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Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

KURSUS ORIENTASI DSKP TAHUN 6
KSSR 2015

CONTEMPORARY CHILDREN’S LITERATURE
SHORT STORY

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Title

Illustrator
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time)
Author

Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
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Blurb Publisher ISBN Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA .

Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 4 . usually written in narrative prose. The characters are based on real-life people. or they may conform to genre standards. What is a Short Story? It is a brief work of literature. but overall more of the story is “made-up” than real. It may be literary. It has a simple plot. It has specific settings. and the plot may be inspired by a real-life event.

It also refers to place. time. or insight the author gives the reader about into life expressed through a literary work. mood or Elements atmosphere. concern. Characters Setting weather conditions. of a Short Story The point of view is the angle from The series of events in a which the story is told. It may be stated directly or implied The time and location in which a story takes place. Elements of a Short Story Characters are the people found in the story. the characters in the story. Point of Plot story view Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA . social conditions. Characterisation is the information Theme A central message.

•Pupils learn to socialise with each other. •Allow pupils to share their point of view and ideas. reading and writing) more effectively. •To generate the pupils’ critical and creative thinking skills. Why use short stories in the language classroom? •The theme of the story relates to pupils interests and experience. •Pupils build their confidence and cooperation. speaking. •Help pupils to learn the four skills (listening. * Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 6 . •Develop pupils interest in literature. •Improve pupils’ reading and vocabulary skills.

The story is set in India. The events of the story took place at these locations:- On the train to Agra At the Taj Mahal At Uncle Omar’s stall in the market In the streets of Agra Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA . The events of the story took place at the locations Let’s Explore the Story Setting The story is set in India.

Let’s Explore the Story The people or Characters animals in the story. Akbar Omar Grandfather Mumtaz Shah Jahan Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA .

Uncle Omar generously Grandfather had not gone there as he was either too busy or unable provided the threads Akbar needed. During his absence. As he explored silk cloth in the whole of India. met and married a beautiful girl by the name of Mumtaz. Both he and Akbar took the silk cloth that Akbar had Akbar’s dream of making the most woven to Omar. Grandfather told Akbar a story about the Taj Mahal to pass the time. His grandfather was supportive in the Taj Mahal. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA . the patterns he saw gave helping make his dream come true. the most beautiful building in they got home. Mumtaz passed away. Grandfather advised Akbar to have a plan towards achieving his dream. His grandfather suggested that him ideas for his silk cloth. dreamed of making the most beautiful moment of Akbar’s life. Shah Jahan had to go away to battle. Uncle Omar gave Grandfather some beautiful silk cloth in the whole of India money for the cloth. Although he had often mentioned about going to Agra. to afford the trip. diligently. Plot is the Plot sequence or order of events in the Synopsis of each Chapter story. CHAPTER 1 CHAPTER 3 Seeing the Taj Mahal was the best Akbar. As soon as they go to Agra to see the Taj Mahal. a prince. Akbar began to work India. Shah Jahan sent for best craftsmen to build the finest tomb in the whole world. The money enabled them to go to Agra. Akbar was not willing to wait twenty years to make his dream come true. Sadly. became a reality. CHAPTER 2 It was a long train journey to Agra. an eight-year-old boy. Mumtaz gave birth to a baby girl. A few years later. When they arrived. Akbar’s uncle. The building took twenty years to be completed. In memory of his beloved wife. It was about how Shah Jahan. Akbar was amazed to see the magnificence of the Taj Mahal.

Perseverance Making Plans Moral Values Being Supportive Determination Supportive Appreciation Diligence Love Thriftiness Generosity Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA . The main idea in the story Theme expressed as a generalisation.

Stages in Teaching the Short Story Stages Elements Pre-reading Activate background knowledge Prediction Providing background knowledge While-reading Predict and check Connect background knowledge to the information in the text Cross check Post-reading Discuss and respond Retell and summarize Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 11 .

pupils to read the story? should Name activities which you will conduct engage your while dealing with the story with your pupils pupils in class. STAGES IN WORKING WITH A TEXT BEFORE READING WHILE READING AFTER READING Name some What do you do before getting your activities. What kind of activities would you carry out after reading the text? beyond the story Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA .

questions. For example: What can you see on this book cover? What do you think is the story about? What do you think will happen to the boy in the picture? What will the ending be? Why every book has the ISBN number? Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA .Introductory Lesson(s) • Describe the general features of the book cover: title of the story picture of the main characters author’s name illustrator’s name Name the the blurb stage ISBN number • Ask pupils to talk about the story based on the cover. • Elicit responses through Wh.

You may adapt or adopt them for use in the classroom to engage pupils in the learning of language. You may choose the lessons that you want to assess your pupils. Assessment for learning also allows pupils’ to reflect on their own learning by assessing their performance or giving a personal response to the activity which they participated. Lessons Teaching and Learning Activities as well as sample lesson plans are found in the module. assessment should also cover all three genres. Assessment is an important aspect of school-based assessment. A variety of activities have been developed to suit the differently abled pupils. Ideally. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA .

. descriptions of the content. disrupted. Grammar and Grammar and word Grammar and word Grammar and word Grammar word order errors order errors which order usage is at a order usage is at a impede speech. wrong vocabulary. and listeners need generally clear clear and easily to concentrate in with minor slips. lapses. Pronunciation is Pronunciation is Pronunciation and Pronunciation and Pronunciation and difficult to sometimes unclear intonation is intonation is very Intonation understand. understood by order to understand listeners. halted and with occasional occasional lapses. Speech is Speech is Speech is generally Speech is fluent and Fluency sometimes sometimes hesitant fluent with effortless. occasionally. misuses words. content. Limited Inadequate Adequate Excellent use of Vocabulary vocabulary and vocabulary and vocabulary and vocabulary to frequently sometimes uses the misuses words convey meaning. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA meaning. description of the content. mistakes. the speaker. occasionally good level with good level and produces obscure only occasional speaks effortlessly. School-Based Assessment Sample rubrics for story telling Beginning Developing Mastering Excellent Provides very Provides a Provides detailed Provides detailed Content/ limited considerably fair descriptions of the and accurate Comprehension description of the amount of content.

Stress/Intonation i. INDIVIDUAL ASSESSMENT – SHORT STORY (AKBAR’S DREAM) Name: ___________________________ Class: _______________________ Activity: _________________________ Tick the appropriate box. Excellent Very Good Good Satisfactory Teacher’s comment: ______________________ ______________________ Presentation ______________________ i. Fluency Teamwork i. Creativity ______________________ i. Knowledge and understanding ______________________ Language Delivery ______________________ i. Pronunciation/Enunciation i. Physical Expression i. Creativity ______________________ i. Overall Performance Contents/Ideas Areas for improvement: i. Participation i. Design ______________________ i. Cooperation Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 16 .

Physical Expression i. Participation i. Overall Performance Contents/Ideas Areas for improvement: i. Stress/Intonation i. Knowledge and understanding ______________________ Language Delivery ______________________ i. Pronunciation/Enunciation i. Fluency Teamwork i. Creativity ______________________ i. Design ______________________ i. Creativity ______________________ i. Excellent Very Good Good Satisfactory Teacher’s comment: ______________________ ______________________ Presentation ______________________ i. GROUP ASSESSMENT – SHORT STORY (AKBAR’S DREAM) Group’s Name: ___________________________ Class: _______________________ Activity: _________________________ Tick the appropriate box. Cooperation Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 17 .

They told the story in the correct sequence. They had good expressions when telling the story. They spoke fluently. They worked very well with each other. Bahagian They could Pembangunan tell the storyKurikulum well. KEMENTERIAN PENDIDIKAN MALAYSIA . PEER ASSESSMENT SHEET Group Name: _________________________ How well did the group perform? Give your opinion on how the group told the story. Very Well Not too bad…. They remembered the story line. Place a tick in the appropriate column. They used words correctly. So…so…..

We worked together. Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA . We took turns to speak. We listened to our friends as they spoke. We gave our opinions. We were able to complete the task on time. So…so…. We were able to work out our differences. We were able to make eye contact. Criteria Very Well Not too bad….. We encouraged each other. Place a tick in the appropriate column. GROUP ASSESSMENT SHEET Group Name: _________________________ How well did we work in our groups? Give your opinion on how you worked in your groups.

MY REFLECTION My name is _______________________ The topic for today is: Did you enjoy doing the activity? Circle or colour the face. Yes No Not So What I learnt today? Circle the face that shows how you feel about the activity. Very Happy Happy Sad Worried Angry What do you want to tell your teacher? Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA . Yes No Not So Did you like working with your friends? Circle or colour the face.

____________________ ____________________ ____________________ Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 21 . ____________________ ____________________ ____________________ 3. reading the story ______________________ 1. ______________________ ____________________ 2. 3. 3 things I find interesting about the 3 things I have story I read learned after 1. ____________________ ______________________ ____________________ ______________________ 2.

syllable word b) put them together with a bit of repetition c) recite the words in a repetitive cycle to a steady beat e. Pupils identify. patterns. Display a table with the focus words (Appendix 1). silk 5. a 3-syllable word.1.Steps: Learning Standards : 4. Check the answers. beautiful. Short Story Teaching Module. 4. pg 33. silk patterns. Pupils work in groups to create a jazz chant using the focus words. 4. and a 1. silk patterns.3.2. patterns. categorise and list the words in the text according to the number of syllables. beautiful.g. beautiful. Each group performs their jazz chant. patterns. 6. 2. beautiful. 3.2 1. Teach pupils how to create a jazz chant: a) choose 3 vocabulary words – a 2-syllable word. 34 Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA 22 . beautiful. Pupils read the text on page 2.

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