUMMARY CARDS 56
STORY CHAIN 70
WHO AM I? 71
MY FAVOURITE PERSONALITIES 76
MY FAVOURITE CHARACTERS 78
MY MASCOT’S JOURNEY 79
MEME GENERATOR 80
SETTING
TOWN PLANNER 85
I SPY 87
3
LISTING THINGS 88
ONOMATOPOEIA PLAY 95
CHAPTER 1
LIST ME 98
FLIP ME 101
CHAPTER 2
PLOT ME 109
CHAPTER 3
AN INTERVIEW 123
CHAPTER 4
WEIRDO 125
MY PIZZA 127
ASSESSMENT
INDIVIDUAL 176
GROUP 177
GLOSSARY 180
5
A GUIDE FOR
TEACHERS
6
WHAT IS A SHORT STORY?
Short
Single
setting
7
ELEMENTS OF A SHORT STORY
Theme
Characters Setting
Elements of a
Short Story
8
THEME
WHAT IS A THEME?
A central message, concern, or insight into life expressed through a literary work
Open to interpretation.
Use various figures of speech to emphasize his theme, such as: symbol, allusion,
Examples of Themes:
Love is blind
Believe in yourself
9
SETTING
HISTORICAL
SOCIAL
10
CHARACTERS
in the story.
TYPES OF CHARACTERS
11
PLOT
events in a story.
PLOT STRUCTURE
Climax
The most
Rising intense Falling
Action moment Action
Resolution
12
POINT OF VIEW
Point of view is the perspective from which a story is told. We may choose to tell our story
in
13
STAGES In WORKING
WITH THE TEXT
14
Before Reading
Prediction
During Reading
After Reading
15
Introducing
the short
story
16
REVOLVING AROUND THE TEXT
Title
Characters
Author
Publisher’s
logo
Publisher
17
Illustrator
REVOLVING AROUND THE TEXT
Publisher’s name
Publisher
and address
ISBN number
18
Illustrator
REVOLVING AROUND THE TEXT
Synopsis
Characters
19
SYNOPSIS OF EACH CHAPTER
Joel was back to school after the holidays. His new teacher wanted the class to write
about their holidays. Everyone shared their exciting holiday adventure. Joel felt sad that
he had the most boring holiday ever. All of his classmates set off to write at least a page
CHAPTER 2: MAKING IT UP
Joel’s teacher approached him and asked him about his holiday. Joel repeatedly told his
teacher that he did not do anything fun during the holidays but his teacher persistently
encouraged him saying that he can write an essay, he can even make it up and she walked
away. That’s when Joel decided that maybe he can actually come up with an interesting
piece. He then started recalling all the activities he did during the holidays with his sister
They went to the park, the library, the pool, ice-cream shops, the Pizza and all
seemed unexciting to Joel. However, he started writing, believing that he can make it
interesting. He imagined and he made up his own exciting holiday story. In his essay, he
wrote that he met his favourite author in the library in his town; he invented a new flavour
for Mr.Gelati’s ice-cream and he had an unexpected surprise in the Pizza Shack. He was
happy with his work and so is his teacher. His teacher read Joel’s essay to the whole class
20
CHAPTER 3: SOMETHING WEIRD HAPPENS
Although his teacher was happy with his work, Joel felt sad and wished that his holiday was
indeed as exciting as he pictured it in his essay. Joel’s teacher again asked her students to
prepare another write up about a pet they would like to have. Joel ran out of idea as he
had used up all his imagination for his previous work. He kept his homework away and did
not think about it. During the weekend, on Saturday, Joel, his mother and his sister,
Natalie went to the shops and library. They entered the library and saw a crowd of people.
Joel saw his favourite author, Anastasia Olivetti, just like in his imagination. The author
After the library, they headed to Mr. Gelati’s ice-cream shop. To his surprise, the shop
was crowded with customers. Mr. Gelati saw Joel and ran toward him and acknowledged
him as the inventor of his new ice-cream, Joel’s Jelly Baby Freeze. Again, just like in his
imagination. Joel’s mother brought them to the pizza shack. The manager of Pizza Shack
welcomes Joel and his family to the shop as Joel is the winner of the pizza-for-a-year.
They enjoyed the pizza. When he went home, he thought about what happened earlier. He
realized that it all started when he told his teacher he had nothing to write about. Joel’s
mother reminded him to finish up his homework. Joel’s started on his homework and he
21
CHARACTERS
22
CHARACTERS
Tom Yuki
Ben 23 Natalie
CHARACTERS
24
CHARACTERS
DESCRIPTION OF PEOPLE IN THE STORY
patient
“My new teacher looked at me.
kind/ Now she looked as if she felt a
sympathetic bit sorry for me.”
25
Tom adventurous “Tom’s cousin was a
skateboard champ. He’d
brave/bold/ daring taught Tom some really good
tricks.”
26
SETTING
The story takes place mainly in the classroom. Apart from that, the story also takes the
readers to the main character’s home and several of the town’s landmarks namely the
public library, the ice-cream parlour (“Mr.Gelati”) and a pizza joint (“Pizza Shack”).
The ice-cream parlour, “Mr. Gelati” The pizza joint, “Pizza Shack”
27
EVENTS
Joel is back to school and was asked by his new teacher to write an essay
about his holiday but Joel did not have anything interesting to write
about compared to his classmates.
Then Joel wrote about meeting Mr. Gelati who was looking sad because
he can't please his customers with his ice-cream. Joel suggested that he
tried putting in jelly babies.
Then Joel and his family headed for Pizza Shack and was welcomed by
the customers as he was the winner for free-pizza-for-a-year, for being
the one millionth customer.
Joel's teacher was happy with his work and prepared another homework
to be completed during the weekend. Joel decided to do it later and went
for an outing with his family.
They went to the library and to Joel's surprise, he met his favourite
author Anastasia Olivetti who used his idea to write the ending of her
story.
Then they went to the ice-cream parlour and Mr Gelati was so excited to
see Joel and addressed him as the inventor of Joel's Jelly Baby Freeze.
Finally, they went to the Pizza Shack and the pizza manager welcomed
Joel and informed him that he had won pizza for a year.
Joel felt that everything was so weird and then he remembered his
homework. He was told to write about his pet. He started imagining.
28
MORAL VALUES AND MESSAGE IN THE STORY
Determination
Diligence
Helpful
We should know that nothing is impossible in this world as long as we take things
positively.
We should never give up and always strive for the best in everything we do.
29
Suggested Activities
30
REVOLVING AROUND THE TEXT
Individual work
Steps:
c. Author’s name
d. Illustrator’s name
3. Ask pupils to talk about story based on the cover. Elicit responses through Wh-
5. Show another story book and get pupils to identify the features on the cover.
* Teacher’s note: The cover refers to the front and back of the book.
Educational Emphases:
31
Front Cover
32
Synopsis
Characters
ISBN
number
Publisher‘s
Publisher
website
Back Cover
33
WORKSHEET 1
34
ANSWERS
title
characters
author
illustrator
synopsis
35
REVOLVING AROUND THE TEXT
Individual work
Steps:
Educational Emphases:
36
WORKSHEET 2
Match the characters to the activity based on the short story. Use a different colour for
each character.
CHARACTER ACTIVITY
37
ANSWERS
Match the characters to the activity based on the short story. Use a different colour for
each character.
CHARACTER ACTIVITY
38
REVOLVING AROUND THE TEXT
Pair work
Steps:
2. Ask pupils to imagined how they would have felt if they were Joel.
i. In pairs or groups, ask pupils to list 3 wishes that may come true.
ii. When the pupils are done, ask them to share with the class.
iii. Ask pupils to state the rationale of their selections when they are presenting.
ii. Teacher sets up a Storybird Classroom and adds pupils in the class.
iii. Teacher creates an Assignment for the class. Teacher fills in the Assignment
information:
“If you are given some magical powers, what are the three things that
you would like happen? In groups of 3-4, you are going to create an
online storybook on Storybird. Select one and create a picture. An
example is provided for you here: goo.gl/TYl9X8.”
iv. Teacher asks pupils to log in using the username and password provided.
v. Teacher explains the task that pupils have to do for their Assignment.
vi. After they are done, teacher asks pupils to comment on their friend’s work.
39
vii. Teacher can check pupils’ work under the Class Library.
* Teacher’s Note
ii. Ask each group to select 3 things that they want that can come true.
iii. Ask each group to design and create a short digital story (video) about their
iv. Ask each group to download the resources (images, audio) or teacher provides a
v. Ask each group to use the resources to build the video. Pupils may add narrations
vi. When they are done, each group presents their digital story.
vii. Teacher can create a YouTube channel and ask pupils to upload their videos
40
* Teacher’s Note
3. Award pupils’ best work with certificates or other means of acknowledgement (stars,
badges, sweets).
Educational Emphases:
41
SYNOPSIS
Group work
Steps:
6. Get pupils to respond to the picture. Teacher initiates by asking related questions.
7. Draw pupils’ attention to the board. Change the word “enjoyable” in the title to
“boring”.
8. In their respective groups, pupils discuss what would a boring holiday be like.
Educational Emphases:
42
SYNOPSIS
Group work
Steps:
5. Pupils select suitable pictures from the newspaper cuttings which depict how they
6. Pupils cut and paste the pictures on the display sheet (in their own column).
7. Pupils present their collage when they have completed their work.
Educational Emphases:
43
SYNOPSIS
CHAPTER 2: MAKING IT UP
Pair work
Steps:
4. Each pair is given Worksheet 1 with the title of the chapter and a set of pictures
5. Pupils are to cut out the pictures and paste them on Worksheet 1 in the correct
6. Then, pupils choose sentences from Handout1 and write them on the task sheet to
Educational Emphases:
Thinking Skills
Multiple Intelligences (Verbal- Linguistics,
Bodily kinaesthetic)
44
HANDOUT 1
Joel did not know what to write. He told his teacher he had nothing to write
about his holiday. The teacher felt sorry for him. She was sure that he could
write something if he could make something up. Joel was determined to make
recalled the places he went during the holidays with his grandmother and
Olivetti, his favourite author in the library. To his surprise, Anastasia Olivetti
knew him. She greeted and thanked him for his idea he contributed to the
ending of her story. She dedicated the book to him. He then continued writing
about his trip to the ice-cream shop. He helped poor Mr. Gelati to create a new
ice cream flavour. He suggested adding in jelly babies. Mr. Gelati was excited
and named it “Joel’s Jelly Baby Freeze”. The next stop was to the Pizza Shack
for lunch. There, Joel saw many people waiting for him. To his surprise again,
the crowd cheered loudly when they opened the door. He and Natalie were the
one millionth customers. He and Natalie got a free pizzas for the whole year!
Joel was pleased with his work and so was his teacher who read his essay to the
whole class.
45
WORKSHEET 1 (To be enlarged to A3 size)
CHAPTER 1 MAKING IT UP
1. 2.
_________________________ ________________________
_____________
4 3.
__________________________ ________________________
5. 6.
_________________________ _________________________
_________________________
8. ___ 7.
_________________________ _________________________
46
HANDOUT 2
47
HANDOUT 2
48
SYNOPSIS
Pair work
Steps:
5. Pupils are to write them down in the first column in the worksheet provided.
6. Highlight the titles, stressing on the word “weird”. Teacher explains the meaning to
9. When pupils are done, refer to the text to answer question number 5.
10. Remind pupils not to alter their answers for question numbers 2 to 4 after referring
to the text.
Educational Emphases:
49
Names: ______________________ WORKSHEET 2
Q1: Who Q2: Where Q3: If you are at these Q4: Something weird Q5: What actually happened?
did Joel did he meet places, what do you happens. What do you (Refer to your book. Indicate
meet? them? usually do there? think happened? the page.)
Page:_______
1. ___________________
_________ ________________________
_________ ___________________ ___________________
___________________ ___________________
________________________
Page:_______
2. ___________________
_________
_________ ___________________ ___________________
___________________ ___________________
Page:_______
3. ___________________ ___________________ ________________________
_________
_________ ___________________ ________________________
50
SYNOPSIS
Group work
Steps:
4. Pupils rearrange sentence strips on display sheets according to the events in the
story.
*Teacher’s note:
Educational Emphases:
51
HANDOUT 3
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.
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.
52
SYNOPSIS
CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS HAPPEN
Pair work
Steps:
Educational Emphases:
53
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 selling like me about. It’s of customers. a family-size
your pet. But crazy! Everyone so good! My Shack Special
not the pet wants it! Thank book’s all with double
you’ve really you, thank you! finished. I topping.”
got.” dedicated it to
you. Thank you,
thank you!”
54
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 selling like me about. It’s of customers. a family-size
your pet. But crazy! Everyone so good! My Shack Special
not the pet wants it! Thank book’s all with double
you’ve really you, thank you! finished. I topping.”
got.” dedicated it to
you. Thank you,
thank you!”
55
SYNOPSIS
Group work
Steps:
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?
56
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).
Educational Emphases:
57
SUMMARY CARDS
CHAPTER 1: ___________________________________
……………………………………………………………………………………………
………………………………………………………………………………………………..
…………………………………………………………………………………………….
……………………………………………………………………………………………
58
CHAPTER 2: ___________________________________
………………………………………………………………………………………
…………………………………………………………………………………………..
…………………………………………………………………………………………….
……………………………………………………………………………………………
59
CHAPTER 3: ___________________________________
…………………………………………………………………………………………
…………………………………………………………………………………………..
…………………………………………………………………………………………….
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
..………………………………………………………………………………………..
60
CHAPTER 4: ___________________________________
………………………………………………………………………………………………
…………………………………………………………………………………..…………..
……………………………………………………………………………………………….
………………………………………………………………………………………..………
61
HANDOUT 4
62
HANDOUT 4
63
SYNOPSIS
Group work
Steps:
3. Pupils take turns to look at a picture from the booklet and describe it to the other
4. Members of the group should listen carefully and guess the correct chapter the
Educational Emphases:
64
*Teacher’s note:
The pictures in the picture booklet for this activity should not be in sequence
Punch a hole in the top left corner of each picture and all pictures are
PICTURE BOOKLET
65
66
67
68
69
SYNOPSIS
Group work
Steps:
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
Educational Emphases:
Multiple Intelligence (verbal-
linguistics)
Constructivism
Creativity and innovation
Thinking skills (creating)
The pictures in the picture booklet for this activity should be in sequence following the
chapters.
70
PEOPLE IN THE STORY (CHARACTERS)
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.
Educational Emphases:
Multiple Intelligences (Visual Spatial,
Bodily-Kinesthetic)
Thinking Skills –(Remembering)
Suggested Answers:
71
WORKSHEET 1
MAJOR CHARACTER
_______________
MINOR CHARACTERS
72
HANDOUT1
Cut and paste the pictures into the boxes provided in Worksheet 1.
73
PEOPLE IN THE STORY (CHARACTERS)
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.
Educational Emphases:
i-Think Programme (Bubble map)
Thinking Skills (applying)
Suggested Answers
74
WORKSHEET 2
75
PEOPLE IN THE STORY (CHARACTERS)
Group work
Steps:
choice and describe them. (Teacher can provide the pictures if necessary)
Educational Emphases:
i-Think Programme (Bubble map)
Thinking Skills (applying)
Suggested answers
76
WORKSHEET 3
Famous
Personality 1
(Cut and paste
here)
Famous
Personality 2
(Cut and paste
here)
77
PEOPLE IN THE STORY (CHARACTERS)
Group work
Steps:
2. Each group is given a pair of scissors, A4 paper (coloured and white), glue, colours
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.
comments/feedback.
Educational Emphases:
78
PEOPLE IN THE STORY (CHARACTERS)
Group project
Steps:
1. Find a small soft toy or puppet which will become each group’s mascot.
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).
7. When the mascot “returns to school”, spend some time discussing what it has done
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)
79
PEOPLE IN THE STORY (CHARACTERS)
Group work
Steps:
found in the short story. Find and cut out suitable pictures from old magazines
5. Pupils paste their work on the wall to share with the rest of their peers.
*Teacher’s note:
Educational Emphases:
Multiple Intelligences (Verbal-Linguistic)
Thinking Skills (Analysing) Evaluating, Rationalising)
Information and Communication Technology Skills
(ICT)
80
SAMPLE MEME
http://www.quickmeme.com/meme/364jl5/
81
WORKSHEET 4
82
83
84
SETTING
Group work
Steps:
3. Pupils discuss an ideal location for the following and indicate the buildings in the
map.
a school
an ice-cream shop
a pizza shack
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
(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:
85
WORKSHEET 1
Label the map. Some of the buildings in the map have not been labelled. You may choose these or select another location and indicate it
in the map.
http://www.urbansitter.com/blog/fun-activities-and-attractions-to-entertain-your-kids-after-school
86
SETTING
Pair work
Steps:
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 _____.”
87
SETTING
Individual work
Steps:
3. Pupils list things likely to be found at each place in the given boxes.
Suggested answers:
Educational Emphases:
Contextual Learning
88
WORKSHEET 2
Listing Things
89
SETTING
Individual work
Steps:
3. Play the audio recording twice and pupils listen attentively to the
sounds played (the links are provided in the suggested answer table).
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.
*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:
90
Suggested answers and links:
3 Public http://www.youtube.com/watch?v=dQxG2QafyAM
library
4 Ice-cream http://www.youtube.com/watch?v=l_qCT0BclQQ
shop
91
WORKSHEET 3
Pizza shack
1
Public library
2
Ice-cream shop
3
Classroom
4
92
SETTING
Group work
Steps:
1. Pupils work in groups of four. Number the groups (E.g.: group 1, 2, etc). Each
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.
*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:
93
WORKSHEET 4
people talking
SETTING:
________________
SETTING:
________________
SETTING:
________________
94
SETTING
Pair work
Steps:
3. Pupils identify the sound in each picture and write their responses in the
appropriate boxes.
Educational Emphases:
Contextual learning
95
WORKSHEET 5
Ice-cream shop
Pizza shack
Public library
Classroom
Ice-cream shop
Pizza shack
Public library
Classroom
Ice-cream shop
Pizza shack
Public library
Classroom
Ice-cream shop
Pizza shack
Public library
Classroom
Ice-cream shop
Pizza shack
Public library
Classroom
Ice-cream shop
Pizza shack
Public library
Classroom
96
SUGGESTED ANSWERS
Ice-cream shop
Rrring Pizza shack
Public library
Classroom
97
EVENTS IN THE STORY
Individual work
Steps:
1. Ask pupils to refer to the pictures on pages 6 and 7 (Pupils are not required to read).
3. Get pupils to write down all the words related to holidays referring to the pictures
4. Once pupils are done, teacher asks pupils to refer to the text to check if those
words listed can be related to the pictures. Pupils can add on to their list.
Examples:
basketball, aeroplane, skating, playing, playground, library, story time, television,
skateboard.
5. Get pupils to talk about what Joel and his classmates did during the holidays.
Educational Emphases:
98
WORKSHEET 1
www.dreamstime.com
99
WORKSHEET 2
______________________
__________
______________________
______________________
Holiday activities_ __________
______________________
______________________
__________
______________________
______________________
___________
______________________
100
EVENTS IN THE STORY
Pair work
Steps:
1. Get pupils to recall all the events and activities Joel and his classmates did.
5. Pupils arrange the word cards on the left and the picture cards on the right, all
facing down.
6. The first person is to flip one word card and one picture card at a time. If the
word card represents the picture flipped, he/she wins the card and gets to flip
again. If the cards are not related, the next person gets his/her turn (The rule is
to flip ONE word card and ONE picture card. The word card must represent the
Educational Emphases:
Example:
Playing basketball
101
WORD CARDS
102
PICTURE CARDS
103
EVENTS IN THE STORY
Pair work
Steps:
1. Assign a role to each pair (pair 1: Yuki, pair 2: Tom, pair 3: Ben, pair 4: Rosie, pair 5:
Handout 1
You may use these questions as a guideline to write your weird holiday story.
1. Introduce your role.
8. Was it unusual?
Educational Emphases:
104
EVENTS IN THE STORY
Pair work
Steps:
3. Distribute Worksheet 3 and get each pair to write their own version if a similar
4. Pupils present their own version of the story to the whole class.
Educational Emphases:
105
WORKSHEET 3
Joel’s story
(page 12)
And now, it’s time for your new version of the story…
We went to the library for story time. You wouldn’t
believe it.___________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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_____________________________________________________________
_____________________________________________________________
106
b) Complete your own version of the story given.
Joel’s story
(page 14)
And now, it’s time for your new version of the story…
“They want something new. Something different. I
can’t think of anything different at all!”
107
c) Complete your own version of the story given.
Joel’s story
(page 16)
And now, it’s time for your new version of the story…
Outside the Pizza Shack, there was a band and a lot of
people. They all looked as if they were waiting for something. And
they were.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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108
EVENTS IN THE STORY
Group work
Steps:
2. Pupils sequence the pictures on a display sheet according to the story line.
Educational Emphases:
bodily kinaesthetic)
109
PICTURE CUT-OUT
Sequence the pictures into the correct order and paste the correct excerpt.
110
111
DIALOGUES CUT-OUT
“What did you do over the “You must have done something,”
holidays, Joel?” she asked. my teacher said.
112
I thought about it. ‘”How about When Natalie and I pushed the
putting jelly babies in the ice- door open, the band started to
cream?” I said. play. All the people cheered
wildly.
“That would be different!”
Natalie and I were the Pizza
“Wow!” said MrGelati. “That’s a
Shack’s one millionth customer!
great idea! What an ice-cream!
We got free pizza for a year!
I’ll call it ‘Joel’s Jelly Baby
Freeze.
113
EVENTS IN THE STORY
Pair work
Steps:
5. In pairs, pupils role play the dialogues that they have completed.
* Teacher’s Note:
Educational Emphases:
114
WORKSHEET 4
2)
115
Hmm, what
pizza should I
have today?
3)
4)
Wow! He is so
smart.
116
5)
6)
117
EVENTS IN THE STORY
Pair work
Steps:
3. Pupils predict what they are going to read by looking at the picture.
4. Distribute Worksheet 5.
Edecational emphases
Knowledge acquisition
Multiple intelligence
(interpersonal, visual )
Thinking skills ( generating ideas)
118
WORKSHEET 5
List THREE weird things that happened in Chapter 3 in the bubbles below.
119
EVENTS IN THE STORY
Individual work
Steps:
4. Distribute worksheet 6 and ask pupils to create their “dream pets” and
describe it
6. Pupils are given three stars each to stick on to their top 3 dream pets.
Picture source:
https://www.google.com/search?q=clip+art+cartoon+artists&client=badoo&tbm=isch&tbo=
u&source=univ&sa=X&ei=QZPnUY7JEMmeiAfwkYDQAw&ved=0CCsQsAQ&biw=1142&bih=698#client=
badoo&tbm=isch&sa=1&q=picture+of+dream+pet+rabbit&oq=picture+of+dream+pet+rabbit&gs_l=im
g.3...13745.22376.8.23498.25.21.0.0.0.0.1095.6072.4j3j10j7-3.20.0....0.0..1c.1.20.img.df-
gOdk04Yk&bav=on.2,or.r_cp.r_qf.&bvm=bv.49478099%2Cd.aGc%2Cpv.xjs.s.en_US.c75bKy5EQ0A.O&f
p=861c55c5e46faa0a&biw=1142&bih=698&imgdii=_
Educational emphases:
120
SAMPLE SLIDE OF A PET
MY PET RABBIT
THE DESCRIPTION
Name: Comel
Physical: white fur, round black eyes,
long whiskers, bushy tail, pinkish
nose, small mouth
Food: : carrots, radish,
Home : cage
121
WORKSHEET 6
MY DREAM __________
122
EVENTS IN THE STORY
Group work
Steps:
3. Elicit from pupils the questions they are going to ask if they happen to meet him.
4. Distribute worksheet 7 and ask them to create an interview between the reporter
6. Choose the best group based on their creativity, fluency and pronunciation.
Picture source :
https://www.google.com/search?q=clip+art+cartoon+artists&client=badoo&tbm=isch&tbo=u
&source=univ&sa=X&ei=QZPnUY7JEMmeiAfwkYDQAw&ved=0CCsQsAQ&biw=1142&bih=698#
client=badoo&tbm=isch&sa=1&q=clip+art+cartoon+singers+and+actors&oq=clip+art+cartoon+
singers+and+actors&gs_l=img.3...17387.40672.0.40941.67.50.17.0.0.6.1300.15753.14j6j15j1j3j
5j4j2.50.0....0.0..1c.1.20.img.MiaxSUExL3A&bav=on.2,or.r_cp.r_qf.&bvm=bv.49478099%2Cd.a
Gc%2Cpv.xjs.s.en_US.c75bKy5EQ0A.O&fp=861c55c5e46faa0a&biw=1142&bih=698
Educational Emphases
Knowledge acquisition
Multiple intelligence
( Intrapersonal, bodily-kinesthetic)
123
WORKSHEET 7
Question: _________________________________________________
________________________________________________
Answer: _________________________________________________
________________________________________________
Question: _________________________________________________
________________________________________________
Answer: _________________________________________________
________________________________________________
Question: _________________________________________________
________________________________________________
Answer: _________________________________________________
________________________________________________
124
EVENTS IN THE STORY
Steps:
1. Give each individual or pair an incomplete picture of a dinosaur from Handout 1 and a
piece of A4 paper.
2. Pupils paste the incomplete picture of the dinosaur onto the A4 paper.
3. Pupils complete the picture by drawing their own version of a weird dinosaur pet.
4. Pupils put up the picture of their weird pet to share with their friends.
*Teacher’s Note:
Pupils may work individually or in pairs.
Preparation: Refer to Handout 1. Cut along the dotted lines. The incomplete
Educational Emphases:
Spatial)
125
HANDOUT 1
126
EVENTS IN THE STORY
Group work
Steps:
2. Using the modelling clay, pupils create their own pizza with their personal favourite
toppings.
3. Write prompt questions (and answer template, for weaker pupils) on the board:
_________________.
4. Group presentation: based on the prompt questions, each group describe their “pizza”
Educational Emphases:
Linguistic
127
SAMPLE OF FINISHED PRODUCTS
128
EVENTS IN THE STORY
*Teacher’s Note:
Preparation
Download a YouTube video on how ice-creams are made. Link:
www.youtube.com/watch?v=pM_PWPHYTIw
Ask pupils to bring the following ingredients for the next lesson.
Ingredients
300 ml cream
2 tablespoons castor sugar
1 teaspoon vanilla essence
1 teaspoon raisins
2 trays of ice cubes
6 tablespoon salt
1 medium-sized plastic bag
1 large-sized plastic bag
2 rubber bands
129
Group work
Steps:
2. Demonstrate how ice-creams are made using the recipe for the home-made ice
3. Tell pupils that they will help Mr. Gelati to create a new ice-cream flavor in their
respective groups.
4. Pupils make the ice-cream under teacher’s supervision. Pupils give the ice-
cream a name.
*Teacher’s Note
Worksheet 8 can be given as homework.
Educational Emphases:
Interpersonal, Verbal-Linguistic)
130
HANDOUT 2
Ingredients
300 ml cream
2 table spoons castor sugar
1 teaspoon vanilla essence
1 teaspoon raisins
2 trays of ice cubes
6 tablespoon salt
1 medium-sized plastic bag
1 large-sized plastic bag
2 rubber bands
Step 1 Place the cream, sugar and vanilla essence into the medium-
sized plastic bag. Tie the bag securely with a rubber band.
Step 2 Place the ice and salt into the larger plastic bag.
Step 3 Place the medium bag containing the cream mixture inside
the larger bag on top of the ice and salt. Tie the bigger bag
securely.
http://stuffpoint.com/ice-cream/image/124255/nice-drawing-picture/
131
WORKSHEET 8
Ingredients
replace this with anything that is
300ml cream sweet
2 tablespoons castor sugar
replace this with any fruit
1 teaspoon vanilla essence
1 teaspoon raisins juice
2 trays of ice cubes replace this with any fruits and/or
6 tablespoons salt nuts
1 medium-sized plastic bag
1 large-sized plastic bag
2 rubber bands
Step 2 Place the ice and salt into the larger plastic bag.
Step 3 Place the medium bag containing the cream mixture inside the
larger bag on top of the ice and salt. Tie the bigger bag
securely.
Step 4 Shake the bags for 5 to 10 minutes or until the mixture hardens
like ice cream.
132
MORAL VALUES
Group work
Steps:
2. Ask pupils to discuss in their respective groups what they think about the situation.
4. Based on the short story, pupils discuss the 5 things they should and should not do
(Worksheet 1).
Educational Emphases:
Knowledge acquisition
Assessment
Multiple intelligence (interpersonal )
Thinking skills (analysing, evaluating)
133
HANDOUT 1
134
WORKSHEET 1
List three things you should do and three things you should not do based on the
situation.
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
135
MORAL VALUES
Group work
Steps:
Joel’s imaginations.
Educational emphases
Knowledge acquisition
Assessment
Multiple intelligence
(verbal-linguistic, interpersonal)
Thinking skills ( Evaluation )
136
WORKSHEET 2
Joel’s imaginations.
Inventing a
great new ice Winning free
Meeting famous
cream flavour pizza for a year
author
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______________________________________________________________
______________________________________________________________
______________________________________________________________
137
MORAL VALUES
Individual work
Steps:
5. Play the poison box game. The one who ends up with the poison box will read out his
or her suggestions.
Educational emphases:
Knowledge acquisition
Assessment
Multiple intelligence (visual-spatial, intrapersonal,
musical, bodily-kinaesthetic)
Thinking skills ( Creating)
138
HANDOUT 2
BOOOOOOORING!!!!!!!!!!!
139
WORKSHEET 3
Dear ………………………,
From.
Joel
Dear Joel,
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
From,
………………………………………….
140
GOING BEYOND THE TEXT
Group work
Steps:
“I’m going to do my homework now, Mum,” I called. “Right now!” And I did. I
grabbed my notebook and I wrote and wrote.
And something weird happened........
2. Pupils are told to be as imaginative and creative as possible.
*Teacher’s Note:
Teachers can ask students to write their story on a display sheet and present it to the
class or teachers can do a gallery walk.
Educational Emphases:
Mastery Learning
141
GOING BEYOND THE TEXT
Steps:
1. Based on the story, each group comes up with a short choral speaking text.
intonation, stress, rhythm and sound effects to make it more creative and
interesting.
Steps:
Educational Emphases:
Multiple intelligences
Contextual Learning
142
GOING BEYOND THE TEXT
Group work
Steps:
3. Get pupils to recall the story when Joel’s mother asked about his homework.
(Teacher can also read pages 30-32 and then initiate discussion).
4. Pupils discuss in their groups and write their prediction on the piece of paper
provided.
6. Once pupils are done, get them to paste their predictions around the classroom.
Educational Emphases:
143
GOING BEYOND THE TEXT
Group work
Steps:
4. Pupils then come with a new cover design based on their prediction (a continuation
Educational Emphases:
Assessment
144
GOING BEYOND THE TEXT
Group work
Steps:
1. Go through pages 23 to 29 and brainstorm on the important events that took place.
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:
145
WORKSHEET 1
Dear _____________________
_____________________________________
_____________________________________
_____________________________________
From,
…………………………………………
Dear _____________________
_____________________________________
_____________________________________
_____________________________________
From,
………………………………………..
146
Dear _____________________
_____________________________________
_____________________________________
_____________________________________
From, ……………………………..
147
148
SAMPLE LESSON PLAN 1 (SK)
Learning Standards :
4.3.1 Able to plan, produce and display creative works based on literary texts using a
Time : 60 minutes
booklets.
Educational Emphases :
STAGE STEPS
Set Induction the story (Joel, the teacher, Anastasia Olivetti, Mr.
Quiz
149
1. Pupils work in groups of 4-5.
Activity 2: Sequencing
booklet.
4. He/she will look at the first picture and start the story
the story and this step goes on until the last picture in
the booklet.
150
sure they are all participating and assist them if
necessary.
*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)
Learning Standards :
4.3.1 Able to plan, produce and display creative works based on literary texts using a
Time : 30 minutes
booklets.
Educational Emphases :
152
STAGE STEPS
Presentation Quiz
2. Discuss answers.
in terms of what they can see, who they can see, what is
members.
153
booklet.
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)
Learning Standards :
a) characters
c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using a
4.3.2 Able to plan, prepare and participate in a performance with guidance based on
literary works.
correctly,
Time : 60 minutes
Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue,
coloured pencils.
Educational Emphasis :
1. Thinking skills
3. Contextual learning
155
STAGE STEPS
headmaster/headmistress).
picture.
with pupils.
Pre-reading Discussion
two figures.
famous, elegant.
each.
156
4. Pupils are given 5 minutes to complete the task.
newspapers.
3. Using all the adjectives that they have learnt, pupils fill
of each personality.
Wrapping-Up (5 minutes)
E.g:
Closure Which character in the story do you like best? Why?
State some positive values of the character chosen.
2. Pupils answer.
157
PICTURES OF PROMINENT PEOPLE/FIGURES
158
WORKSHEET 2
159
WORKSHEET 3
Famous
Personality 1
(cut and paste
here)
Famous
Personality 2
(cut and paste
here
160
SAMPLE LESSON PLAN 4 (SJK)
Learning Standards :
a) characters
c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using a
4.3.2 Able to plan, prepare and participate in a performance with guidance based on
literary works.
Objectives :
Time : 30 minutes
Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue,
coloured pencils.
Educational Emphasis:
1. Thinking skills,
3. Contextual learning
161
STAGE STEPS
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
prominent figure.
two figures.
each.
162
2. Based on the short story “ And Something Weird
3. Using all the adjectives that they have learnt, pupils fill in
each personality.
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.
163
PICTURES OF PROMINENT PEOPLE/FIGURE
164
WORKSHEET 2
165
WORKSHEET 3
Famous
Personality 1
(cut and paste
here)
Famous
Personality 2
(cut and paste
here
166
SAMPLE LESSON PLAN 5 (SK)
Learning Standards:
(a)characters
(c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using
Time : 60 minutes
Educational Emphases:
Rationalising)
167
STAGE STEPS
Presentation located.
a school
a local library
an ice-cream shop
a pizza shack
buildings.
168
location.
7. Group presentation.
(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.
169
SAMPLE LESSON PLAN 6 (SJK)
Learning Standards:
(a) characters
(c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using
buildings.
buildings.
Time : 30 minutes
Educational Emphases:
170
STAGE STEPS
their choice:
“_____because_____”, “_____for_____”,
“_____since_____”
Eg: The hospital is located next to the lake because of
the healthy environment.
171
a school
a local library
an ice-cream shop
a pizza shack
location.
6. Group presentation:
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
179
180