TEACHING KIT FOR

YEAR 5 STUDENTS

FROM THE SHORT

STORY “ AND
SOMETHING WEIRD
HAPPENED” BY
PAMELA RUSHBY

PREPARED BY: FAZLINA BINTI

ASNAN
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 Mora
Intro Lesson
Chapte Chapte Chapter Chapter Charac- Setting l
ducti
r1 r2 3 4 ters s value Tasks
on
s

CONTENTS
2
INTRODUCTION
When teachers assign essays about things you've
done in the past but you failed to put into words, it
may be challenging as a student. However, guess
what? Once upon a time, a young boy named Joel
discovered a fantastic technique to make everyday
life entertaining through writing. He discovered a
specific technique for turning mundane events in
reality into thrilling possible up comings. With this
newfound understanding, he changed his essay-
writing experience from boring to enjoyable. Let us
explore on this enthralling adventure called “And
something weird happened” a short story by Pamela
Rushby as we discover and ready to unleash our own
deepest imagination and transform our own events
into spectacular adventures!

3
CHAPTER 1: A VERY
BORING HOLIDAY

 Joel had returned to school after

the vacations. His new teacher
encouraged the students to write
about their vacations.
 Everyone talked about their
amazing vacation trip. Joel was
disappointed because he had the
most boring holiday ever. Every
one of his students set out to
write at least one page.
 Joel was left in the dark about
their vacation.

4
 CHAPTER 2:
MAKING IT UP
 Joel originally thought his vacation
was boring, but his teacher pushed
him to use creative and imaginative
tales in his essay.
 Joel was inspired to write an
exciting Christmas stories that
included meeting his favorite
author, inventing a new ice cream
flavor, and experiencing a surprise
at the Pizza Shack even though
none of that happened. His teacher
was impressed and chose to read
his essay in front of the class.

TEACH A COURSE 5
CHAPTER 3:
SOMETHING WEIRD
HAPPENS
 Joel was disappointed that his
vacation was not as spectacular
as portrayed in his article.
 Joel struggled to come up with
ideas for another writing project
on a pet when his teacher
assigned it.
 However, when visiting the
library, Joel ran across his
favorite author, Anastasia
Olivetti, who congratulated him
for his brilliant concept from his
previous suggestion.

6
 CHAPTER 4: MORE
WEIRD THINGS
HAPPEN
 Joel was astonished to see a
large crowd at Mr. Gelati's ice
cream business. Mr. Gelati
identified him as the creator of
the well-known "Joel's Jelly
Baby Freeze" ice cream.
 The manager of the pizza shack
greeted Joel and his family, as
he was the lucky winner of a
year's supply of free pizza. They
had a good time eating together.
 When Joel reflected on the day,
he realized that it all began
when he believed he had
nothing to write about. His
imagination took him to
unexpected places and amazing
TEACH A COURSE adventures. 7
 CHARACTERS

Joel Joel’s new teacher

Active, imaginative, creative, Gentle, loving, caring,
Determined, Inventive encouraging, kind, motivating

Natalie
Tom
Optimism, supportive,
Brave, adventurous enthusiastic

8
 CHARACTERS

Mr. Gelati
Anastasia
Generous, appreciative,
Friendly, extroverted
hardworking

Gran Mum
Helpful, caring, warm Loving, caring, concern

9
 SETTINGS

Pizza’s Ice cream’s parlour Classroom Library

10
MORAL VALUES
• Nothing is impossible in this world as long as we approach things optimistically.
• We must never give up and constantly strive for excellence in all that we do.
• Instead than waiting for things to come our way, we should work hard. In our daily lives, we should not tell lies or
make up stories unless in literature in term to elevate our creativity and imaginations.

11
 ACTIVITY 1: FLIP ME

• The Chapter 1 Pair Work exercise

is intended to actively involve
students in collaborative learning.
It starts with students reading the
chapter to develop a common
knowledge of the material.
• They then discuss and recollect the
chapter's events and activities,
enhancing memory retention.
• Students work in pairs or small
groups to match words to pictures
using play cards and use their
cognitive abilities and enjoy a
competitive aspect by flipping the
cards and winning matches.
• This practice promotes teamwork,
communication, and active
engagement, all of which improve
the learning experience.

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 Steps for Pair Work:

*After reading Chapter 1

ACTIVITY 1: FLIP ME
1. Ask students to recollect all of the events and activities that Joel and his
classmates participated in.
2. Students collaborate in pairs or small groups.
3. A set of play cards is supplied to each pair/group.
4. The play cards are made up of word and graphic cards.
5. Students place word cards on the left and picture cards on the right, all
facing down.
6. The first person flips one word and one picture card at a time. If the word
card represents the flipped picture, he or she wins the card and gets to flip
it.

Educational Emphasis:
• Thinking skills (memorization)
• Multiple intelligences (visual-spatial as well as physiological kinesthetic)
Flip Cards:

Playing on the Skating on the

swing skateboard

Listening to
Playing
stories
basketball

Playing board
Watching DVD games

14
ACTIVITY 2:
INTERVIEW

• Grouping pupils stimulates

collaboration and active engagement.
Students are prompted to think of
questions they would ask idols after
seeing a photo or video of him.
• Worksheet 2 assists them in
designing an interview between a
reporter and the artist. Acting out the
interview allows for creativity while
also highlighting pupils' linguistic
skills.
• Overall, this project encourages
critical thinking, creativity, and
language development while
immersing students in a real-world
learning experience.

15
 Group work: Interview
ACTIVITY 2: *After reading Chapter 3:
INTERVIEW Something weird happens

Educational Priorities Steps

1. Divide students into groups.
• acquiring knowledge 2. Display a photograph or
• Multiple intellectual video clip of an artist.
abilities 3. Elicit from students the
• (intrapersonal, bodily- questions they will ask if
kinesthetic) they meet him.
• Thinking skills 4. Hand them worksheet 2 and
(creation) instruct them to design an
interview between the
reporter and the artist.
5. Each group will act out the
interview.
6. Select the most creative,
fluent, and well-
pronounceable group.
16
ACTIVITY 2 (WORKSHEET) ______________________

Create an interview between the reporter and the artist.

_____________________________
_______________________ _____________________________
_______________________

__________________________

____________________ ________________________

_____________________________
_______________________ ________________________
_____________________________
_______________________
17
 ACTIVITY 3:
SOUNDS AND
PLACES

• Students will go over a table or

worksheet with several settings in this
assignment. They will next listen to an
audio cassette and match the sounds to
the appropriate settings.
• Following that, students will collaborate
in groups of four to select a scenario to
act out in front of the class.
• The remaining pupils will attempt to
predict the situation being acted out.
• This game helps students enhance their
listening skills, collaboration, creativity,
and communication abilities while
making learning enjoyable and
interesting.

TEACH A COURSE 18
Steps:

1. Hand out Worksheet 3 (or draw a

table on the board) to students.
2. Students review the table in Educational focuses:
Worksheet 3.
• Multiple
3. Play the audio tape again and
Intelligences
have the students listen carefully. (Naturalistic, Verbal
Sounds were played (links can be Linguistic)
found in the proposed answer
• Thinking Skills
table).
(Analyzing,
4. Students have to describe the Rationalizing)
sound to the settings in the
supplied table. • Contextual
understanding
5. Get people to respond. ACTIVITY 3:
6. Students work in groups of four
and choose one of the SETTING SOUNDS
aforementioned scenarios.
7. Students act out a scenario from
(AUDIO LEARNING)
one of the settings in front of the
class. The scene is guessed by the
class. 19
 Worksheet 3: Describe the following sound

Sound Describe the places

https://www.youtube.com/watch?
v=b4YsFqXHolU

Audio Source: https://www.youtube.com/watch?

v=SPWFlPfuDgo&pp=ygUTaW
• https://www.youtube.com/watch?v=b4 NlY3JlYW0gc2hvcCBzb3VuZA
%3D%3D
YsFqXHolU
• https://www.youtube.com/watch?v=SP https://www.youtube.com/watch?
WFlPfuDgo&pp=ygUTaWNlY3JlYW v=KQjo8v6HDmM&pp=ygUXc
mVzdGF1cmFudCBzb3VuZCBl
0gc2hvcCBzb3VuZA%3D%3D ZmZlY3Q%3D

*Teachers Note: https://www.youtube.com/watch?

v=t7bxsTm4IyM&pp=ygUcYmV
Advanced students can download sbCByaW5nIGhvdGVsIHNvdW
5kIGVmZmVjdA%3D%3D
additional noises that can be heard at
various settings. Students might show it to
their peers and ask them to guess.
20