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KURSUS ORIENTASI DSKP TAHUN 6

KSSR 2015

CONTEMPORARY CHILDREN’S LITERATURE

SHORT STORY

1
 Title

Illustrator
? (Not known all the
time)
Author

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 Blurb

Publisher ISBN

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

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 Elements of a Short Story
Characters are the people found in
the story.
Characterisation is the information Theme A central message, concern, or insight
the author gives the reader about into life expressed through a literary work.
the characters in the story. It may be stated directly or implied

The time and location in

which a story takes place.
It also refers to place, time,
Characters Setting weather conditions, social
conditions, mood or
Elements atmosphere.

of a
Short Story

The point of view is

the angle from
The series of events in a
which the story is
told. Point of Plot
story
view

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

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The story is set in India. The events of the story took place at the locations

Let’s Explore the Story

Setting
The story is set in India. The events of the story took place at
these locations:-

On the train to Agra

At the Taj Mahal
At Uncle Omar’s stall in
the market
In the streets of
Agra

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Let’s Explore the Story
The people or
Characters animals in the
story.

Akbar Omar
Grandfather

Mumtaz

Shah Jahan
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 Plot is the
Plot sequence or order
of events in the
Synopsis of each Chapter story.
CHAPTER 1 CHAPTER 3
Seeing the Taj Mahal was the best
Akbar, an eight-year-old boy, dreamed of making the most beautiful moment of Akbar’s life. As he explored
silk cloth in the whole of India. His grandfather was supportive in the Taj Mahal, the patterns he saw gave
helping make his dream come true. His grandfather suggested that him ideas for his silk cloth. As soon as
they go to Agra to see the Taj Mahal, the most beautiful building in they got home, Akbar began to work
India. Although he had often mentioned about going to Agra, diligently. Uncle Omar generously
Grandfather had not gone there as he was either too busy or unable provided the threads Akbar needed.
to afford the trip. Both he and Akbar took the silk cloth that Akbar had Akbar’s dream of making the most
woven to Omar, Akbar’s uncle. Uncle Omar gave Grandfather some beautiful silk cloth in the whole of India
money for the cloth. The money enabled them to go to Agra. became a reality.

CHAPTER 2
It was a long train journey to Agra. Grandfather told Akbar a story about the Taj Mahal to
pass the time. It was about how Shah Jahan, a prince, met and married a beautiful girl by
the name of Mumtaz. A few years later, Shah Jahan had to go away to battle. During his
absence, Mumtaz gave birth to a baby girl. Sadly, Mumtaz passed away. In memory of his
beloved wife, Shah Jahan sent for best craftsmen to build the finest tomb in the whole
world. The building took twenty years to be completed. Akbar was not willing to wait twenty
years to make his dream come true. Grandfather advised Akbar to have a plan towards
achieving his dream. When they arrived, Akbar was amazed to see the magnificence of the
Taj Mahal.

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 The main idea
in the story
Theme expressed as a
generalisation.

Perseverance
Making Plans Moral Values
Being Supportive
Determination

Supportive
Appreciation
Diligence

Love Thriftiness Generosity

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 Stages in Teaching the Short Story
Stages Elements
Pre-reading Activate background knowledge
Prediction
Providing background knowledge
While-reading Predict and check
Connect background knowledge to the information in
the text
Cross check
Post-reading Discuss and respond
Retell and summarize

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 STAGES IN WORKING WITH A TEXT

BEFORE READING
WHILE READING
AFTER READING
Name some
What do you do before getting your activities.
pupils to read the story?
should Name activities which you will conduct
engage
your while dealing with the story with your
pupils pupils in class.
What kind of activities would you
carry out after reading the text? beyond
the story

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Introductory Lesson(s)
• Describe the general features of the book cover:

title of the story

picture of the main characters
author’s name
illustrator’s name Name the
the blurb stage
ISBN number

• Ask pupils to talk about the story based on the cover.

• Elicit responses through Wh- questions. For example:

What can you see on this book cover?

What do you think is the story about?
What do you think will happen to the boy in the picture?
What will the ending be?
Why every book has the ISBN number?

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 Lessons
Teaching and Learning Activities as well as sample lesson plans are
found in the module.

A variety of activities have been developed to suit the differently abled

pupils.

You may adapt or adopt them for use in the classroom to engage pupils
in the learning of language.

Assessment is an important aspect of school-based assessment. You

may choose the lessons that you want to assess your pupils.

Ideally, assessment should also cover all three genres.

Assessment for learning also allows pupils’ to reflect on their own

learning by assessing their performance or giving a personal response to
the activity which they participated.

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

Name: ___________________________ Class: _______________________

Activity: _________________________

Tick the appropriate box.

Excellent Very Good Good Satisfactory
Teacher’s comment:
______________________
______________________
Presentation ______________________
i. Creativity
______________________
i. Physical Expression
i. Overall Performance
Contents/Ideas Areas for improvement:
i. Design ______________________
i. Creativity ______________________
i. Knowledge and understanding ______________________
Language Delivery ______________________
i. Pronunciation/Enunciation
i. Stress/Intonation
i. Fluency
Teamwork
i. Participation
i. Cooperation

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 GROUP ASSESSMENT – SHORT STORY (AKBAR’S DREAM)

Group’s Name: ___________________________ Class: _______________________

Activity: _________________________

Tick the appropriate box.

Excellent Very Good Good Satisfactory
Teacher’s comment:
______________________
______________________
Presentation ______________________
i. Creativity
______________________
i. Physical Expression
i. Overall Performance
Contents/Ideas Areas for improvement:
i. Design ______________________
i. Creativity ______________________
i. Knowledge and understanding ______________________
Language Delivery ______________________
i. Pronunciation/Enunciation
i. Stress/Intonation
i. Fluency
Teamwork
i. Participation
i. Cooperation

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 PEER ASSESSMENT SHEET

Group Name: _________________________

How well did the group perform?

Give your opinion on how the group told the story. Place a tick in the
appropriate column.

Very Well Not too bad….. So…so….

They remembered the story line.

They told the story in the correct sequence.

They spoke fluently.

They used words correctly.

They had good expressions when telling the

story.

They worked very well with each other.

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 GROUP ASSESSMENT SHEET
Group Name: _________________________

How well did we work in our groups?

Give your opinion on how you worked in your groups. Place a tick in the appropriate column.

Criteria
Very Well Not too bad….. So…so….

We worked together.

We encouraged each other.

We gave our opinions.

We took turns to speak.

We listened to our friends as they spoke.

We were able to make eye contact.

We were able to complete the task on time.

We were able to work out our differences.

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MY REFLECTION

My name is _______________________
The topic for today is:

Did you enjoy doing the activity? Circle or colour the face.

Yes No Not So
Did you like working with your friends? Circle or colour the face.

Yes No Not So
What I learnt today?

Circle the face that shows how you feel about the activity.

Very Happy Happy Sad Worried Angry

What do you want to tell your teacher?

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3 things I have
learned after
reading the story
1.
____________________
____________________
____________________
2.
____________________
____________________
3.
____________________
____________________
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3 things I find
interesting about the
story I read
1.
______________________
______________________
2.
______________________
______________________
3.
____________________
____________________
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Steps: Learning Standards : 4.1.2, 4.3.2

1. Pupils read the text on page 2.

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