And Something Weird Happened PDF

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TABLE OF CONTENTS
A GUIDE FOR TEACHERS
WHAT IS A SHORT STORY 7
ELEMENTS IN SHORT STORY 8
STAGES IN WORKING WITH A TEXT
BEFORE READING
WHILE READING
AFTER READING 15
INTRODUCING THE SHORT STORY
REVOLVING AROUND THE TEXT 17
SYNOPSIS 20
CHARACTERS 22
DESCRIPTION OF PEOPLE IN THE STORY 25
SETTING/PLACE OF THE STORY 27
EVENTS IN THE STORY 28
MORAL VALUES AND MESSAGES IN THE STORY 29
SUGGESTED ACTIVITIES
REVOLVING AROUND THE TEXT
FRONT OR BACK? 31
MATCH ME! 36
MY TOP THREE WISHES 39
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SYNOPSIS
CHAPTER 1
WHAT A BORING HOLIDAY! 42
OUR HOLIDAY COLLAGE 43
CHAPTER 2
WHAT HAPPENS NEXT? 44
CHAPTER 3 AND 4
LETS GUESS 49
SENTENCE STRIPS 51
WHO SAID THAT? 53
ADDITIONAL ACTIVITIES (UPON COMPLETION OF THE BOOK)
SUMMARY CARDS 56
GUESS THE CHAPTER 64
STORY CHAIN 70
PEOPLE IN THE STORY (CHARACTERS)
WHO AM I? 71
DESCRIBING THE CHARACTERS 74
MY FAVOURITE PERSONALITIES 76
MY FAVOURITE CHARACTERS 78
MY MASCOTS JOURNEY 79
MEME GENERATOR 80
SETTING
TOWN PLANNER 85
I SPY 87
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LISTING THINGS 88
SOUNDS AND PLACES 90
HEY, WHATS HAPPENING? 93
ONOMATOPOEIA PLAY 95
EVENTS IN THE STORY
CHAPTER 1
LIST ME 98
FLIP ME 101
HOW WEIRD IS MY HOLIDAYS? 104
CHAPTER 2
WRITERS BLOCK 105
PLOT ME 109
BUBBLE, BUBBLE. 114
CHAPTER 3
WEIRD HAPPENINGS 118
MY FAVOURITE PET 120
AN INTERVIEW 123
CHAPTER 4
WEIRDO 125
MY PIZZA 127
I SCREAM FOR ICE-CREAM 129
MESSAGE/MORAL OF THE STORY
THE DOS AND DONTS 133
WILD IMAGINATIONS 136
TAKE NOTE 138

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GOING BEYOND THE TEXT
A WEIRD HAPPENING 141
CHORAL SPEAKING 142
DEVELOPING THE STORY 144
MAKING A NEW COVER 145
THANK YOU NOTE 146
SAMPLE LESSON PLANS
SAMPLE 1 (SK) 150
SAMPLE 2 (SJK) 153
SAMPLE 3 (SK) 156
SAMPLE 4 (SJK) 162
SAMPLE 5 (SK) 168
SAMPLE 6 (SJK) 171
ASSESSMENT
INDIVIDUAL 176
GROUP 177
SELF REFLECTION 178
GLOSSARY 180
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A GUIDE FOR
TEACHERS
6
WHAT IS A SHORT STORY?
Short
Simple Short Limited

plot
Story characters
Single
setting
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ELEMENTS OF A SHORT STORY
Theme
Characters Setting
Elements of a
Short Story
Point of view Plot
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THEME
The main idea of a literary work,

WHAT IS THEME?
usually expressed as a generalization.
WHAT IS A THEME?
A central message, concern, or insight into life expressed through a literary work
It is the author's underlying meaning or main idea.
Can be expressed by one or two sentences.
Open to interpretation.
Use various figures of speech to emphasize his theme, such as: symbol, allusion,
simile, metaphor, hyperbole and irony.
Examples of Themes:
Love is blind
Believe in yourself
Man proposes, God disposes.
Don't judge a book by its cover
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SETTING
The place and time where the

story took place.
HISTORICAL
PHYSICAL SETTING GEOGRAPHICAL
SOCIAL
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CHARACTERS
The people, animals or things
in the story.
TYPES OF CHARACTERS
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PLOT
Plot is the sequence or order of
events in a story.
PLOT STRUCTURE
Climax
The most
Rising intense Falling
Action moment Action
Resolution
Conflicts & The events

crisis in the between the The
story that climax and conclusion of
Exposition leads to the resolution the story
climax
The start of
the story.
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POINT OF VIEW
Point of view is the perspective from which a story is told. We may choose to tell our story
in
First Person Point of
first person, using "I" or "we";
Third Person Point of
second person, "you," the least common point of view.
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STAGES In WORKING
WITH THE TEXT
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Before Reading
Prediction
Activate Background Knowledge Providing background information
During Reading
Predict and check Cross check
Connect Background Knowledge to the Information in the Text
After Reading
Discuss and Respond Retell and Summarize
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Introducing
the short
story
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Title
Characters
Author
Publishers
logo
Publisher
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Illustrator
Publishers name
Publisher
and address
ISBN number
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Illustrator
Synopsis
Characters
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SYNOPSIS OF EACH CHAPTER
CHAPTER 1: A VERY BORING HOLIDAY
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
about their holiday, leaving Joel wondering.
CHAPTER 2: MAKING IT UP
Joels 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. Thats 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
Natalie and his grandmother.
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.Gelatis 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 Joels essay to the whole class
and returned it to him feeling satisfied.
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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. Joels 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
recognized Joel and thanked him for his idea.
CHAPTER 4: MORE WEIRD THINGS HAPPEN
After the library, they headed to Mr. Gelatis 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, Joels Jelly Baby Freeze. Again, just like in his
imagination. Joels 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. Joels
mother reminded him to finish up his homework. Joels started on his homework and he
imagined. He imagined having a horse.or a crocodile.or even a dinasour.
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CHARACTERS
Characters are the people

or animals in the story.
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CHARACTERS
Joel Joels new teacher
Tom Yuki
Ben 23 Natalie
CHARACTERS
Gran Anastasia Olivetti
Mr. Gelati Mum
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CHARACTERS
DESCRIPTION OF PEOPLE IN THE STORY
CHARACTERS DESCRIPTIONS WHY WE SAY THIS
Joel active ... played on the swings at the

park, listened to story time at
the library and swum in the local
pool............ (pg. 7)
imaginative That was true. But then I

started to imagine.(pg 12)
creative I told her. Anastasia Olivetti

was so pleased with my ending,
she................... (pg. 13)
determined Excellent! I thought. Id already

filled two pages!
Joels new gentle

teacher
loving No-one wanted to hear about
that! But my new teacher did.
caring
encouraging Well, if you really didnt do

anything exciting, she said,
motivating then make something up!
patient
My new teacher looked at me.
kind/ Now she looked as if she felt a
sympathetic bit sorry for me.
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Tom adventurous Toms cousin was a
skateboard champ. Hed
brave/bold/ daring taught Tom some really good
tricks.
Yuki thoughtful ....to visit her grandparents

in Japan.
Mr. Gelati generous ...rushed out with two huge

ice-creams in his hands.
Mum loving Have you startedyour

(Joels mother) caring homework yet?
shows concern
Gran helpful My gran came to look after

(Joels grandmother) caring us.
warm
Anastasia Olivetti friendly My friend, Joel! She gave

me a big hug.
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SETTING
The story takes place mainly in the classroom. Apart from that, the story also takes the
readers to the main characters home and several of the towns landmarks namely the
public library, the ice-cream parlour (Mr.Gelati) and a pizza joint (Pizza Shack).
Joels classroom The public library
The ice-cream parlour, Mr. Gelati The pizza joint, Pizza Shack
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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.
His teacher assured him that surely he has something interesting to

write about his holiday and so Joel started imagining and writing about
meeting Anastasia Olivetti, his favourite author in the library.
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.
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MORAL VALUES AND MESSAGE IN THE STORY
MORAL VALUES IN THE STORY
Determination
Diligence
Helpful
MESSAGE IN THE STORY
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.
We should be hardworking instead of waiting for things to come our way.
We should not lie and make up stories in our lives.
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Suggested Activities
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ACTIVITY 1: FRONT OR BACK? LS: 4.2.1
Individual work
Steps:
1. Show pupils the book cover.
2. Describe the general features of the book cover:
a. Title of the story
b. Picture of the main characters
c. Authors name
d. Illustrators name
3. Ask pupils to talk about story based on the cover. Elicit responses through Wh-
questions. For example:
What can you see from this book cover?

What is the story about?
What do you think will happen to the boy in the picture?
What will the ending be?
4. Distribute Worksheet 1 to pupils for them to complete.
5. Show another story book and get pupils to identify the features on the cover.
* Teachers note: The cover refers to the front and back of the book.
Educational Emphases:
Multiple Intelligences (Visual-Spatial)

Contextual Learning
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Front Cover
32
Synopsis
Characters
ISBN
number
Publishers
Publisher
website
Back Cover
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WORKSHEET 1
Name the features found on the cover.
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ANSWERS
Name the features found on the cover.
title
characters
author
illustrator
synopsis
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ACTIVITY 2: MATCH ME! LS: 4.2.1
Individual work
Steps:
1. Ask pupils to skim through pages 5, 6 & 7.

2. Ask pupils to match the correct activities for each character in Worksheet 2.
3. Ask pupils about their activities during the holidays and share with the whole class.
For example:
What did you do during the holidays?
Did you share the same activities as the characters in the story?
Did you do it alone? Or with your family or friends?
Any interesting moments that you would like to share?
Did you like the activity? Why?
4. Ask pupils to write a short reflection on their experiences during the holidays.
Multiple Intelligences (Verbal-Linguistic)

Assessment
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WORKSHEET 2
Match the characters to the activity based on the short story. Use a different colour for
each character.
CHARACTER ACTIVITY
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ANSWERS
Match the characters to the activity based on the short story. Use a different colour for
each character.
CHARACTER ACTIVITY
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ACTIVITY 3: MY TOP 3 WISHES LS: 4.2.1
Pair work
Steps:
1. Ask pupils to list the events that happened to Joel.
2. Ask pupils to imagined how they would have felt if they were Joel.
E.g. How would you feel if you were Joel?
Lower-Intermediate Pupils (No tech)
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.
Average (High Tech : Teacher uses software)
i. Teacher visits this website www.storybird.com and sign up as a Teacher.
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 friends work.
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vii. Teacher can check pupils work under the Class Library.
* Teachers Note
For detailed guidelines on Storybird, please download the Quick Guide

here: goo.gl/FJQGCi and the Tutorial here: goo.gl/hV8LrN
Or watch the tutorial on YouTube here:goo.gl/9mYbsP
For further information, please visit: help.storybird.com
Advanced (Low Tech : Teacher uses videos and audios)
i. Divide the pupils into groups of 3-4.
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
imaginations using Photo Story.
iv. Ask each group to download the resources (images, audio) or teacher provides a
resource pack (downloaded images and audio) for the pupils.
v. Ask each group to use the resources to build the video. Pupils may add narrations
or texts to describe about the 3 imaginary things.
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
there. Pupils can then comment on their friends work.
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* Teachers Note
To install Photo Story, please download the installer here:

goo.gl/e2vHa
For detailed guidelines on Photo Story, please download the
tutorial
here: goo.gl/s8VbNv
Or watch the tutorial on TeacherTube here: goo.gl/jAJEM3
For further information, please visit: goo.gl/Fv3HHm
3. Award pupils best work with certificates or other means of acknowledgement (stars,
badges, sweets).
Creativity and Innovation

Thinking Skills (Creating)
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SYNOPSIS
ACTIVITY 1: WHAT A BORING HOLIDAY! LS: 4.2.1
Group work
Steps:
1. Pupils sit in groups.
2. Write the title An enjoyable holiday on the board.
3. Elicit responses from pupils on the title.
4. Write the responses on the board.
5. Show a picture of an enjoyable holiday.
6. Get pupils to respond to the picture. Teacher initiates by asking related questions.
Does this picture depict an enjoyable holiday?
Have you been to this place? Do you know this place?
Do you think the people are enjoying themselves?
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.
9. Pupils come up with a simple mind map on a display sheet.
10. Pupils present their work.
Multiple Intelligences (Intrapersonal)

Contextual Learning
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SYNOPSIS
ACTIVITY 2: OUR HOLIDAY COLLAGE LS: 4.3.1
Group work
Steps:
1. Pupils work in small groups.
2. Distribute display sheets, markers and old newspapers.
3. Pupils make four columns on the display sheet.
4. Each column is written with each pupils name.
5. Pupils select suitable pictures from the newspaper cuttings which depict how they
spent their holidays.
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.

Contextual Learning
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SYNOPSIS
CHAPTER 2: MAKING IT UP
ACTIVITY 1: WHAT HAPPENS NEXT? LS: 4.3.1
Pair work
Steps:
1. Distribute a brief version of chapter 2 (Handout 1) to each pupil.
2. Pupils are to read aloud and pupils are to follow.
3. Pupils work in pairs.
4. Each pair is given Worksheet 1 with the title of the chapter and a set of pictures
from chapter 2 (Handout2).
5. Pupils are to cut out the pictures and paste them on Worksheet 1 in the correct
sequence based on Handout 1 given earlier.
6. Then, pupils choose sentences from Handout1 and write them on the task sheet to
reflect each picture.
Thinking Skills
Multiple Intelligences (Verbal- Linguistics,
Bodily kinaesthetic)
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HANDOUT 1
Brief version of Chapter 2.
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
something up and he wrote it after being encouraged by his teacher. He
recalled the places he went during the holidays with his grandmother and
Natalie. He started writing and imagining. He wrote about meeting Anastasia
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 Joels 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.
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WORKSHEET 1 (To be enlarged to A3 size)
CHAPTER 1 MAKING IT UP
1. 2.
_________________________ ________________________
_____________
4 3.
__________________________ ________________________
5. 6.
_________________________ _________________________
_________________________
8. ___ 7.
_________________________ _________________________
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HANDOUT 2
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HANDOUT 2
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SYNOPSIS
CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS
ACTIVITY 1: LETS GUESS LS: 4.2.1
Pair work
Steps:
1. Pupils work in pairs.
2. Distribute Worksheet 2 to each pair.
3. Ask pupils to look at pages 19-29.
4. Pupils are to identify three important people Joel met.
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
enable pupils to complete the task.
7. In pairs, pupils are to discuss questions 2 to 4 without referring to the text.
8. Monitor and assist when necessary.
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.
11. Choose pairs randomly to read out their answers.
Thinking Skills (Remembering, analysing)

Multiple Intelligences (Logical-Mathematical)
Constructivism
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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. ___________________ ___________________ ________________________
_________
_________ ___________________ ________________________
___________________ ___________________ ________________________
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SYNOPSIS
CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS

HAPPEN
ACTIVITY 2: SENTENCE STRIPS LS: 4.2.1
Group work
Steps:
1. Read the events in Chapter 3 & 4.
2. Pupils are divided into groups.
3. Distribute jumbled up sentence strips (Handout 3) in an envelope to each group.
4. Pupils rearrange sentence strips on display sheets according to the events in the
story.
5. Select a few groups to present in front of the class.
*Teachers note:
The sentence strips (Handout 3) are already in order.
Thinking Skills (Analysing)
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HANDOUT 3
Rearrange the sentence strips in the correct order.
On Saturday, Natalie, Mum and I went to the library and shops.
Natalie and I walked towards Mr. Gelatis ice-cream shop where he was serving ice
cream.
Id 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 wed like to have using our own
imaginations.
I went home thinking I should use my imagination to write about a horse,

elephant, crocodile or a dinosaur.
Mr. Gelati rushed out with two huge ice-creams in his hands screaming Joels 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.
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SYNOPSIS
CHAPTER 3: SOMETHING WEIRD HAPPENS & CHAPTER 4: MORE WEIRD THINGS HAPPEN
ACTIVITY 3: WHO SAID THAT? LS: 4.3.1
Pair work
Steps:
1. Get pupils to look at the pictures in the short story.
2. Pupils can discuss the pictures very quickly with a partner.
3. Distribute Worksheet 3 to each pupil.
4. They match the dialogue to the appropriate character.
5. Once they have matched, discuss with pupils.
Thinking skill (remembering)
53
WORKSHEET 3
I want Joels Jelly Ive used that Looks like Mr. Ready for
everyone to Baby Freeze is ending you told Gelatis got lots pizza? Lets get
write about selling like me about. Its of customers. a family-size
your pet. But crazy! Everyone so good! My Shack Special
not the pet wants it! Thank books all with double
youve really you, thank you! finished. I topping.
got. dedicated it to
you. Thank you,
thank you!
NATALIE MR. GELATI TEACHER MUM ANASTASIA

OLIVETTI
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ANSWERS
I want Joels Jelly Ive used that Looks like Mr. Ready for
everyone to Baby Freeze is ending you told Gelatis got lots pizza? Lets get
write about selling like me about. Its of customers. a family-size
your pet. But crazy! Everyone so good! My Shack Special
not the pet wants it! Thank books all with double
youve really you, thank you! finished. I topping.
got. dedicated it to
you. Thank you,
thank you!
NATALIE MR. GELATI TEACHER MUM ANASTASIA

OLIVETTI
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SYNOPSIS
ADDITIONAL ACTIVITIES FOR ALL CHAPTERS (POST READING)
ACTIVITY 1: SUMMARY CARDS LS: 4.3.1
Group work
Steps:
1. Go through chapter by chapter with the pupils by referring to the book.
2. Ask questions as they scheme and scan through the book.
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?
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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).
6. Pupils compile the summary cards into a booklet.
7. Pupils present their work.
Multiple Intelligences (Interpersonal,

Bodily Kinaesthetic)
Thinking skills (remembering)
57
SUMMARY CARDS
CHAPTER 1: ___________________________________
PASTE YOUR PICTURE HERE
1. Identify the characters in this chapter.
2. Who is the main character?
..
3. Where is/are the setting(s) for this chapter?
4. State an interesting event that happened.
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CHAPTER 2: ___________________________________
1. Identify the characters in this chapter.
2. Who are the three new characters introduced in this chapter?
..
3. Where did Joel meet the three new characters?
4. State an interesting event that happened here.
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CHAPTER 3: ___________________________________
1. Where did Joel go?
2. Who was with him?
..
3. What happened here?
4. Who did he meet?
5. State an interesting event that happened here? If yes, state them.
6. Who would you like to meet in your life and why?
7. Who is your favourite author?
....
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CHAPTER 4: ___________________________________
1. Where did Joel go?
2. Who did he meet?
....
3. Was he happy meeting them? Why?
4. What do you like about this chapter?
..
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HANDOUT 4
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HANDOUT 4
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SYNOPSIS
ACTIVITY 2: GUESS THE CHAPTER! LS: 4.2.1, 4.3.1
Group work
Steps:
1. Pupils work in groups of 4-5.
2. Each group is given a picture booklet (jumbled up).
3. Pupils take turns to look at a picture from the booklet and describe it to the other
members in the group.
4. Members of the group should listen carefully and guess the correct chapter the
picture is from without looking at the picture.
Multiple Intelligences (Visual-Spatial &

Verbal-Linguistic)
Thinking Skills (Synthesising)
Constructivism
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*Teachers note:
The pictures in the picture booklet for this activity should not be in sequence
following the chapter.
*Idea on how to compile the pictures into a booklet.
The picture can be photocopied larger and laminated.
Punch a hole in the top left corner of each picture and all pictures are
compiled together in a ring.
PICTURE BOOKLET
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66
67
68
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SYNOPSIS
ACTIVITY 3: STORY CHAIN LS: 4.2.1, 4.3.1
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
goes on until the last picture in the booklet.
Multiple Intelligence (verbal-
linguistics)
Constructivism
Creativity and innovation
Thinking skills (creating)
*Note for teacher:
The pictures in the picture booklet for this activity should be in sequence following the
chapters.
70
ACTIVITY 1: WHO AM I? LS: 4.2.1
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.
3. Then, pupils are asked to identify the characters.
4. Discuss the answers with the pupils.
Multiple Intelligences (Visual Spatial,
Bodily-Kinesthetic)
Thinking Skills (Remembering)
*Note for Teacher:
Teacher can select a few pairs to present their answers.
Suggested Answers:
Major Character - Joel
Minor Characters - Joels new teacher, Yuki, Ben, Natalie ( Joels

sister), Tom, Joels mother, Joels grandmother,
Anastasia Olivetti, Mr Gelati
71
WORKSHEET 1
AND SOMETHING WEIRD HAPPENED .......
Paste the pictures in the boxes provided. Name the characters.
MAJOR CHARACTER
_______________
MINOR CHARACTERS
______________ ________________ _________________
________________ _________________ ________________
________________ _________________ ________________
72
HANDOUT1
Cut and paste the pictures into the boxes provided in Worksheet 1.
73
ACTIVITY 2: DESCRIBING THE CHARACTERS LS: 4.2.1
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.
2. Pupils compare their answers with their friends.
3. Pupils present their answers.
i-Think Programme (Bubble map)
Thinking Skills (applying)
Suggested Answers
Joel - active, imaginative, creative, determined

Natalie - young
Joels mother - concerned, caring, understanding
Joels grandmother - caring, loving, concerned, responsible
Joels New Teacher gentle, loving, caring, encouraging, motivating,
patient, kind
Yuki - thoughtful
Ben active, athletic, determined
Toms cousin - active, athletic, determined, supportive, kind, loving
(Accept any suitable answers)
74
WORKSHEET 2
Write down the words that best describe each character.
75
ACTIVITY 3: MY FAVOURITE PERSONALITIES LS: 4.2.1
Group work
Steps:
1. Pupils are given Worksheet 3.
2. Teacher recalls the adjectives learnt (Refer to Activity 2).
3. In groups, they are asked to choose 2 famous/ prominent personalities of their
choice and describe them. (Teacher can provide the pictures if necessary)
i-Think Programme (Bubble map)
Thinking Skills (applying)
Suggested answers
beautiful, caring, loving, gentle,

attractive
brilliant, intelligent, determined, famous
(Accept any suitable answers)
76
WORKSHEET 3
Describe each personality.
Famous
Personality 1
(Cut and paste
here)
Famous
Personality 2
(Cut and paste
here)
77
ACTIVITY 4: MY FAVOURITE CHARACTER LS: 4.2.1
Group work
Steps:
1. Pupils are divided into groups of five.
2. Each group is given a pair of scissors, A4 paper (coloured and white), glue, colours
(colour pencil, crayon), manila card.
3. In their respective groups, pupils are asked to discuss and complete the given
task.
Teachers Instructions:
a. Write the name of your group in the middle of an A4 paper.
b. Cut out the shape of your groups 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
groups 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.
6. The group that finishes first will be the winner.
7. Presentation of each group is done and teacher provides necessary
comments/feedback.
Multiple Intelligences Intrapersonal, Bodily-

Kinaesthetic, verbal linguistic
Thinking Skills Creating
78
ACTIVITY 5: MY MASCOTS JOURNEY LS: 4.2.1, 4.3.1
Group project
Steps:
1. Find a small soft toy or puppet which will become each groups mascot.
2. In their respective groups, pupils are asked to:
choose a name for the mascot,
discuss its background
where it comes from,
its friends and family,
its likes and dislikes, etc
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).
6. Encourage them to be as creative as possible.
7. When the mascot returns to school, spend some time discussing what it has done
and where it has been.
8. The class could make a book describing the mascot's travels.
Teachers 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.
Multiple Intelligences
(Intrapersonal, Bodily-Kinaesthetic)
Thinking Skills -Creating
79
ACTIVITY 6: *MEME GENERATOR LS: 4.3.1, 4.3.2
Group work
Steps:
1. Pupils work in groups of 4.
2. Show a sample meme on teachers as a stimulus to introduce the next activity.
3. Ask pupils questions based on the meme to stimulate discussion
What do my friends think I do?

What does my mother think I do?
What does the society think I do?
What do my students think I do?
What do I think I do?
What do I really do?
4. Based on the given meme template, create a meme for each main occupation
found in the short story. Find and cut out suitable pictures from old magazines
or newspapers that best illustrate your responses.
5. Pupils paste their work on the wall to share with the rest of their peers.
Invite pupils to do a gallery walk.
*Teachers note:
Meme is pronounced as /mem/.

Ask pupils to bring old magazines or old newspapers for the lesson.
Teacher can distribute a soft copy of the template at
http://www.quickmeme.com/meme/364j15/ and ask pupils to create the meme on
the computer. Pupils may later present it in class using the projector.
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
ACTIVITY 1: TOWN PLANNER LS: 4.2.1, 4.3.1
Group work
Steps:
1. Distribute Worksheet 1 to each group.

2. Pupils study the distributed map. Teacher explains that some of the buildings in
the map have not been labelled.
3. Pupils discuss an ideal location for the following and indicate the buildings in the
map.
a school
a public swimming pool
an ice-cream shop
a pizza shack
4. Pupils label the buildings in the map.
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
swimming pool, the ice-cream shop and pizza shack.
(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.
Multiple intelligences (Visual-spatial, Verbal

linguistic)
Thinking skills (Analysing, Evaluating, Synthesising,
Rationalising)
Contextual learning
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
ACTIVITY 2: I SPY LS: 4.2.1
Pair work
Steps:
1. Show the following picture to the pupils.
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 _____.
4. The class makes guesses.

Contextual learning
Thinking skills (analysing, applying)
87
SETTING
ACTIVITY 3: LISTING THINGS LS: 4.2.1
Individual work
Steps:
2. Pupils look at the pictures.
3. Pupils list things likely to be found at each place in the given boxes.
4. Pupils name at least 6 things that can be found at each place.
Suggested answers:
Ice-cream shop Pizza restaurant Public library
1. ice-cream cones 1. plates 1. books
2. ice-cream 2. spoons 2. shelves
3. straws 3. forks 3. rubber stamps
4. strawberries 4. knives 4. tables
5. chocolate topping 5. vegetables 5. chairs
6. glasses 6. pepperoni 6. bags
i-Think (Tree Map)
Contextual Learning
Thinking Skills (application)
88
WORKSHEET 2
Listing Things
Ice-cream Pizza shack Public library

shop
The things we can find here include...

1. _________________ 1. _________________ 1. ________________
2. _________________ 2. _________________ 2. ________________
3. _________________ 3. _________________ 3. ________________
4. _________________ 4. _________________ 4. ________________
5. _________________ 5. _________________ 5. ________________
6. _________________ 6. _________________ 6. ________________
89
SETTING
ACTIVITY 4: SOUNDS AND PLACES LS: 4.2.1, 4.3.2
Individual work
Steps:
1. Distribute Worksheet 3 (or draw the table on the board).
2. Pupils study the table in Worksheet 3.
3. Play the audio recording twice and pupils listen attentively to the
sounds played (the links are provided in the suggested answer table).
4. Pupils match the sound to the settings in the table provided.
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.
Class guesses the scene.
*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.
Multiple intelligences (Naturalistic, Verbal

linguistic)
Thinking skills (Analysing, Rationalising)
Contextual learning
90
Suggested answers and links:
Sound Setting Link

number
1 Classroom http://www.youtube.com/watch?v=e-86xNCNts8
2 Pizza shack http://www.youtube.com/watch?v=CU069VIqoUw
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
Sound number Setting
Pizza shack
1
Public library
2
Ice-cream shop
3
Classroom
4
92
SETTING
ACTIVITY 5: HEY, WHATS HAPPENING? LS: 4.2.1, 4.3.1, 4.3.2
Group work
Steps:
1. Pupils work in groups of four. Number the groups (E.g.: group 1, 2, etc). Each
group member is labelled as A, B, C and D.
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.
(The first one has been done for you).
*Teachers 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.
i-Think (Circle Map)
Multiple intelligences (Interpersonal, Visual
Spatial, Bodily Kinesthetic)
93
WORKSHEET 4
people talking
SETTING:
________________
SETTING:
________________
SETTING:
________________
94
SETTING
ACTIVITY 6: ONOMATOPOEIA PLAY LS: 4.2.1, 4.3.2
Pair work
Steps:
1. Distribute Worksheet 5 to each pair.
2. Ask pupils to look at the pictures in the worksheet.
3. Pupils identify the sound in each picture and write their responses in the
appropriate boxes.
4. Ask pupils where they might hear similar sounds elsewhere.
Multiple intelligences (Verbal linguistic)
Contextual learning
95
WORKSHEET 5
PICTURE SOUND PLACE
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
PICTURE SOUND PLACE

Public library
Shh. Classroom
Ice-cream shop
Rrring Pizza shack
Public library
Classroom
Clank Pizza shack
Bloop Ice-cream shop

Pizza shack
Ting Ice-cream shop

Tingle Classroom
Jangle
Ding
Cring Public library
97
EVENTS IN THE STORY
ACTIVITY 1: LIST ME L.S: 4.2.1
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
(pupils are not supposed to refer to the text).
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.
What did Tom do with the skateboard?

Who played basketball?
What did Joel do in the library?
Who did Joel play with on the swings?
Where did Yuki fly to?
6. Distribute Worksheet 2 for pupils to complete individually.
i-Think (Brace Map)

Thinking skills (analysing, applying)
Contextual learning
98
WORKSHEET 1
Refer to pictures on pages 6 and 7. Relate words associated to the pictures.

List all the words in the circle below. It can be nouns or verbs.
www.dreamstime.com
99
WORKSHEET 2
played on the swing,___

__Joel_____
______________________
______________________
__________
______________________
______________________
Holiday activities_ __________
______________________
______________________
__________
______________________
______________________
___________
______________________
100
EVENTS IN THE STORY
ACTIVITY 2: FLIP ME L.S: 4.2.1
Pair work
Steps:
*After reading Chapter 1
1. Get pupils to recall all the events and activities Joel and his classmates did.
2. Pupils work in pairs or small groups.
3. Each pair/group is given a set of play cards.
4. The play cards consist of word cards and picture cards.
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
picture. Example shown below).
Thinking skills (remembering)

Multiple intelligences (visual-spatial & bodily
kinaesthetic)
Example:
Playing basketball
MEMORY FLIP CARDS
101
WORD CARDS
Playing basketball Skating on a

skateboard
Flying in an Playing on the swing

aeroplane
Watching DVD Listening to stories
Playing board games Walking the dog
102
PICTURE CARDS
103
EVENTS IN THE STORY
ACTIVITY 3: HOW WEIRD IS MY HOLIDAYS? LS 4.3.1, 4.3.2
Pair work
Steps:
1. Assign a role to each pair (pair 1: Yuki, pair 2: Tom, pair 3: Ben, pair 4: Rosie, pair 5:
Yuki, pair 6: Tom and so on).
2. In pairs, pupils create a story on a weird holiday.
3. Provide a guideline for them to write (Handout 1).
4. Each pair writes a short paragraph based on the guideline given.
5. Select pairs at random to present their work.
Handout 1
You may use these questions as a guideline to write your weird holiday story.
1. Introduce your role.
2. Tell your friends where you went.
3. Did you enjoy your trip?
4. Anything interesting happened?
5. How did you feel?
6. What did you do?
7. How did you react?
8. Was it unusual?
Multiple intelligence (Verbal-linguistic)
Thinking skills (synthesising)
104
EVENTS IN THE STORY
CHAPTER 2: MAKING IT UP!
ACTIVITY 1:WRITERS BLOCK LS 4.2.1, 4.3.1
Pair work
Steps:
1. Each pair skims through pages 12,13,14,16.
2. They list out events that happened to Joel.
3. Distribute Worksheet 3 and get each pair to write their own version if a similar
event had happened to them before.
4. Pupils present their own version of the story to the whole class.
Multiple intelligence (verbal-linguistic)
Thinking skills (Synthesising)
105
WORKSHEET 3
a) Complete your own version of the story given.
Joels story
We went to the library for story

time. You wouldnt believe it. It was my
favourite author, Anastasia Olivetti. She was
making a surprise visit to our local library.
I told her, Anastasia Olivetti was so

pleased with my ending.
(page 12)
And now, its time for your new version of the story
We went to the library for story time. You wouldnt
believe it.___________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
106
b) Complete your own version of the story given.
Joels story
They want something new.

Something different. I cant think of
anything different at all!
I thought about it. How about

putting jelly babies in the ice-cream? I said.
That would be different!
(page 14)
They want something new. Something different. I
cant think of anything different at all!
I thought about it. How about____________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
107
c) Complete your own version of the story given.
Joels 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.
When Natalie and I pushed the door open,

the band started to play. All the people cheerd wildly.
Natalie and I were the Pizza Shacks one

millionth customers! We got free pizzas for a year!
(page 16)
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.
When Natalie and I pushed the door open,__________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
108
EVENTS IN THE STORY
ACTIVITY 2: PLOT ME LS 4.2.1
Group work
Steps:
1. Distribute cut-out pictures to each group.
2. Pupils sequence the pictures on a display sheet according to the story line.
3. Pupils match the pictures with the given dialogues correctly.
Multiple intelligence (visual-spatial &
bodily kinaesthetic)
Thinking skills (understanding)
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.
Nothing, I said. But I didnt! I said. I had a

really, really, boring holiday!
Nothing, absolutely nothing?
said my teacher. My new teacher looked at me.
Now she looked as if she felt a
Well, nothing that I can write
bit sorry for me.
about, I said.
I watched her walk away. I told her. Anastasia Olivetti

was so pleased with my ending,
Make it up, shed said. Make it
she said shed dedicate her next
up
book to me.
All right then, I thought, I will.
I read over what Id written.
Ill make it up. And Ill really
Pretty good, I thought. Great
make it exciting!
start! I went on.
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. Thats a
Shacks one millionth customer!
great idea! What an ice-cream!
We got free pizza for a year!
Ill call it Joels Jelly Baby
Freeze.
My teacher looked over my So Joel has a very, very

shoulder. exciting holiday, didnt he? she
finished. She winked at me again.
I knew you could do it, Joel,
she said. And again, something sort of
Thats wonderful! Will you let sparkled in the air

me read it to the class? around her.
And she did.
113
EVENTS IN THE STORY
ACTIVITY 3 BUBBLE, BUBBLE LS 4.2.1, 4.3.2
Pair work
Steps:
1. Distribute Worksheet 4 to each pupil.
2. Pupils are asked to complete the speech bubbles.
3. Pupils check their answers with their partner.
4. Get pupils feedback and list answers on the board.
5. In pairs, pupils role play the dialogues that they have completed.
* Teachers Note:
Accept any suitable answers.
Multiple intelligence (Verbal-linguistic, bodily-

kinaesthetic)
Thinking skills (creating, applying)
114
WORKSHEET 4
Fill in the speech bubbles with suitable expressions.
Khairil, you should have

1) started writing your essay
fifteen minutes ago.
2)
115
Hmm, what
pizza should I
have today?
3)
4)
Wow! He is so
smart.
116
5)
6)
117
EVENTS IN THE STORY
ACTIVITY 1: WEIRD HAPPENINGS LS 4.2.1, 4.3.1
Pair work
Steps:
1. Show pupils picture on page 19.
2. Write the title of chapter 3 on the board.
3. Pupils predict what they are going to read by looking at the picture.
4. Distribute Worksheet 5.
5. Pupils complete the bubbles.
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
ACTIVITY 2: MY FAVOURITE PET LS 4.3.1, 4.3.2
Individual work
Steps:
1. Teacher asks pupils about their pets.
2. Show a slide of a rabbit (pet) with its descriptions.
3. Encourage pupils to describe their pets.
4. Distribute worksheet 6 and ask pupils to create their dream pets and
describe it
5. Pupils display their dream pets and do a gallery walk.
6. Pupils are given three stars each to stick on to their top 3 dream pets.
7. Award the winners with the most stars.
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:
I- Think (bubble map)

(verbal-linguistic, visual-spatial)
Thinking skills ( Creating)
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
Create your dream pet and describe it.
MY DREAM __________
122
EVENTS IN THE STORY
ACTIVITY 3: AN INTERVIEW LS 4.2.1, 4.3.2
Group work
Steps:
1. Divide pupils into groups.
2. Show a picture/video clip of an artiste (Sheikh Muzaffar).
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
and the artiste.
5. Each group will role play the interview.
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
( Intrapersonal, bodily-kinesthetic)
123
WORKSHEET 7
Create an interview between the reporter and the artiste.
Question: _________________________________________________
________________________________________________
Answer: _________________________________________________
________________________________________________
Question: _________________________________________________
________________________________________________
Answer: _________________________________________________
________________________________________________
Question: _________________________________________________
________________________________________________
Answer: _________________________________________________
________________________________________________
124
EVENTS IN THE STORY
CHAPTER 4: MORE WEIRD THINGS HAPPENED
ACTIVITY 1: WEIRDO LS 4.3.1, 4.3.2
Individual work /Pair work
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.
5. Pupils do a gallery walk.
*Teachers Note:
Pupils may work individually or in pairs.
Preparation: Refer to Handout 1. Cut along the dotted lines. The incomplete
picture will later be distributed to pupils.
Multiple Intelligences (Interpersonal, Visual
Spatial)
Thinking Skills (Creating, Analysing)
125
HANDOUT 1
126
EVENTS IN THE STORY
ACTIVITY 2: MY PIZZA LS 4.3.1, 4.3.2
Group work
Steps:
1. Distribute modelling clay of different colours to each group.
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:
i. What are your favourite pizza toppings?
My favourite pizza toppings are _____, _____ and _____.
ii. Why do you like them?
I like _________, __________ and ___________ because they are
_________________.
4. Group presentation: based on the prompt questions, each group describe their pizza
and explain what are their favourite toppings and why.
Multiple Intelligences (Intrapersonal,
Interpersonal, Bodily-Kinaesthetic, Verbal
Linguistic
127
SAMPLE OF FINISHED PRODUCTS
128
EVENTS IN THE STORY
ACTIVITY 3: I SCREAM FOR ICE-CREAM LS 4.3.1, 4.3.2
*Teachers 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
Make the necessary preparations and arrangements for the activity.
129
Group work
Steps:
1. Pupils watch a video on how ice-creams are made.
2. Demonstrate how ice-creams are made using the recipe for the home-made ice
cream (Handout 2).
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 teachers supervision. Pupils give the ice-
cream a name.
5. Pupils can enjoy their ice-cream.
6. Distribute Worksheet 8 to pupils.
*Teachers Note
Worksheet 8 can be given as homework.
Multiple Intelligences (Intrapersonal,
Interpersonal, Verbal-Linguistic)
130
HANDOUT 2
Vanillicious Ice-cream Recipe
Ingredients
300 ml cream
2 table spoons castor sugar
1 teaspoon raisins
2 trays of ice cubes
6 tablespoon salt
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.
Step 4 Shake the bags for 5 to 10 minutes or until the mixture

hardens like ice-cream.
Step 5 Once ready, remove the bag of cream.
Step 6 Your own homemade Vanillicious ice-cream is ready!!
http://stuffpoint.com/ice-cream/image/124255/nice-drawing-picture/
131
WORKSHEET 8
_______________ Ice-cream Recipe
Give your ice-cream a name!
Ingredients
replace this with anything that is
300ml cream sweet
2 tablespoons castor sugar
replace this with any fruit
1 teaspoon raisins juice
2 trays of ice cubes replace this with any fruits and/or
6 tablespoons salt nuts
2 rubber bands
Step 1 Place the cream, __________________________________

______________________ 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.
Step 4 Shake the bags for 5 to 10 minutes or until the mixture hardens
like ice cream.
Step 5 Once ready, remove the bag of cream.
Step 6 Your __________________ ice cream is ready!!
132
MORAL VALUES
ACTIVITY 1: THE DOS AND DONTS LS 4.2.1
Group work
Steps:
1. Distribute Handout 1 to each group.
2. Ask pupils to discuss in their respective groups what they think about the situation.
3. Pupils present their answers in class.
4. Based on the short story, pupils discuss the 5 things they should and should not do
(Worksheet 1).
Assessment
Multiple intelligence (interpersonal )
Thinking skills (analysing, evaluating)
133
HANDOUT 1
Share your ideas based on the situation given,
You can do it, Joel. I

know you can. Can you
complete the
essay about
your holiday?
I am not sure what to
write about.but I will
try to do something
about it. I will do my
best.
Can he??? But he

didnt go anywhere for
the holidays!
134
WORKSHEET 1
List three things you should do and three things you should not do based on the
situation.
THINGS YOU SHOULD DO
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
THINGS YOU SHOULD NOT DO
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
135
MORAL VALUES
ACTIVITY 2: Making It Up LS 4.2.1, 4.3.1
Group work
Steps:
1. Distribute Worksheet 2 to pupils showing Joels imaginations.
2. Ask pupils if it is good to make up stories.
3. In groups, get pupils to discuss whether to agree or disagree with
Joels imaginations.
4. Pupils need to give reasons in order to support their answers.
5. Pupils present their answers in class.
Educational emphases
Assessment
(verbal-linguistic, interpersonal)
Thinking skills ( Evaluation )
136
WORKSHEET 2
Joels imaginations.
Inventing a
great new ice Winning free
Meeting famous
cream flavour pizza for a year
author
Discuss Joels imaginations above. Is it good to make up stories? Give reasons to

support your answers.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
137
MORAL VALUES
ACTIVITY 3: TAKE NOTE LS 4.2.1, 4.3.1, 4.3.2
Individual work
Steps:
1. Show pupils a slide (Handout 2).
2. Ask pupils to imagine that they are in the situation.
3. Elicit their feelings based on the situation.
4. Distribute Worksheet 3suggesting ideas on what to do during the holidays.
5. Play the poison box game. The one who ends up with the poison box will read out his
or her suggestions.
Educational emphases:
Assessment
Multiple intelligence (visual-spatial, intrapersonal,
musical, bodily-kinaesthetic)
138
HANDOUT 2
I had the most boring holiday

in the planet. My mum had to
work, so I stayed at home, day
after day, with my sister,
Natalie.
BOOOOOOORING!!!!!!!!!!!
139
WORKSHEET 3
Write your suggestions on how to help Joel with his boredom.
Dear ,
I am bored. Could you please help me

plan something interesting during my holiday>
From.
Joel
Dear Joel,
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
From,
140
ACTIVITY 1: A WEIRD HAPPENING LS: 4.3.1, 4.3.2
Group work
Steps:
1. Pupils are asked to discuss and to continue the story:
Im 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.
3. Pupils present their story.
*Teachers 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.
Multiple Intelligence (bodily-kinaesthetic)
Mastery Learning
141
ACTIVITY 2: CHORAL SPEAKING LS: 4.1.1, 4.1.2
Group work (Advanced pupils)
Steps:
1. Based on the story, each group comes up with a short choral speaking text.
2. Provide basic information and rules on choral speaking emphasising on tone,
intonation, stress, rhythm and sound effects to make it more creative and
interesting.
3. Provide a sample of choral speaking audio,
4. Each group presents their choral speaking with teachers guidance.
Group work (Lower intermediate pupils)
Steps:
1. Play a sample video on any choral speaking performance.
2. Distribute a short choral speaking text (Handout 1) to each group.
3. Read the text with the pupils.
4. Pupils practise in groups. Provide help when needed.
5. Pupils present in groups.
Multiple intelligences
(bodily kineasthetic, verbal linguistic)
Contextual Learning
142
ACTIVITY 3: DEVELOPING THE STORY LS: 4.3.1, 4.3.2
Group work
Steps:
1. Show an enlarged picture of a dinosaur.
2. Discuss the characteristics of a dinosaur (fierce, scary, rough, huge, gigantic).
3. Get pupils to recall the story when Joels 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.
5. Pupils discuss and use creative ideas to complete the story.
6. Once pupils are done, get them to paste their predictions around the classroom.
7. Gallery walk for pupils to read their friends predictions.
8. Select a few groups to present their predictions.
Multiple intelligence (Interpersonal)
143
ACTIVITY 4: MAKING A NEW COVER LS: 4.3.1, 4.3.2
Group work
Steps:
1. Refresh on the previous activity (what pupils have predicted).
2. Pupils get into groups of four to five.
3. Pupils can discuss again and improve on their prediction.
4. Pupils then come with a new cover design based on their prediction (a continuation
of the last chapter of the story book) with a new title.
5. Once pupils are done, they display their product in class.
6. A representative from each group talks about their cover.
Assessment
144
ACTIVITY 5: THANK YOU NOTE LS: 4.3.1, 4.3.2
Group work
Steps:
1. Go through pages 23 to 29 and brainstorm on the important events that took place.
2. Distribute Worksheet 1 to each group.
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.
*Teachers Note:
Pupils work in groups of three.
Multiple intelligence (verbal linguistic)
Thinking skills (creating)
Values and citizenship
145
WORKSHEET 1
Dear _____________________
_____________________________________
_____________________________________
_____________________________________
From,
Dear _____________________
_____________________________________
_____________________________________
_____________________________________
From,
..
146
Dear _____________________
_____________________________________
_____________________________________
_____________________________________
From, ..
147
148
SAMPLE LESSON PLAN 1 (SK)
Theme : World of Stories
Topic : And Something Weird Happens
Learning Standards :
4.3.1 Able to plan, produce and display creative works based on literary texts using a
variety of media with guidance.
Objectives : By the end of the lesson, pupils should be able to:
(a) describe the pictures and guess the chapters,
(b) present a chain story telling in groups.
(c) sequence the story orally
Time : 60 minutes
Teaching Aids : Silhouettes of 5 characters, a set of quiz questions and picture
booklets.
Educational Emphases :
1. Information and Communication Technology Skills (ICT)
2. Creativity and Innovation
3. Multiple Intelligence (Verbal-Linguistics)
STAGE STEPS
1. Teacher shows silhouettes of the characters found in
Set Induction the story (Joel, the teacher, Anastasia Olivetti, Mr.
Gelatti, Pizza manager.)
2. Pupils guess the characters.
Quiz
Presentation 1. Teacher gets pupils to answer a set of YES/NO quiz
questions related to each chapter in pairs (quiz can be
designed on the VLE-FROG).
Practice Activity 1: Guess the Chapter!
149
2. Each group is given a booklet with jumbled up pictures
(refer to pages 66-70 for the booklet).
3. Pupils describe the pictures in terms of what they can
see, who they can see, what the character(s) in that
particular picture is doing etc. but they are not allowed
to show their pictures to the members.
4. Members of the group should listen carefully and guess
the chapter that describes the picture.
Activity 2: Sequencing
1. Pupils work together to sequence the pictures
accordingly (from chapters 1-4) and compile them into a
booklet.
2. Select a few groups to present.
3. Discuss the correct sequence to ensure that they will be
able to proceed to the next activity.
Production Chain Story Telling
1. Pupils work in the same groups.
2. Each group appoints a leader.
3. The first person in each group holds the picture booklet.
4. 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 and the discussion they
had earlier in Activity 1.
5. The next pupil looks at the second picture and continues
the story and this step goes on until the last picture in
the booklet.
6. Teacher goes around listening to each group to make
150
sure they are all participating and assist them if
necessary.
Closure 1. If time permits, teacher may ask one or two groups to
present their story chain to the whole class.
*Teachers 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)
Topic : And Something Weird Happens
(a) describe the pictures and guess the chapters,
(b) sequence the chapters orally
Time : 30 minutes
Teaching Aids : Silhouettes of 5 characters, a set of quiz questions and picture
booklets.
Educational Emphases :
1. Information and Communication Technology Skills (ICT)
2. Creativity and Innovation
3. Multiple Intelligence (Verbal-Linguistics)
152
STAGE STEPS
Set Induction 1. Teacher shows silhouettes of the characters found in
the story (Joel, the teacher, Anastasia Olivetti, Mr.
Gelati, Pizza manager.)
2. Pupils guess the characters.
Presentation Quiz
1. Teacher gets pupils to answer a set of YES/NO quiz
questions related to each chapter in pairs (quiz can be
designed on the VLE-FROG).
2. Discuss answers.
Activity: Guess the Chapters!
Practice 1. Pupils work in groups of 4-5.
2. Each group is given a booklet of jumbled up pictures
( refer to pages 66-70).
3. Teacher tells them that they can describe the pictures
in terms of what they can see, who they can see, what is
the character(s) in that particular picture is doing etc.
but they are not allowed to show their pictures to the
members.
4. Members of the group should listen carefully and guess
the chapter that describes the picture.
Activity: Sequencing & Describing
Production 1. Pupils work together to sequence the pictures
accordingly (from chapters 1-4) and compile them into a
153
booklet.
2. Discuss the correct sequence to ensure that they will be
able to proceed to the next activity.
3. Teacher can get each group to describe a picture. Pupils
help each other.
Closure 1. If time permits, teacher may ask one or two groups to
present their story chain to the whole class.
Teachers 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
Topic : And Something Weird Happens...........
4.2.1 Able to respond to literary texts:
a) characters
b) place and time
c) values
4.3.2 Able to plan, prepare and participate in a performance with guidance based on
literary works.
a) use adjectives to describe the characteristics of characters
correctly,
b) fill in the bubbles with the correct adjectives.
Time : 60 minutes
Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue,
coloured pencils.
Educational Emphasis :
1. Thinking skills
2. Values and citizenship
3. Contextual learning
4. Creativity and innovation.
155
STAGE STEPS
Set Induction Activity: Guessing Who (5 minutes)
1. Teacher shows a covered picture of a prominent figure
(E.g.: Lee Chong Wei, Nicole David, their
headmaster/headmistress).
2. Teacher peels off strips of papers from the picture
until pupils are able to guess the personality in the
picture.
3. Teacher introduces the prominent figure and discusses
with pupils.
Pre-reading Discussion
1. Teacher introduces some adjectives used to describe
the prominent figure.
e.g: famous, caring, determined, hardworking, gentle.
2. Teacher provides two more prominent figures.
3. Teacher elicits adjectives from pupils to describe these
two figures.
e.g.: Siti Nurhaliza creative, beautiful, rich, humble,
famous, elegant.
4. In groups, pupils are given Worksheet 2 and a newspaper
each.
While-reading Activity 1: Describing Characters (10 minutes)
1. In groups of three, pupils are given Worksheet 2.
2. Based on the short story And Something Weird
Happened.... pupils are asked to describe each
character using suitable adjectives .
3. Pupils write the adjectives around each picture.
156
4. Pupils are given 5 minutes to complete the task.
Post-reading My Favourite Character (20 minutes)
1. Pupils are asked to find and choose pictures of two
prominent personalities of their choice from
newspapers.
2. Cut them out and paste them onto Worksheet 3.
3. Using all the adjectives that they have learnt, pupils fill
in the bubbles with the correct characteristics
of each personality.
4. Few groups are then selected to present their answers.
*Note: Teacher can provide pictures if necessary.
Wrapping-Up (5 minutes)
1. Teacher wraps up the lesson by asking a few questions
about the characters in the story.
E.g:
Closure Which character in the story do you like best? Why?
State some positive values of the character chosen.
2. Pupils answer.
3. Teacher provides feedback and ends the lesson.
157
PICTURES OF PROMINENT PEOPLE/FIGURES
*Note: Teacher can choose other prominent figures.
158
WORKSHEET 2
159
WORKSHEET 3
Fill in the blanks with the correct characteristics of each personality.
Famous
Personality 1
(cut and paste
here)
Famous
Personality 2
(cut and paste
here
160
Topic : And Something Weird Happens...........
a) characters
b) place and time
c) values
4.3.2 Able to plan, prepare and participate in a performance with guidance based on
literary works.
Objectives :
By the end of the lesson, pupils should be able to:
a) use adjectives to describe the characteristics of prominent characters correctly,
b) fill in the blanks with the correct adjectives,
Time : 30 minutes
Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue,
coloured pencils.
Educational Emphasis:
1. Thinking skills,
2. Values and citizenship
3. Contextual learning
4. Creativity and innovation.
161
STAGE STEPS
Set Induction Guess Who (3 minutes)
1. Teacher shows a video clip of a prominent figure speaking
and asks pupils to guess.
2. Teacher asks a few questions pertaining to the person.
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
1. Teacher introduces some adjectives used to describe the
prominent figure.
e.g: famous, caring, determined, hardworking, gentle.
2. Teacher provides two more prominent figures.
3. Teacher elicits adjectives from pupils to describe these
two figures.
e.g.: Siti Nurhaliza creative, beautiful, rich, humble,

famous, elegant.
4. In groups, pupils are given Worksheet 2 and a newspaper
each.
While-reading Activity: Describing Characters (10 minutes)
1. In groups of three, pupils are given Worksheet 2.
162
2. Based on the short story And Something Weird
Happened.... pupils are asked to describe each character
using suitable adjectives .
3. Pupils are to write the adjectives around each picture.
Post reading My Favourite Character (20 minutes)
1. Pupils are asked to find and choose pictures of two
prominent personalities of their choice from newspapers.
2. Cut them out and paste them onto Worksheet 3.
3. Using all the adjectives that they have learnt, pupils fill in
the bubbles with the correct characteristics of
each personality.
4. Few groups are then selected to present their answers.
*Note: Teacher can provide pictures if necessary.
Closure Wrapping-Up (2 minutes)
1. Teacher wraps up the lesson by asking a few questions
pertaining to the characters found in the story.
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.
3. Teacher provides feedback and ends the lesson.
163
PICTURES OF PROMINENT PEOPLE/FIGURE
Note: Teacher can choose other prominent figures
164
WORKSHEET 2
165
WORKSHEET 3
Fill in the blanks with the correct characteristics of each personality.
Famous
Personality 1
(cut and paste
here)
Famous
Personality 2
(cut and paste
here
166
Topic : Short Story (Setting)
Learning Standards:
(a)characters
(b)place and time
(c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using
a variety of media with guidance.
(a) Identify and justify a suitable location for the
identified buildings in their own words orally.
(b) label the location of the buildings on the map.
Time : 60 minutes
Teaching Aids : A colourful, reader-friendly town map,
Worksheet 1, coloured marker pens, cut-out pictures
of 4 different buildings (school, hospital, shopping
mall, swimming pool), word cards.
1. Multiple intelligences (Visual-spatial, Verbal linguistic)
2. Thinking skills (Analysing, Evaluating, Synthesising,
Rationalising)
167
STAGE STEPS
1. Show pupils a map of a town.
2. Ask pupils if they have seen such pictures before.
Set Induction 3. Teacher introduces the concept of a map to pupils.
4. Ask pupils to name some of the buildings in the map.
1. Based on the same map, teacher asks pupils to place some
of the cut-out pictures on the map.
2. After each cut-out pictures are placed on the map, teacher
writes sentences to describe where the buildings are
Presentation located.
Eg: The school is next to the library.

The hospital is opposite the lake.
(or any other appropriate sentences)
3. Teacher asks pupils why it is a good location for the
building and why they think so.
1. Teacher divides pupils into groups.
2. Teacher distributes Worksheet 1.
3. Pupils study the distributed map. Teacher explains that
some of the buildings in the map have not been labelled.
4. Pupils discuss where would be a good location for the
Practice following and indicate the building in the map:
a school
a local library
an ice-cream shop
a pizza shack
5. Pupils label the map with the locations of the above
buildings.
6. Pupils list reasons why they have selected the particular
168
location.
7. Group presentation.
7. Pupils describe the location of the school, the local library,
the ice-cream shop and pizza shack.
(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.
Closure 1. Teacher asks pupils to draw their dream township.
169
Topic : Short Story (Setting)
Learning Standards:
(a) characters
(b) place and time
(c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using
a variety of media with guidance.
(a) identify a suitable location for the identified
buildings.
(b) label the location of the buildings on the map.
(c) justify the selected locations for the
buildings.
Time : 30 minutes
Teaching Aids : A colourful, reader-friendly town map,
Worksheet 1, coloured marker pens, cut-out pictures
of 4 different buildings (school, hospital, shopping
mall, swimming pool), word cards.
1. Multiple intelligences (Visual-spatial, Verbal linguistic)
2. Thinking skills (Analysing, Evaluating, Synthesising, Rationalising)
170
STAGE STEPS
Set Induction 1. Teacher shows pupils a map of a town.
2. Ask pupils if they have seen a map like this before.
3. Ask pupils to name some of the buildings in the map.
1. Based on the same map, teacher asks pupils to place
some of the cut-out pictures on the map.
2. Each cut-out picture is placed on the map.
3. Teacher writes sentences to describe where the
buildings are located.
Eg: The school is next to the library.

Presentation a. The hospital is opposite the lake.
b. (or any other appropriate sentences)
OR (for more advanced learners):
4. Teacher asks pupils why it is a good location for the
building and why pupils think so. Teacher tells pupils
that they may use the following words when justifying
their choice:
_____because_____, _____for_____,
_____since_____
Eg: The hospital is located next to the lake because of
the healthy environment.
1. Teacher distributes pupils into groups
2. Teacher distributes Worksheet 1.
3. Pupils study the distributed map. Teacher explains that
some of the buildings in the map have not been labelled.
Practice 4. Pupils discuss where would be a good location for the
following and indicate the building in the map.
171
a school
a local library
an ice-cream shop
a pizza shack
5. Pupils ist reasons why they have selected the particular
location.
6. Group presentation:
Teacher wraps up the lesson with a mini quiz:
Closure Class is divided into groups A and B.
They pose quiz questions to each other.
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
Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=messi&tbm=isch
Aebo4Aw&sqi=2&ved=0CAcQ_AUoAQ&biw=1366&bih=624&dpr=1#q=siti+nurhaliza&tbm=isch
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
1 caravan (n) a road vehicle without an engine that is pulled by a

car, designed for people to live and sleep in,
especially when they are on holiday/vacation
2 champ (n) a person, team, etc. who has won a competition,
especially in a sport
3 wink (v) to close one eye and open it again quickly,
especially as a private signal to somebody, or to show
something is a joke
4 sparkle (v) to shine brightly with small flashes of light
5 imagine (v) to form a picture in your mind of what something
might be like
6 disappointed (adj) upset because something you hoped for has not
happened or been as good, successful, etc. as you
expected
7 dedicate (v) to say at the beginning of a book, a piece of music
or a performance that you are doing it for somebody,
as a way of thanking them or showing respect
8 jelly babies (n) a small soft sweet/candy in the shape of a baby,
made from gelatin and flavoured with fruit
9 shack (n) a small building, usually made of wood or metal,
that has not been built well
10 exciting (adj) causing great interest or excitement
11 make it up to create something that did not happen
12 imagination (n) the ability to create pictures in your mind; the
part of your mind that does this
13 stare (v) the ability to create pictures in your mind; the
part of your mind that does this
14 flavour (n) a particular type of taste
15 jumped to her feet stand on her feet immediately because of fear or
surprise
16 crowded (adj) having a lot of people or too many people
17 weird (adj) very strange or unusual and difficult to explain
18 family-size A certain amount of food that is enough for a family
19 double topping (n) two layers of food that you put on top of a dish,
cake, etc. to add flavour or to make it look nice
20 competition (n) an event in which people compete with each other
to find out who is the best at something
179
180

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1

WHAT IS A SHORT STORY 7

ELEMENTS IN SHORT STORY 8

STAGES IN WORKING WITH A TEXT

INTRODUCING THE SHORT STORY

REVOLVING AROUND THE TEXT 17

DESCRIPTION OF PEOPLE IN THE STORY 25

SETTING/PLACE OF THE STORY 27

EVENTS IN THE STORY 28

MORAL VALUES AND MESSAGES IN THE STORY 29

REVOLVING AROUND THE TEXT

MY TOP THREE WISHES 39

WHAT A BORING HOLIDAY! 42

OUR HOLIDAY COLLAGE 43

WHAT HAPPENS NEXT? 44

WHO SAID THAT? 53

ADDITIONAL ACTIVITIES (UPON COMPLETION OF THE BOOK)

GUESS THE CHAPTER 64

PEOPLE IN THE STORY (CHARACTERS)

DESCRIBING THE CHARACTERS 74

SOUNDS AND PLACES 90

HEY, WHATS HAPPENING? 93

EVENTS IN THE STORY

HOW WEIRD IS MY HOLIDAYS? 104

WRITERS BLOCK 105

BUBBLE, BUBBLE. 114

WEIRD HAPPENINGS 118

MY FAVOURITE PET 120

I SCREAM FOR ICE-CREAM 129

MESSAGE/MORAL OF THE STORY

THE DOS AND DONTS 133

WILD IMAGINATIONS 136

TAKE NOTE 138

A WEIRD HAPPENING 141

CHORAL SPEAKING 142

DEVELOPING THE STORY 144

MAKING A NEW COVER 145

THANK YOU NOTE 146

SAMPLE LESSON PLANS

SAMPLE 1 (SK) 150

SAMPLE 2 (SJK) 153

SAMPLE 3 (SK) 156

SAMPLE 4 (SJK) 162

SAMPLE 5 (SK) 168

SAMPLE 6 (SJK) 171

SELF REFLECTION 178

Simple Short Limited

Point of view Plot

The main idea of a literary work,

It is the author's underlying meaning or main idea.

Can be expressed by one or two sentences.

simile, metaphor, hyperbole and irony.

Man proposes, God disposes.

Don't judge a book by its cover

The place and time where the

PHYSICAL SETTING GEOGRAPHICAL

The people, animals or things

Plot is the sequence or order of

Conflicts & The events

First Person Point of

first person, using "I" or "we";

Third Person Point of

second person, "you," the least common point of view.