The Wizard of Oz Module YEAR 6

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Table of Contents
A GUIDE FOR TEACHERS ................................................................................................................ 5
REVOLVING AROUND THE TEXT .................................................................................................. 12
SYNOPSIS ................................................................................................................................... 14
CHARACTERS .............................................................................................................................. 17
CHARACTERISTICS....................................................................................................................... 19
SETTINGS.................................................................................................................................... 23
EVENTS IN THE STORY................................................................................................................. 23
MESSAGE AND MORAL VALUES OF THE STORY ............................................................................ 26
REVOLVING AROUND THE TEXT .................................................................................................. 30

ACTIVITY 1 .................................................................................................................................. 30
WHAT IS ON THE COVER ........................................................................................................................ 30
ACTIVITY 2 .................................................................................................................................. 34
THE HOT AIR BALLOON .......................................................................................................................... 34
ACTIVITY 3 .................................................................................................................................. 36
MY DREAM SHOES ................................................................................................................................. 36
ACTIVITY 4 .................................................................................................................................. 39
ORIGAMI DREAM SHOES ....................................................................................................................... 39
ACTIVITY 5 .................................................................................................................................. 41
LET'S GUESS ........................................................................................................................................... 41
SYNOPSIS ................................................................................................................................... 47
ACTIVITY 1 .................................................................................................................................. 47
MEET MY FRIENDS IN OZ ....................................................................................................................... 47
ACTIVITY 2 .................................................................................................................................. 51
DOROTHY'S JOURNEY ............................................................................................................................ 51
ACTIVITY 3 .................................................................................................................................. 53
SEQUENCE ME ....................................................................................................................................... 53
PEOPLE IN THE STORY / TEXT ...................................................................................................... 57

ACTIVITY 1 .................................................................................................................................. 57
MAIN CHARACTER DESIGN .................................................................................................................... 57
ACTIVITY 2 .................................................................................................................................. 59
CHARACTER PAPER BAG ........................................................................................................................ 59
ACTIVITY 3 .................................................................................................................................. 63
BEHIND THE SCENES WITH THE CHARACTERS ....................................................................................... 63
ACTIVITY 4 .................................................................................................................................. 65
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HUNT FOR THE STARS ............................................................................................................................ 65
ACTIVITY 5 .................................................................................................................................. 70
LET’S PROVE THEM RIGHT ..................................................................................................................... 70
SETTING ..................................................................................................................................... 73
ACTIVITY 1 .................................................................................................................................. 73
CREATING THE MUSEUM OF OZ ............................................................................................................ 73
ACTIVITY 2 .................................................................................................................................. 75
DESCRIBING THE SETTING ..................................................................................................................... 75
ACTIVITY 3 .................................................................................................................................. 77
LISTEN AND KNOW ................................................................................................................................ 77
EVENTS IN THE STORY................................................................................................................. 81

ACTIVITY 1 .................................................................................................................................. 81
SOLVE THE PUZZLE................................................................................................................................. 81
ACTIVITY 2 .................................................................................................................................. 85
ACT ME OUT .......................................................................................................................................... 85
ACTIVITY 3 .................................................................................................................................. 88
POP-UP-WIZARD OF OZ ......................................................................................................................... 88
MORAL VALUES / MESSAGE FROM THE STORY ............................................................................ 89

ACTIVITY 1 .................................................................................................................................. 89
VALUE ME .............................................................................................................................................. 89
ACTIVITY 2 .................................................................................................................................. 92
WHAT ARE FRIENDS FOR?...................................................................................................................... 92
ACTIVITY 3 .................................................................................................................................. 93
DIARY WRITING/ JOURNAL WRITING/ BLOG ......................................................................................... 93
ACTIVITY 4 .................................................................................................................................. 94
PROMOTE ME ........................................................................................................................................ 94
GOING BEYOND THE TEXT ........................................................................................................... 97

ACTIVITY 1 .................................................................................................................................. 97
I’M OFF ON AN ADVENTURE .................................................................................................................. 97
ACTIVITY 2 ................................................................................................................................ 105
MY LANDSCAPE – STANDING PICTURES AND FIGURINES .................................................................... 105
ACTIVITY 3 ................................................................................................................................ 109
DOROTHY’S ADVENTURE ..................................................................................................................... 109
ACTIVITY 4 ................................................................................................................................ 112
“I AM FREE” BUTTON BADGE............................................................................................................... 112
ACTIVITY 5 ................................................................................................................................ 114
DOROTHY AND FRIENDS ...................................................................................................................... 114
ACTIVITY 6 ................................................................................................................................ 116
BACK TO THE LAND OF OZ ................................................................................................................... 116
ACTIVITY 7 ................................................................................................................................ 118
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CONNECT US........................................................................................................................................ 118
SAMPLE LESSON PLANS ............................................................................................................ 123

LESSON PLAN 1 ......................................................................................................................... 123
DOROTHY AND FRIENDS ...................................................................................................................... 123
LESSON PLAN 2 ......................................................................................................................... 128
HUNT FOR THE STARS .......................................................................................................................... 128
LESSON PLAN 3 ......................................................................................................................... 137
WHAT ARE FRIENDS FOR?.................................................................................................................... 137
EXAMPLES FOR ASSESSMENT .................................................................................................... 140

INDIVIDUAL ASSESSMENT .........................................................................ERROR! BOOKMARK NOT DEFINED.
GROUP ASSESSMENT...............................................................................ERROR! BOOKMARK NOT DEFINED.8
PROJECT BASED ASSESSMENT .................................................................ERROR! BOOKMARK NOT DEFINED.9
SELF REFLECTION ................................................................................................................................. 140
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A GUIDE FOR TEACHERS
Definition
A graphic novel is a combination of words and images that tells a complete story and
published in the form of a book. It can be an ideal material for pupils to learn the
language. This is because it consists of several unique visual features:
o Splash page
o Frame / panel
o Font size, colour and style
o Gutter
o Word balloon
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Visual Features of Graphic Novels
Graphic novels consist of various visual features which would help pupils read,
understand as well as appreciate the story. These features are:
1 Splash Page
It is a full page illustration which opens and introduces a story. It can also be used
to indicate suspense. The splash page usually consists of large, dominant visuals and
bold print that functions as an attention grabber for pupils.
Figure 1
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2 Frame/Panel
Graphic novels use frames and panels to illustrate the story. The visuals on one page
are captured in a big frame. Within a frame, one may find a few panels. The panels
are boxes that contain each of the scenes. The panels can be arranged on the page
in a linear fashion as shown in Figure 1 or in a non-linear fashion as shown in Figure
2.
Figure 2
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3 Font Sizes, Colours, and Styles
Different font sizes are used for dramatic effect. Colours are also used to indicate
the difference between the narratives and dialogues. The use of onomatopoeia in
graphic novel is indicated through the use of styles. For example, the word „RRIP!!‟
(refer to Figure 3) shows that the scarecrow is being ripped apart.
Figure 3
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4 Gutter
The space between the panels is called the gutter. This space is very important as it
separates the panels and lets the readers know that they are going from one scene
to the next. It also allows the readers to make inferences and draw conclusions.
Gutter
5 Word Balloons
Word balloons are used to indicate the dialogues uttered by various characters in
the story. It is found throughout the graphic novel.
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How to read the Graphic Novel
Graphic novels are read from left to right. Refer to the example below.
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The Advantages of Graphic Novels
Graphic novels are used for these reasons:
 Attract pupils to read
 Expose pupils to rich and complex plots and settings
 Provide attractive colourful graphics
 Provide contextual clues to the meaning of words and sentence which
enhances comprehension
 Expose pupils to literary elements through visual and words
Teacher's Note:
Author is a writer of a book, article, or document.
Barcode is a machine-readable code in the form of numbers and

a pattern of parallel lines of varying widths, printed on a
commodity and used especially for stock control.
Blurb is a short description of a book, film, or other product

written for promotional purposes.
Genre is a style or category of art, music, or literature.
Illustrator is a person who draws or creates pictures for

magazines, books, advertising, etc.
Rewritten by refers to a person who writes again the story

in a different or improved form; revise.
Title is the name of a book, composition, or other artistic works.
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REVOLVING AROUND THE TEXT
THE FRONT COVER
genre
author
rewritten by title
illustrator
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THE BACK COVER
book series
blurb
barcode
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SYNOPSIS
Chapter 1
Dorothy lived with her Aunt Em and Uncle Henry on a prairie in Kansas. One day, there
was a storm. Dorothy‟s family went to seek shelter in the cellar. Dorothy was trapped in
the house while looking for Toto, her dog. The storm later turned into a cyclone which
blew the house away.
Chapter 2
Dorothy‟s house landed in the Land of Oz. When she stepped out, she was welcomed by
the Good Witch of the North and the Munchkins. The Munchkins were the little people
who lived in the Land of the East and were once ruled by the Wicked Witch of the East.
Dorothy was regarded as the saviour of Munchkin Land as her house had landed on the
witch and killed her. The Good Witch advised Dorothy to return home in fear of the
Wicked Witch of the West. However, Dorothy and Toto did not know how to get home.
The Good Witch suggested they request the help of The Wizard of Oz who ruled the
Emerald City. She also offered Dorothy the Silver Shoes which had great magical
powers to help her on her way.
Chapter 3
Before leaving for the Emerald City, the Good Witch of the North gave Dorothy a
magic kiss. Dorothy and Toto then set off on the Yellow Brick Road. Along the way,
Dorothy met Scarecrow. Dorothy helped him by releasing him off the pole. Scarecrow
joined Dorothy in order to ask the Wizard of Oz for some brains. They continued on
their journey and met Tin Man. Dorothy released Tin Man of rust by oiling him. Tin Man
joined Dorothy and Scarecrow to see the Wizard of Oz to ask for a heart. They
continued their journey and then met Lion who joined them to ask the Wizard of Oz for
courage. On their way, they were chased by the Kalidahs but they managed to escape.
They landed on a field of poppies. The smell of poppies put Lion, Dorothy and Toto to
sleep. The Queen of the Field Mice offered to help move Lion to safety. Upon arriving
at Emerald City, Scarecrow wakes Dorothy up.
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Chapter 4
Dorothy and her friends rang the bell at the gate and were greeted by the soldier
before entering the Emerald City. The soldier took them to see the Wizard of Oz. They
stated their wishes but the Wizard of Oz instructed them to kill the Wicked Witch of
the West in order to get their wishes granted.
Chapter 5
The Wicked Witch of the West found them first. She commanded a troop of flying
monkeys to attack them. Scarecrow was ripped apart. The Tin Man was destroyed. Lion,
Toto and Dorothy were captured and jailed. The Wicked Witch tried to take the Silver
Slippers from Dorothy. In the chaos, Dorothy took a pail of water and threw it at the
witch. The witch melted and died. Dorothy declared freedom to the Land of Winkies.
The Winkies sewed back Scarecrow and welded Tin Man. The Winkies awarded gifts to
Dorothy and her friends. Dorothy found a golden helmet and took it with her as a proof
that she defeated the Wicked Witch of the West.
Chapter 6
They returned to the Wizard to get their wishes granted. However, the Wizard was
actually a hoax. He was a balloonist in a faraway land. He got lost in a storm which
carried him away in his balloon. He was mistakenly believed as a wizard by the people in
the Emerald City. However, he still kept his part of the promise. He gave Scarecrow
pins and needles to stuff inside his straw head. He gave a heart-shaped pillow to Tin
Man. He gave Lion a drink of courage that will last forever. He also promised Dorothy
that they were going back together in a balloon tomorrow. The next day, during the
take-off ceremony, Dorothy was distracted by Toto who chased after a cat. The balloon
took off without her. Saddened by the fact, Scarecrow comforted Dorothy by telling
her that maybe the Good Witch could help. Then, they left heading towards south.
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Chapter 7
After many miles, they stopped to use the Golden Helmet and called the flying monkeys.
They asked the monkeys to take them to Glinda, the Good Witch of East. Dorothy met
Glinda and told her of her intention to go home. The Good Witch asked Dorothy to use
the power of the Silver Shoes to take her home. They said their goodbyes and Dorothy
left by closing her eyes and wishing herself home. She got back to Kansas and was
reunited with her Aunt Em and Uncle Henry. They all lived happily ever after.
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CHARACTERS
MAIN CHARACTERS IN THE BOOK
Dorothy Scarecrow
Tin Man Lion
The Wicked
Witch of
The Wizard of Oz
the West
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SUPPORTING CHARACTERS
Uncle Henry Aunt Em Toto
Munchkins Kalidahs Winged Monkeys
Winkies Soldier of Emerald The Good Witch

City of the South
The Good Witch The Queen of the

of the North Field Mice and 18
Field Mice
CHARACTERISTICS
CHARACTERISTICS FOR MAIN CHARACTERS
Characters Description Statements from the text

Dorothy  Cheerful  Yet young Dorothy was often filled with
(a young girl laughter. (Page 6)
living with her  Kind  Yes, you must be very uncomfortable. Let
me help you down. (page 18)
aunt and uncle
 Helpful  Then, come with us. I‟ll ask Oz to do all
in Kansas)
he can for you. (page 19)
 Friendly  Toto and I will be happy to have you with
us. (page 20)
 Encouraging  This oil can must be yours. Maybe this will
help. (page 23)
 Optimistic  It will happen, Tin Man! I know it will!
(page 25)
 Protective  Don‟t you dare bite Toto! (page 28)
 Understanding  It must be lonely for the Wizard, since
he never has visitors. (page 38)
 Humble  I am Dorothy, the Small and Meek. (page
40)
 Brave  No! You can‟t have them! (page 46)
Scarecrow  Grateful  Thank you! Thank you very much! I feel

(a scarecrow in like a new man. (page 18)
a cornfield,  Brave  I‟m not afraid of anything… (page 20)
 Doubtful  … but maybe we shouldn‟t leave the Yellow
which was taken
Brick Road. (page 21)
down by
 Protective  Don‟t worry, Dorothy. I‟ll lead the way.
Dorothy) (page 21)
 Assuring  Besides, the Good Witch protected you
with her kiss. Nothing can harm you.
(page 26)
 Kind  I think we should help him. (page 28)
 Wise  Yes, but with the help of the field mice,
there just might be a way. (page 34)
 Well, maybe the writing on the Wicked
Witch‟s Golden Helmet can unlock its
magic. (page 58)
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Tin Man  Grateful  Thank you! You have certainly saved my
(A man with a life! (page 23)
body of tin)  Wishful  If Oz grants my wish, I‟ll return to these
woods and ask my little Munchkin girl to
marry me. (page 25)
 Protective  Don‟t worry. As long as I have my axe, I‟ll
protect us all! (pg 26)
 Sympathetic  The Lion is too heavy to move! This is
truly heart-breaking! (page 34)
 Thankful  Thanks to you, I know what friendship
means. (page 61)
Lion  Honest  You‟re right. I am a coward. I should be

(A lion which is the King of Beasts, but I have no courage.
afraid of many (page 28)
 Coward  I‟m afraid of the dark. (page 29)
things)
 Grateful  What good friends! I don‟t know what to
say. (page 29)
 Protective  All of you, climb on my back! Now! (page
31)
 Supportive  I‟ll be b-brave for you, Dorothy. (page
37)
The Wicked  Evil  But her sister, the Witch of the West, is
Witch of far more dangerous. (page 14)
the West  Arrogant  I‟m sure you know who I am, and the
terrible things I can do. (Page 46)
(Sister to the
 Threatening  Now give me those Silver Shoes, or else!
Wicked Witch
(Page 46)
of the East,  Powerful  Instead, the evil woman used her magic…
who ruled the to make Dorothy slip and fall. (page 46 &
Winkies) 47)
The Wizard  Fierce  I am Oz, the great and terrible! Who are
of Oz you, and why do you seek me?! (page 40)
(A balloonist  Cunning  Come back tomorrow, and I might grant
your wishes. (page 52)
who was
 Truthful  It‟s true. I fooled everyone for so long,
stranded in the
but you were too clever for me. (page 53)
land of Oz)  Helpful  Even so, I think I can help you. (page 54)
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CHARACTERISTICS FOR SUPPORTING CHARACTERS
Characters Description Statements from the text

Uncle Henry  Concerned  Aunt Em and Uncle Henry must be
(Dorothy‟s worried sick about me by now.
uncle) (page 58)
 Caring  … And Uncle Henry, who had never
smiled, now laughed until he cried.
(page 63)
Aunt Em  Concerned  Aunt Em and Uncle Henry must be

(Dorothy‟s worried sick about me by now.
aunt) (page 58)
 Caring  My darling child! Where in the
world did you come from? (page 63)
Toto  Playful  You want me to throw it again?
(Dorothy‟s (page 6)
dog)  Tame  Toto! This is no time to play! (page
56)
 Brave  Don‟t worry, he never bites. (page
20)
 Don‟t touch that! Go away! (page
53)
The Wicked  Evil  The Witch of the East. She has

Witch of the controlled the Munchkins for many
East years. (page 13)
(Sister to The  There were only two evil witches in
Wicked Witch the Land of Oz, and one of them is
of the West gone forever. (page 14)
who ruled the
Munchkins)
The Good  Concerned  The sooner you go back home, the
Witch of the safer you‟ll be, my child. (page 14)
North  Just stay on the Yellow Brick Road,
and all will be well! (page 16)
(A good witch)
 Kind  Now that the Witch of the East is
dead, you should have her Silver
Shoes. (page 15)
 Protective  I cannot do that, but I can give you
my magic kiss which will protect
you. (page 16)
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Kalidahs  Ferocious  The Kalidahs are hunting us!
(Tigers in the They‟re ferocious monsters! (page
jungle) 31)
 Carnivorous  If we are caught, they‟ll eat us for
breakfast. (page 31)
The Queen of  Helpful  How can we help you? (page 34)

the Field Mice  Cooperative/hardworking  After a great deal of hard work…
and field mice (page 34)
(Field mice
living near the
field of
poppies)
Soldier of  Dutiful  I hope you haven‟t come here on a
Emerald City foolish errand. (page 36)
(The Wizard  Observant  I told him about the Silver Shoes
of Oz‟s upon your feet. (page 39)
soldier)
Winged  Obedient  We must obey the wearer of the

Monkeys Cap. What is your command,
(The creatures mistress? (page 59)
that answer to
the Golden
Helmet)
Winkies  Grateful  To show their gratitude, the
(The little Winkies gave gifts to Dorothy and
people who live her friends. (page 50)
in the Land of  Generous  A gold collar! (page 50)
the West) A silver oil can! (page 50)
Glinda, The  Helpful  Your Silver Shoes have wonderful

Good Witch of powers. They can carry you
the South anywhere in the blink of an eye.
(A good witch) (page 60)
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SETTINGS
WHAT IS SETTING?
 The story‟s time and place.

 It creates the mood (the underlying feeling or atmosphere) in the story.
PLACE
 Kansas prairie - the place where Dorothy lives with her aunt and
uncle.
 Storm cellar – the shelter where Dorothy‟s uncle asks them to
go in when the storm came.
 Land of the East – the place where the Munchkins (the little people)
live.
 Yellow Brick Road – the path that The Good Witch of the North tells
Dorothy to follow.
 The Wonderful City of Oz/ - the place where the Wizard of Oz rules.
The Emerald City/
The Land of Oz
 Castle of the Wicked Witch of the West.
MOOD
 Dull and gloomy - at the beginning of the story to prepare the

reader of what to come.
 Dark and gloomy – encounter with the Wicked Witch of the West.
 Bright and happy - when she meets the good witches.
 Being secured, happy - indicated by her journey along The Yellow Brick
Road.
 Green colour - Positive mood (vibrant, full of hope).
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EVENTS IN THE STORY
A storm hit Kansas prairie where Dorothy lived. The great cyclone carried Dorothy
and her dog, Toto, together with the house they were in to the Land of Oz.
Dorothy's house landed on the Wicked Witch of the East and and killed her.
Therefore,saving the Munchkins.
The Good Witch of the North asked Dorothy to seek the help of the great Wizard
of Oz to get home. She sent her off with a pair of Silver Shoes and a magic kiss on
her forehead that will protect her. Dorothy was told to stay on the Yellow Brick
Road.
Along the way, Dorothy met Scarecrow who needed some brains, Tin Man who
wanted a heart and Lion who needed courage. She told them to follow her to meet
the Wizard of Oz who might be able to help them all.
On the way to Emerald City, they encountered the ferocious Kalidahs who wanted to
eat them. they managed to escape and landed on a field of poppies, where Dorothy,
Toto and Lion fell asleep. The Queen of the Field Mice helped them to get out of
the place .
They arrived at the Wonderful City of Oz and presented their requests. However,
the wizard told them that their requests will only be granted if they killed the
Wicked Witch of the West.
They looked for the Wicked Witch of the West and Dorothy managed to destroy
her by splashing water on her. This eventually freed the Winkies.
They returned to meet the Wizard of the Oz but unfortunately found out that he
was imposter.
The Wizard of Oz, a balloonist told them what happened. He then granted
Scarecrow a brain, Tin Man a heart and Lion some courage. He also assured
Dorothy that they will soon return home.
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Unfortunately, Dorothy was left behind when she tried chasing Toto who was running
after a cat.
Dorothy continued finding her way back home with her friends. Scarecrow
suggested that they unlock the code on the Wicked Witch‟s Golden Helmet.
The Winged Monkeys appeared and carried them off to Glinda, the Good Witch of
South as requested by Dorothy.
With the help of Glinda, Dorothy tapped her heels three times and made a wish to go
home.
Dorothy finally returned home to Aunt Em and Uncle Henry.
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MESSAGE AND MORAL VALUES OF THE STORY
MORAL VALUES FROM THE STORY
1. Perseverance
 Dorothy does not give up in her search to find her way home.
2. Care, compassion and protective

 Scarecrow‟s concern for Dorothy‟s safety.
 “It must be lonely for the wizard, since he never has visitors.”
(page 38)
 “Don‟t worry. As long as I have my axe, I‟ll protect us all.” (page 26)
 “I‟ll be b-brave for you, Dorothy. (page 37)
 “Don‟t worry Lion. We‟re all in this together.” (page 37)
3. Cooperation
 The way Dorothy and her friends fought the Witch of the West.
(pages 44-49)
 The Queen of the Field Mice and her fellow mice helped to move the
lion. (page 34)
4. Wisdom
 The way Scarecrow handled the situations along the journey.
 “Well, maybe the writing on the Wicked Witch‟s Golden Helmet can
unlock is magic!” (page 58).
5. Bravery
 Dorothy scolded Lion for scaring Toto. (page 28)
6. Selfless
 Dorothy invited her new-found friends to join in her journey to see
the Wizard of Oz.
7. Kindness
 Dorothy helped released Scarecrow and the Tin Man. (pages 18 and 23)
8. Politeness
 “More of a polite request, actually, if you please, sir.” (page 37)
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MESSAGE FROM THE STORY
1. Everyone has the ability to overcome challenges.

The way Dorothy and her friends survived in their mission to kill the
Wicked Witch of the West. (page 45-48)
2. The importance of friendship.

How Dorothy and her friends value each other in their journey to meet
the wizard.
3. We must persevere, for we have the ability to deal with challenges.

Dorothy‟s determination to find her way home.
4. One‟s truth is not as one perceives.

Do not believe everything that you see.
E.g. The Wizard of Oz is actually an old balloonist from a faraway land.
(page.53)
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Suggested creative activities have been
designed for your reference.
Check the suggested activities below.
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ACTIVITY 1
WHAT IS ON THE COVER LS 4.2.1 (a)
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Steps
1. Show the cover of the book.
2. Pupils guess the name of the girl in the cover.
3. Talk about the body language and facial expression of other characters. Use the
following questions as the guide.
 What is she holding?
 What is she wearing?
 Who are they?
 Are they friends?
 What are they looking at?
4. Pupils look at the front and back cover of the book carefully.
5. Get pupils to predict the story from the title.
 From the word „wizard', what do you think the story is about?
 What other characters do you think you can find in the story?
6. Distribute Worksheet 1.
7. Pupils complete the worksheet.
Educational Emphases
 Contextual Learning
 Multiple Intelligences
(Verbal Linguistic)
 i-Think Programme (Bubble Map)
Thinking Skills
(Analysing, Evaluating)
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Worksheet 1
Fill in the blanks.
WHAT IS ON THE COVER?
i-Think Programme : Bubble Map

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SUGGESTED ANSWER
Worksheet 1
Fill in the blanks.
WHAT IS ON THE COVER?
genre
author
rewritten by
illustrator title
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ACTIVITY 2
THE HOT AIR BALLOON LS 4.3.1
Things needed:
 coloured papers
 scissors
 glue
Steps
2. Pupils use different coloured papers to decorate the picture of the hot air balloon
(collage).
3. Pupils give the balloon a name.
4. Recall what happened when Dorothy had the chance to go home on the hot air
balloon.
Sample questions:
 Which chapter can you see the hot air balloon in the story?
 Why was there a hot air balloon in the story?
 Who went on the hot air balloon?
 What do you think it is like being on a hot air balloon?
 Did Dorothy get on the hot air balloon? Why?
5. Get pupils to discuss with pupils whether or not the hot air balloon would actually
have taken Dorothy home. Get pupils to give their views whether or not the hot air
balloon was the best means to get home.
Sample questions:
 Is the hot air balloon the best way to get back home? Why?
 Would Dorothy have gone home safely if she was able to get into the hot air
balloon on time?
 Creativity and Innovation
(Visual Spatial)
Thinking Skills
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Worksheet 2
Give the hot air balloon a name and decorate it using coloured papers.
Reference: https://gallifreycraftingcompany.files.wordpress.com/2010/09/balloon3b.jpg
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ACTIVITY 3
MY DREAM SHOES LS 4.3.1
Steps
2. Initiate discussion on the Silver Shoes used by Dorothy in the story.
Sample questions
 Who gave the Silver Shoes to Dorothy?

 When were the shoes given to Dorothy?
 Why were the shoes given to Dorothy?
 Who owned the shoes before they were given to Dorothy?
3. Encourage pupils to imagine their own magic shoes.

4. Pupils draw their imaginary shoes and list what their shoes can do in
Worksheet 3.
Suggested answers for the worksheet:

 fly
 float
 makes one active
 transport one to other places
5. Pupils present their work to the class.
(Visual Spatial)
Thinking Skill (Creating) 36

Worksheet 3
Draw your imaginary shoes and list what they can do.
MY MAGIC SHOES CAN:
 _____________________________________________________
 _____________________________________________________
 _____________________________________________________
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ACTIVITY 4
ORIGAMI DREAM SHOES LS 4.3.1
Steps
1. Distribute coloured A4 papers to the pupils.
2. Show the pupils how to make the origami shoes step by step.
3. Teacher provides a situation.
Imagine you are Dorothy and you need a better pair of shoes to travel in the Land of
Oz. How would you like your shoes to be? Imagine and create your own origami
dream shoes.
4. In pairs, pupils make their own origami dream shoes and give them a name.
5. Get pupils to present their shoes to the class and justify why their shoes
are better than the Silver Shoes worn by Dorothy.
6. Hang the origami shoes around the class as a decoration.
Teacher's Note
Refer to the steps on how to make an origami shoes on http://www.origami-

make.com/origami-boot-traditional.php or you can Google for other samples.

(Visual Spatial, Bodily Kinaesthetic)
Thinking Skills
(Creating, Applying, Evaluating)
38
Sample of an Origami Shoe
Reference : http://data3.whicdn.com/images/52259042/large.jpg
39
ACTIVITY 5
LET'S GUESS LS 4.2.1 (a) (b) (c)
Steps
1. Divide class into groups of four.
2. Explain to the pupils the rules of playing the game (Handout 1).
3. Each group takes turn to act out and guess the answers within the stipulated time
(e.g. 1 minute).
4. Record the scores for each group.
Teacher‟s Note
Read Handout 1 prior to the lesson.

(Bodily Kinaesthetic, Interpersonal)
Thinking Skills
(Applying)
40
Handout 1
A. Teacher‟s Guide for the Let‟s Guess Game
1. Prepare the following items:

- a stopwatch for time keeping
- a bell
- a score sheet and a pen for scorekeeping
- a container with paper slips
2. Prepare paper slips for three categories (character, setting and moral values)
for the pupils to act out.
3. Put all the paper slips in a container.
4. Teacher acts as the timekeeper and the scorekeeper.
B. Rules for the Let‟s Guess Game
1. Each group consists of four members. Each group will play for one minute in each
round.
2. Teacher demonstrates the suggested gestures for character, setting and moral
value (Refer to Suggested Gestures to Indicate Category for the Clues).
3. A pupil (actor) acts out a phrase without speaking and the others guess what the
phrase is as quickly as possible.
4. Each round of the game is as follows:
i. A player from Group A picks a paper slip from the container.
ii. He/she takes a short time to review the slip.
iii. Teacher (the timekeeper and scorekeeper) starts timekeeping once the
actor of the group starts to act out.
iv. The actor starts acting out the categories (character, setting and moral
values) first and the group members guess.
v. Then, the actor acts out the clues for the group members to guess.
vi. The members of the group are given one minute to guess the phrase.
vii. If they are able to guess correctly within the stipulated time, the group
gets 2 marks.
41
viii. If they are unable to guess correctly within one minute, then, it is open for
the other groups to guess and 2 marks are given to the group that guesses
the correct answer.
42
C. Suggested Gestures to Indicate Categories for the Clues:
Category Gesture
Character Hug own self
Setting Pretend to pull the rope that opens a
theatre curtain.
Moral value Thumbs Up
D. Suggested Gestures for other Clues

i. Number of words in the clues: Hold up the number of fingers.
ii. Which word we are working on: Lay the number of fingers on your arm.
iii. To show someone has made a correct guess: point at our nose with one
hand, while pointing at the person who has guessed correctly with another
hand.
iv. To encourage further guessing: sweep your arms through the air to
prompt for more answers.
Teacher‟s Note:
These gestures are to be taught before the game.
43
Paper Slips
Category : Character
Dorothy
Scarecrow
Tin Man
The Lion
The Wicked Witch
The Wizard of Oz
Toto
Category : Setting
The Emerald City
Category : Setting
Yellow Brick Road
Category : Setting
Munchkin Land
Category : Setting
The Great Oz
Category : Setting
The Cornfield
Category : Setting
The Wonderful City of Oz
Category : Moral Value
Courage
Care
Cooperative
Wisdom
Bravery
Kind
Politeness
Selfless
Compassion
44
Score Sheet
GROUPS ROUND GROUP ROUND GROUP TOTAL

1 2 MARKS
Teacher‟s Note
Each group plays two rounds. When a member of Group A is acting out the clue picked,
the rest of the group members are to guess within one minute. If they are able to
guess correctly, teacher puts a tick for group A for Round 1. If they are unable to
guess correctly within 1 minute, teacher puts a cross. Then, it is open for the other
groups to guess. Teacher writes the name of the group that manages to guess correctly.
45
Sample:
Round 1
Turn: Group A

1 2 MARKS
A √
One member of group A acts out.
Other members of Group A guess within 1 minute.
If correct answers are provided, teacher puts a tick.
Each tick represents 2 marks.
HOWEVER……

1 2 MARKS
A X √ G
If members of Group A could not answer correctly, teacher puts a cross.
Then, chances are given to other groups.
For example, if Group G is able to guess correctly, teacher puts a tick and writes the
group name, G.
Again, each tick represents 2 marks.
46
SYNOPSIS
ACTIVITY 1
MEET MY FRIENDS IN OZ LS 4.2.1 (a) (b)

((b((b)(a)(b)
Steps
1. Distribute Handout 1 and Worksheet 1 to the pupils.
2. Pupils cut the pictures in Handout 1 and paste them in the appropriate boxes.
3. Pupils fill in the blanks correctly, according to Dorothy‟s journey in Chapter 3.
4. Write down what the Wizard of Oz bestowed upon them after completing the quest
in Chapter 6.
Teacher's Note
For teacher's own reference, look at synopsis of chapters 3 and 6 (Pages

14-16)
(Visual Spatial)
Thinking Skills
(Understanding, Applying)
47
Worksheet 1
Paste the pictures from Handout 1 and write the details in the space provided.
Scarecrow Tin Man Lion
Met in Met in Met in
__________________ __________________ __________________
__________________ __________________ __________________
Asking for Asking for Asking for
__________________ __________________ __________________
__________________ __________________ __________________
Gift presented by the Gift presented by the Gift presented by the
Winkies Winkies Winkies
__________________ __________________ __________________
__________________ __________________ __________________
48
Handout 1
49
SUGGESTED ANSWER
Worksheet 1
Paste the pictures from Handout 1 and write the details in the space provided.
Scarecrow Tin Man Lion
Met in Met in Met in
cornfield, the journey to the wood, the journey to behind the trees, the
the Great Oz the Great Oz journey to the Great Oz
Asking for Asking for Asking for
a brain, a heart courage
brains (intelligence)
Gift presented by the Gift presented by the Gift presented by the
Winkies Winkies Winkies
a walking stick a silver oil can a gold collar
50
SYNOPSIS
ACTIVITY 2
DOROTHY'S JOURNEY LS 4.2.1 (a) (b)
* Note: This activity is carried out when pupils have read the whole book.
Steps
1. Pupils sit in seven groups.
2. Each group is assigned with a chapter and given a display sheet.
3. In their respective groups, pupils discuss the events in the chapter assigned and
write the summary on the display sheet provided.
4. Guide each group on how to prepare the summary of the chapter by identifying the
most important event in it.
5. Each group presents the summary.
6. Distribute Worksheet 2 to each group for them to complete based on step 5.
 Constructivism
(Verbal Linguistic, Visual Spatial)
Thinking Skill (Analysing)
51
Worksheet 2
Write the summary for each chapter.
52
SYNOPSIS
ACTIVITY 3
SEQUENCE ME LS 4.2.1 (a) (b)

((b((b)(a)(b)
Steps
*Note: This activity is carried out only after the pupils have read the whole book.
1. Pupils sit in pairs.
2. Distribute Worksheet 3 to every pair.
3. Pupils rearrange the scrambled words to form correct sentences.
4. Teacher and pupils check the answers.
6. Pupils discuss and determine the sequence of the important events of the synopsis
correctly.
 Multiple Intelligence (Interpersonal)
Thinking Skill (Applying)
53
Worksheet 3
Rearrange the sentences to form correct sentences.
1. Scarecrow, – and – her –Emerald City - meets -Tin Man – Lion – to – way – on -
Dorothy
2. Wicked Witch of the West – kill – instructed – Wizard of Oz – Dorothy – to - the
_______________________________________________________________
3. Kansas – lived - prairie – in - Dorothy – a – on
4. home – Glinda, – who - Dorothy – her - the Good Witch – met – helped – her – go - to
_______________________________________________________________
5. returned – but – he – to – Wizard of Oz - hoax - They - discovered – that – was – a
_______________________________________________________________
6. pail – melt – threw - Dorothy – water – witch – a – and – causing – die – to – of - the
_______________________________________________________________
7. – the Land of Oz – cyclone – away – house – Dorothy‟s – A – blew - to
_______________________________________________________________
54
Worksheet 4
Number the sentences according to the sequence of the story.
Dorothy meets Scarecrow, Tin Man and Lion on her way to Emerald
City.
Wizard of Oz instructed Dorothy to kill the Wicked Witch of

West.
Dorothy lived on a prairie in Kansas.
Dorothy met Glinda, the Good Witch who helped her to go home.
They returned to Wizard of Oz but discovered that he was a hoax.
Dorothy threw a pail of water causing the Wicked Witch to melt

and die.
A cyclone blew away Dorothy‟s house to the Land of Oz.
55
SUGGESTED ANSWER
Dorothy meets Scarecrow, Tin Man and Lion on her way to Emerald
3
City.
Wizard of Oz instructed Dorothy to kill the Wicked Witch of

4
West.
Dorothy lived on a prairie in Kansas. 1
Dorothy met Glinda, the Good Witch who helped her to go home. 7
They returned to Wizard of Oz but discovered that he was a hoax. 6
Dorothy threw a pail of water causing the Wicked Witch to melt

5
and die.
A cyclone blew away Dorothy‟s house to the Land of Oz. 2
56
PEOPLE IN THE STORY / TEXT
ACTIVITY 1
MAIN CHARACTER DESIGN LS 4.2.1 (a), 4.3.1
Steps
1. Divide the class into six groups.

2. Each group is given a character (Dorothy, Scarecrow, Tin Man, Lion, The Wicked
Witch of the West and The Wizard of Oz).
3. Each group creates a costume to represent the character given using the materials
provided. E.g. newspaper, coloured paper.
Sample question:
 Can you create a suitable costume for your character with the materials
given to you?
4. Each group presents their characters to their classmates.

5. Each group will then act out some parts of the story using the appropriate voices
and action of their character.
Follow-up activity
1. Create a flow map to list out the main events that happened to each character.
(Interpersonal, Visual Spatial, Verbal
Linguistic)
Thinking Skills
( Analysing, Creating)
57
Sample Flow Map:
The Story of Scarecrow
Dorothy helped Followed Dorothy

him down from to get some
Bored being a
the pole brains from the
scarecrow
Wizard of Oz
Met the Wizard Came up with an

of Oz and was idea to save
Met Tin Man and
asked to kill the Dorothy and Lion
Lion
Wicked Witch of in the poppy field
the West
Torn apart by the Sewn back Found out that

Winged Monkeys together by the the Wizard of Oz
Winkies and given was an imposter
a walking stick
Ruled Emerald Accompanied Given a yarn ball

City in Wizard of Dorothy to pin cushion as
Oz‟s place Glinda‟s castle brains
i-Think Programme : Flow Map
58
ACTIVITY 2
CHARACTER PAPER BAG LS 4.2.1 (a)(b)(c)
Steps
1. Divide class into groups of three.

2. Give one paper bag to each group.
3. Pupils discuss in groups and identify the characters based on the contents in the
paper bags.
4. Check pupils' answers.
5. Each group writes the character's name on the paper bag.
6. Each group draws a poster of the character on a display sheet.
Sample question
 Can you design a poster of your character on the display sheet given?
7. Paste the posters in the classroom.
Teacher's Note
Write the characteristics and the significant dialogues of each character on strips of
paper and put them into the paper bags before the lesson.
Follow-up Activity
1. Pupils write a poem based on the information of the characters (diamante poem/
acrostic poem).
2. Teachers can use the double bubble map to brainstorm for ideas to write the poem.
 Constructivism
(Visual Spatial, Interpersonal)
Thinking Skill
(Creating)
59
Diamante Poem:
A diamante poem is a poem in the shape of a diamond. Each line uses specific types of
words like adjectives and –ing words. It does not have to rhyme.
Format
Beginning topic
Adjective, adjective (about the beginning topic)
-ing word, - ing word, -ing word (about the beginning topic)
Four nouns or a short phrase about both beginning and ending topics
-ing word, -ing word, -ing word (about the ending topic)
Adjective, adjective (about the ending topic)
Ending topic
Acrostic Poem:
To begin with, an acrostic is a poem in which the first letters of each line spell out a
word or phrase. The word or phrase can be a name, a thing, or whatever you like.
Acrostics are easy to write because they don‟t need to rhyme, and you don‟t need to
worry about the rhythm of the lines. Each line can be as long or as short as you want it
to be.
Format
D
O
R
O
T
H
Y
60
Diamante Poem
61
i-Think Programme: Double Bubble Map
Sample Diamante Poem
Dorothy
Helpful, kind
Caring, helping, encouraging
On the Yellow Brick Road to the Emerald City
Thinking, building, protecting
Brave, wise
Scarecrow
Sample Acrostic Poem
Dear sweet and helpful Dorothy

On the journey to find her way home
Ran into Scarecrow, Tin Man and Lion
Oh, the adventures they went on!
They defeated the Wicked Witch of the West
How exciting!
Yes! They saved the Land of Oz!
62
ACTIVITY 3
BEHIND THE SCENES WITH THE CHARACTERS LS 4.2.1 (a) (c)
Steps
1. Pupils name the wicked witches that they know from other stories (i.e. The evil
queen in Snow White, Maleficent in Sleeping Beauty, Ursula in Little Mermaid) and
their characteristics.
2. Pupils share possible reasons why witches become wicked.
Sample questions:
 What are the characteristics of wicked witches?
 Why do you think witches become wicked and do bad/evil things?
4. Pupils imagine themselves as a witch or a wizard.
5. Pupils name themselves with special names (ie. Wendy the Wonderful, Greg the
Great).
6. Pupils describe the special powers they want to have and the reasons for having the
powers.
Sample questions:
 If you were a witch, what kind of powers would you like to have?
 Why do you want those powers?
7. Pupils imagine and design a costume for themselves as a witch or wizard in

Worksheet 1(B).
(Visual Spatial, Verbal Linguistic)
Thinking Skill
(Evaluating, Creating)
63
Worksheet 1
A) Fill in the blanks.
Name : ____________________________________
Special power : ____________________________________
Reasons why I want the special power:
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
6. ________________________________________________
B) Imagine yourself as a witch or wizard. Design your costume.
64
ACTIVITY 4
HUNT FOR THE STARS LS 4.2.1 (a)
Steps
1. Divide class into eight groups.

2. Distribute Worksheet 2 to each group.
3. Explain the rules of the activity (Handout 1) to the pupils.
4. Pupils move around the classroom in groups to find the answers
for all the clues.
5. Discuss the answers with the pupils.
Teacher's Note
This activity requires 8 stations. Paste the clues at every station.
Thinking Skill
(Analysing)
65
Handout 1
ACTIVITY GUIDE
1. Pupils work in groups.
2. Groups take turns to go to every station in clockwise direction.
3. Teacher controls the movement of pupils by blowing the whistle.
4. Pupils can only move to the next station upon hearing the sound of the whistle (to
have only one group at a station at one time).
5. Pupils read the clues and write down the answers in Worksheet 2.
6. Once pupils have completed all the stations, teacher gets them to exchange the
worksheets with other groups.
7. Discuss the answers (marks are awarded for each correct answer).
8. The group with the highest marks is the winner.
66
Worksheet 2
Group: _________
Fill in the blanks with the correct characters.
Station 1
Answer : ___________________________________
Station 2
Answer : ___________________________________
Station 3
Answer : ___________________________________
Station 4
Answer : ___________________________________
Station 5
Answer : ___________________________________
Station 6
Answer : ___________________________________
Station 7
Answer : ___________________________________
Station 8
Answer : ___________________________________
67
CLUES
STATION 1
1. She is friendly and encouraging.

2. She helps those who are in trouble. Who is she?
STATION 2
1. He is brave and wise.

2. He protects his friends. Who is he?
STATION 3
1. He is tall and tough.

2. He is also caring. Who is he?
STATION 4
1. He is a coward but protective.

2. He thinks fast in difficult situations. Who is he?
STATION 5
1. She is an evil witch.

2. She is powerful. Who is she?
STATION 6
1. He is fierce.
2. He fooled everyone about his real identity. Who is he?
STATION 7
1. She is a kind witch.
2. She is protective of Dorothy. Who is she?
STATION 8
1. He never bites.
2. He likes to play. Who is he?
68
ANSWERS:
Station 1
- Dorothy
Station 2
- Scarecrow
Station 3
- Tin Man
Station 4
- Lion
Station 5
- The Wicked Witch of the West
Station 6
- The Wizard of Oz
Station 7
- The Good Witch of the North
Station 8
- Toto
69
ACTIVITY 5
LET‟S PROVE THEM RIGHT LS 4.3.1
Steps
1. Divide the class into eight groups.
2. Distribute Worksheet 3 to each group.
3. Pupils recap the characters in the story.
4. Pupils write the descriptions for each character in A.
5. Pupils refer to the book to look for appropriate clues ( words, phrases and
sentences) to justify the descriptions of each character .
6. Pupils fill in the blanks in B.
Teacher's Note
Worksheet 3 is a sample for one character (Dorothy). Teacher needs to prepare
worksheets for other characters for this activity (e.g. Toto, Tin Man, Scarecrow etc).
(Logical Mathematic, Verbal Linguistic,
Interpersonal)
Thinking Skills
70
71
i-Think Programme: Brace Map
72
SETTING
ACTIVITY 1
CREATING THE MUSEUM OF OZ LS 4.3.1
Steps
1. Pupils name and list the significant objects in the Wizard of Oz story.
2. Divide the class into small groups.
3. Each group creates ONE object from the list.
(Different object for each group)
4. Pupils label and describe the objects.

5. Display their end products in the classroom.
Follow up Activity
1. Pupils work in the same group.

2. Pupils create a brochure of "The Museum of Oz".
3. Pupils draw all the objects created in their brochure.
4. Display pupils' work in the classroom. Do a gallery walk.

(Visual Spatial, Interpersonal, Bodily
Kinaesthetic)
Thinking Skills
(Creating, Applying)
73
Possible List of Significant Objects:
1. A Gold Collar
2. A pail of water
3. Tin Man‟s Heart
4. A Silver Old Can
5. Bottle of Courage
6. The Silver Shoes
7. The Golden Helmet
8. Yarn Ball Pin Cushion
9. A Golden Walking Stick
10. Tin Man‟s Enchanted Axe
11. The Emerald City Glasses
12. The Wizard of Oz‟s Hot Air Balloon
Sample labels and descriptions
The Golden Helmet

“Owned by the Wicked Witch of the West”
The Golden Helmet allows the wearer to command the Winged Monkeys. It belonged
to the Wicked Witch of the West. Dorothy took it after she defeated the Wicked
Witch of the West. She used it to fly to the Good Witch of the South‟s castle.
The Silver Shoes

“Owned by the Wicked Witch of the East”
The Silver Shoes was taken by Dorothy when her house landed on the Wicked Witch
of the East and killed her. The Silver Shoes has great magical powers. It can carry
anyone anywhere in a blink of an eye. Dorothy went home to Kansas using The Silver
Shoes.
74
SETTING
ACTIVITY 2
DESCRIBING THE SETTING LS 4.2.1 (b)
Steps
1. Pupils sit in a circle.

2. One pupil starts by picking a paper strip (written with the setting) from a jar.
3. The pupil describes the setting using suitable words.
Example:
Setting - Prairie
Description – farm/ storm/ chicken/ coop/ farm house/ Uncle Henry/ Toto /
Dorothy/ soil/ hammering/ feeding/ rain/ cellar /Aunty Em
4. The other pupils in the group have to guess the setting.

5. When the first pupil is done, he/she passes the jar of paper strips to the person
next to him/her to continue describing another setting.
6. This continues until all settings are done.
Teacher‟s Note
Teacher can get pupils to sit in one big circle or in small groups depending on the
number of pupils in the class.
(Verbal Linguistic)
Thinking Skill
(Analysing, Applying)
75
Sample paper strips
prairie
Munchkin Land
Emerald City
The Yellow
Brick Road
76
SETTING
ACTIVITY 3
LISTEN AND KNOW LS 4.2.1 (b)
Steps
1. Divide the class into groups.
2. Select four pupils at random to read the short descriptions each. (Handout 1)
3. The other pupils listen to the descriptions completely before identifying the
settings.
4. Pupils note down important objects, people and events heard in the descriptions
in the bubble map provided.
5. Using the list that they have prepared, pupils choose one setting and
design/draw their own prairie/ Munchkin Land/ Emerald City/ The Yellow Brick
Road.
(Verbal Linguistic, Visual Spatial,
Interpersonal)
Thinking Skill
(Creating)
77
Handout 1
Descriptions
PRAIRIE
It looks like a farm.
It has a farmhouse, a chicken coop and wooden fences.
There is also a barn where the hay is kept.
It is the place where Dorothy lives with her uncle and aunt.
MUNCHKIN LAND
A beautiful place where Dorothy meets the Good Witch of the North.
This place is surrounded by flowers, trees and animals.
This is where Dorothy‟s house landed after the storm.
Dorothy was given the Silver Shoes in this land.
EMERALD CITY
There is a big green building in this place.
A soldier guards this place.
This is where Dorothy and her friends meet an important person.
THE YELLOW BRICK ROAD

Dorothy meets Scarecrow in a cornfield near this place.
Dorothy was advised to stay on this path to meet the Great and Powerful Oz.
This is where the Queen of the Field Mice helped to move Lion.
78
Worksheet 1
i-Think Programme: Bubble Map
79
Sample Answer
Munchkin Land
Prairie
PLACE
Emerald City
Yellow Brick Road
i-Think Programme: Bubble Map
80
EVENTS IN THE STORY
ACTIVITY 1
SOLVE THE PUZZLE LS 4.2.1
Steps
1. Prepare five stations.

2. Each station is equipped with a set of picture puzzle and a display paper.
3. Divide the class into five groups.
4. Each group is placed at one station.
5. Pupils complete the puzzle.
6. Pupils describe the event in the puzzle on the display paper.
7. Once all groups have completed their task, collect the display sheets and paste
them on the board.
8. Check the sentences with the pupils. Make correction if necessary.
9. Get pupils to arrange the sentences in the correct sequence of events.
10. Get pupils to read aloud the sentences.
11. Pupils copy their sentences in their notebook.
Teacher‟s Note
The picture puzzles should be prepared before the lesson.
(Verbal Linguistic, Visual Spatial,
Interpersonal)
Thinking Skill
(Evaluating, Analysing)
81
Handout 1
Picture Puzzle
82
83
84
EVENTS IN THE STORY
ACTIVITY 2
ACT ME OUT LS 4.2.1 (a) (b) (c)
Steps

2. Each group is given a description of a scene from the story (refer Handout 2).
3. Pupils discuss in their respective groups and come up with a short act to depict
their scenes.
4. Groups take turns to act out their scenes for the class to guess.
Teacher‟s Note
Teacher can use pictures from the book instead of description for pupils with lower
proficiency level.
 Constructivism
Thinking Skill
(Creating)
85
Handout 2
A storm hit Kansas prairie where Dorothy lived and she went missing with her dog, Toto
in the storm.
Dorothy was given the Silver Shoes for her long walk to the Emerald City.
Dorothy met Scarecrow on her way to meet The Great Wizard of Oz.
Dorothy destroyed the Wicked Witch of the West by splashing water on her.
Dorothy, Lion and Toto fell into a deep sleep in the enchanted field of poppies.
The Winkies gave gifts to Dorothy and her friends to show their gratitude.
Dorothy and her friends were angry when they found out that The Wizard of Oz was
actually an imposter.
Dorothy tapped her heels three times and made a wish to go back home.
86
Steps
1. Pupils work in pairs.
2. Prepare empty strips of papers enough for each pair to have two strips.
3. First, distribute one strip to each pair.
4. Pupils discuss with their partner about an event in the story and each pair writes
a sentence on their strip to depict the event.
5. Collect one strip at a time from each pair and read aloud to correct any errors
made.
6. Ask questions based on the sentence written to elicit responses.
7. Paste the sentences on the board one at a time. Collect the next strip of paper
and read aloud. Ask pupils if it is a different event or the same as the one
pasted earlier.
8. If it is the same event, paste it on the strip of paper that is already pasted on
the board.
9. If it is a new event, elicit response from pupils to decide where it should be
pasted below or above the strip that is already pasted on the board according to
the correct sequence of events in the story.
10. After all the strips are done, get pupils to add any „missing‟ events.
11. Get pupils to read the sentences aloud.
Teacher‟s Note
This activity can be done individually based on the pupils‟ ability and the enrolment of
the class.
 Constructivism
 Multiple Intelligence
(Interpersonal, Verbal Linguistic)
Thinking Skill
(Analysing)
87
EVENTS IN THE STORY
ACTIVITY 4
POP-UP-WIZARD OF OZ LS 4.2.1 (a), 4.3.1
Steps
1. Show picture puzzles (refer to the sample in Activity 1: pages 80-82) one by one
in sequence as in the story.
2. Elicit responses from pupils on the important events that took place.
3. Paste the picture puzzle on the board.
4. Repeat steps 2 and 3 for the rest of the picture puzzles.
6. Each group is provided with papers, coloured papers and pictures of characters
taken from the book.
7. Demonstrate to pupils how to do a pop-up-book.
8. Each group creates their pop-up-book.
9. Pupils do a gallery walk once they have completed their pop-up-book.
Teacher‟s Note
Teacher can refer to www.wikihow.com/Make-a-Pop-up-Book on how to do a pop-up-book.

Prepare enough pictures for the pop-up-book.

(Visual Spatial )
Thinking Skill
(Creating)
88
MORAL VALUES / MESSAGE FROM THE STORY
ACTIVITY 1
VALUE ME LS 4.1.2 (c)
Steps
1. Elicit responses from pupils on the values they can find in the story.
2. You can use the following questions to elicit pupils‟ responses:
 What values have you learned from this story?
 Where can you find these moral values in the text read?
3. Pupils sit in pairs.
5. In pairs, the pupils study the pictures and write the value(s) portrayed in each
picture.
 Constructivism

Thinking Skill
(Analysing)
89
Worksheet 1
Write the moral value shown in each picture in the space provided.
90
91
ACTIVITY 2
WHAT ARE FRIENDS FOR? LS 4.3.2
Steps

2. Pupils discuss the meaning of being a friend and the good qualities of a friend.
3. Discuss the message/ values Dorothy and her friends try to convey in the story.
4. In groups, students are asked to create a talk show with the characters
(Dorothy, Scarecrow, Tin Man and Lion) in the story as guests.
5. Appoint a chairperson/moderator. The chairperson/moderator interviews the
guests on their character in the story and the message they are trying to convey
to the readers through their characters.
Teacher‟s Note
Other characters in the story can also be included.
 Constructivism
Thinking Skills
(Evaluating, Creating)
92
ACTIVITY 3
DIARY WRITING/ JOURNAL WRITING/ BLOG LS 4.3.1 (a)(b)(c)
Steps
1. Recap on the messages and moral values highlighted in the story.

2. List the messages and moral values on the board.
3. Give the pupils the following task:
“Imagine you are one of the main characters (Dorothy, Scarecrow, Tin Man,
Lion, Toto) in the story. Share the experience you have gained in your journey to
the Emerald City. Highlight on the things you have learnt from your adventure.
Share these in the form of a diary/ journal/ poem or a blog.”
 ICT
(Visual Spatial)
Thinking Skills
(Applying, Creating)
93
ACTIVITY 4
PROMOTE ME LS 4.3.1
Steps
1. The Wizard of Oz is now made into a movie.

2. In groups, pupils are assigned to market the movie to the public.
3. Pupils create a poster and promote it to their friends by highlighting the values
and message it portrays.
4. Show the pupils some sample posters to give them ideas.
 ICT
(Visual Spatial)
Thinking Skills
(Applying, Evaluating, Creating)
94
Sample posters
http://www.fatmovieguy.com/wp-content/uploads/2013/09/Wizard-of-Oz-75th-Anniversary-
Movie-Poster.png
https://www.movieposter.com/posters/archive/main/59/MPW-29628
95
http://images.mocpages.com/user_images/48287/1368908701m_SPLASH.jpg
http://justin-mctwisp.deviantart.com/art/Wizard-of-Oz-Stage-Production-Poster-
331496991
96
GOING BEYOND THE TEXT
ACTIVITY 1
I‟M OFF ON AN ADVENTURE LS 4.2.1(a) (b)
Steps
1. Elicit responses from pupils about the setting, characters and how Dorothy got
home.
2. Write down the responses in a circle map/ bubble map.
3. Show pupils a picture of Dorothy in her blown away house or a short video of “Up”
with the flying house (Picture 1 or 2)
Links:
Up Pixar- Flying House Scene
(http://www.youtube.com/watch?v=N1NLzBGJavc)
Disney's "Up" house created in real life and flown for National Geographic show
(http://www.youtube.com/watch?v=rV6rNqin4P8)
4. Ask pupils the following questions:

 “If you were carried away by a cyclone like what happened to Dorothy or carried
away by balloons like in the movie “Up”, where do you think you will end up?”.
5. Distribute Worksheet 1, 2 and 3.
Worksheet 1
What will you see?
Prompt:
 Describe the place and landscape.
 How is the weather?
 How are the surroundings?
Worksheet 2
What kind of characters will you meet?
Prompt:
 What kind of people or animals will you meet there?
 How do they look like?
97
 Are they similar to or different from us or the animal that we see?
 Where do they live?
Worksheet 3
How will you get home?
Prompt:
 What kind of transport do you need to get home?
 Describe your transport.
 What are the magical features of your transport?
6. Elicit responses from pupils based on the worksheets.
Follow-up Activity
Descriptive writing
 If I was carried away by a cyclone like what happened to Dorothy, I think I will
end up on…..
 Constructivism
 Multiple intelligences
(Visual Spatial, Interpersonal)
Thinking Skill
(Applying, Analysing, Evaluating )
98
Picture 1
Picture 2
(Retrieved on 16th July 2014 fro

Reference : http://www.blogcdn.com/blog.moviefone.com/media/2011/03/phemfgiebyecii1l.jpg)
99
Worksheet 1
What
will you
see?
i-Think Programme : Circle Map
100
Worksheet 2
What kind
of
characters
will you
meet?
101
Worksheet 3
How
will you
get
home?
102
Sample Answer
Worksheet 1
coconut trees
white, sandy beaches
rain
What
will you
see? seashells
many fish in the sea
crystal, clear waters
103
Sample
Descriptive Writing
If I was carried away by a cyclone like what happened to Dorothy, I will

end up on a beautiful island. I will land on a white, sandy beach with coconut trees.
There will be many seashells on the beach. I will not be hungry because I can go fishing.
There are many fish in the sea which you can see through the crystal clear waters. I
will meet many friends on the island like talking monkeys, dancing snakes and jumping
elephants. The talking monkeys will walk like humans and cook their food. Their
favourite food is roasted tomatoes. The snakes love dancing. Whenever you sing, they
will be dancing up a storm around you. The ground is always shaking in the day because
the elephants are always jumping. They tell me that their toes tingle all the time so
they have to jump. The interesting thing about the island is that it never rains! So, I
can sleep anywhere I want because there are no predators. My favourite place to sleep
is on the beach while listening to the sound of the waves. I will build a raft to get home
with the help of my friends. The elephants can help me carry the coconut tree trunks to
create a raft and the monkeys will be my helpers. The snakes can dance to provide us
entertainment. When it is done, I will be on my way home.
Note
The sample writing given above is based on the three worksheets given.
104
ACTIVITY 2
MY LANDSCAPE – STANDING PICTURES AND FIGURINES LS 4.2.1(b), 4.3.1
Steps
1. Elicit responses of pupils on their perception of a prairie. Then share the definition
of a prairie - a flat wide area of land in North America and Canada without many
trees and originally covered with grass.
2. Use the sample pictures to show them what a prairie is.
3. Start a discussion and get pupils to describe the scene of the prairie seen on pages
6 and 7 of the Graphic Novel.
4. Give the pupils a task in groups. Distribute Worksheet 4(a) and Worksheet 4(b) to
pupils. Instruct them as follows:
 Imagine that you are Dorothy and you live on their prairie.
 Use your creativity and imagination to design your own landscape of a prairie.
5. Pupils draw their own characters, animals and buildings on Worksheet 4(b). Pupils cut
and paste them on Worksheet 4 (a).
6. Put their creation on display. Pupils justify their choice of characters, animals and
buildings on the prairie.
 Creativity & Innovation
(Visual-Spatial)
Thinking skills
(Applying, Creating, Evaluating)
105
Sample Prairies
106
Worksheet 4(a)
Reference: https://newearthjourney.files.wordpress.com/2011/06/hayfield-photo.jpg
107
Worksheet 4(b)
Draw your own buildings and animals in the boxes below. Cut and paste them onto
the prairie.
108
ACTIVITY 3
DOROTHY‟S ADVENTURE LS 4.2.1 (a)(b),

4.3.1
Steps
1. Get the pupils to identify the four different territories based on the story. (Kansas,
Munchkin Land, City of Oz, Winkie Land)
2. Divide the class into four groups.
3. Distribute one territory to each group.
4. Distribute Worksheet 5 (Event sheet).
5. Get them to discuss and list at least two events that happened in the territory that
they are assigned to.
6. Get pupils to paste the event sheets onto their own map based on their own
creativity and present their work in front of the class.
Teacher‟s Note
 Step 3 – Prepare the Map of Oz on a display paper. Cut each territory

apart before distributing to each group.
 Step 4 - Cut along the dotted lines on Worksheet 5 before distributing
one event sheet to each group.
 Step 7 - Allow the groups to leave their work on the board after each
presentation to enable them to assemble the four territories to form
the Map of Oz.
(Verbal Linguistic, Visual-Spatial,
Interpersonal)
Thinking skill
(Applying, Analysing)
109
Map of Dorothy‟s Adventure
110
Worksheet 5
Event
1._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
………………………………………………………………………………………………………………………………………………………………..
Event
1._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
. ________________________________________________________________________
2._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
111
ACTIVITY 4
“I AM FREE” BUTTON BADGE LS 4.2.1 (a), 4.3.1
Steps
1. Allow the pupils to choose to be either a Winkie from Winkie Land or the
Munckins from Munchkins Land.
2. Initiate a discussion to elicit responses on their feelings of being freed from
the clutches of the Wicked Witch of the West/Wicked Witch of the East.
Encourage them to say what they can do/aim to do/feel like doing now that they
are free.
3. Distribute a button badge (made of manila card/paper) to each pupil. Instruct
them to write their feelings based on their discussion above in the space
provided and then decorate their button badges. Get them to wear their badges
and speak about them in groups.

(Visual Spatial, Verbal Linguistic, Interpersonal)
Thinking skill
(Applying,Creating)
112
BUTTON BADGE
I AM FREE !!!
Now, I ___________
_________________
I AM FREE !!!
Now, I ___________
_________________
113
ACTIVITY 5
DOROTHY AND FRIENDS LS 4.1.2, 4.3.2
Steps
1. Go through the lyrics of the song (Refer to Handout 1).
2. Introduce the instrumental version of the song (to the tune of Oh, Carol!).
3. Fit in the lyrics to the tune.
4. Get the pupils to sing the song together.
5. Divide the pupils into 4 groups.
6. Each group has to create their own lyrics to the tune of “Oh, Carol”
7. Ask them to use their creativity to perform.
Teacher‟s Note
For lower intermediate pupils, you can get the pupils to change the lyrics of the last line
in each stanza and then perform.

(Musical, Bodily-Kinaesthetic)
Thinking skill
(Creating, Applying, Analysing )
114
Handout 1
Dorothy and Friends

(Based on the tune of Oh, Carol)
Hi, hello,
I am Dorothy,
I stay on a prairie,
With my family.
Then you know,

I made three friends,
Scarecrow and Lion,
And Tin Man too.
Together we would walk the Yellow Brick Road,

Scarecrow for a brain,
Lion for courage,
Tin Man for a heart.
Then we met the Great Oz of the Oz land,

So great but scary,
But good conquered evil,
We all had victory.
Lyrics by: Gerardine Raj
115
ACTIVITY 6
BACK TO THE LAND OF OZ LS 4.2.1 (a)(b)(c)
Steps
1. Prompt pupils to talk about what happened to the characters at the end of the
story.
2. Brainstorm on what will happen if Dorothy comes back to the Land of Oz one day.
3. Divide pupils into groups and get them to write down their predictions on
Worksheet 6.
4. Pupils present their predictions to the class.

5. Accept any suitable answers.
 Creativity & Innovation

(Verbal Linguistic, Intrapersonal, Logical /
Mathematical)
Thinking skills
(Evaluating, Analysing)
116
Worksheet 6
Do you think Dorothy will return to the Land of Oz one day?
________________________________________________________
When would that be?
_________________________________________________________
Who will she meet?
_________________________________________________________
Do you think they will remember her? Why?

_________________________________________________________
_________________________________________________________
What will Dorothy do in the Land of Oz?

________________________________________________________
________________________________________________________
Will she go home to Kansas again?
_____________________________________________________________________
If yes, how will she go home again? If no, why?

______________________________________________________
______________________________________________________
117
ACTIVITY 7
CONNECT US LS 4.2.1 (b)
Steps
1. Ask questions to get information about the leaders of Malaysia. Write pupils‟
responses on the board.
Sample questions:
 What is the name of our country?
 Who is the Prime Minister of Malaysia?
 Which is the biggest state in Malaysia?
 Who is the Chief Minister/Menteri Besar of that state?
 What is the name of our state?
 Who is the Chief Minister/Menteri Besar of our state?
2. Using a bridge map, write in the information obtained correctly.

Example:
YAB Dato‟ Seri Tan Sri Datuk Patinggi

Najib Razak Adenan Satem YAB Azmin Ali
as as
Malaysia Sarawak Selangor
3. In pairs, ask pupils to identify the places they can find in the Land of Oz and
write the name of the rulers of the places they have identified.
4. Pupils complete Worksheet 7.
5. Discuss the answers.
(Verbal linguistic)
Thinking Skill 118

(Analysing)
119
i-Think Programme: Bridge Map
120
121
122
SAMPLE LESSON PLANS
LESSON PLAN 1
DOROTHY AND FRIENDS
Focus : Language Arts
Theme : World of Stories
Topic : Dorothy and Friends
Time : 60 minutes
Learning Standards :
4.1.2 Able to sing songs, recite jazz chants and poems with correct stress
pronunciation, rhythm and intonation.
4.3.2 Able to plan, prepare and participate in a performance with guidance based on
literary works.
Learning Objectives :
By the end of the lesson, pupils should be able to:
i. create their own lyrics of Dorothy and Friends.
ii. perform “Dorothy and Friends” to the tune of “Oh, Carol” in their groups
with the correct stress, pronunciation, rhythm and intonation.
Teaching Aids : 1. Pictures of the characters (Appendix 1)

2. Lyrics (Appendix 2)
3. Worksheet 1
Moral value(s) : Teamwork
CCE / Educational Emphases : Creativity

Multiple Intelligences (Musical, Bodily-Kinaesthetic,
Verbal Linguistic, Interpersonal)
Steps:
Set Induction
123
1. Pupils look at the pictures of the main characters in the Wizard of Oz
(Appendix 1)
2. Pupils talk about the characters with the help of questions posed by the teacher.
Sample questions:
 What are the names of the characters?
 Describe Dorothy/Scarecrow/Tin-Man/Lion?
 What did the Scarecrow needed?
 What was the Lion‟s request?
 What was the Tin Man looking for?
 What was Dorothy‟s request?
Presentation
1. Pupils listen to the instrumental music of “Oh, Carol”.

2. Pupils hum the song with the teacher.
3. Pupils are shown the lyrics of “Dorothy and Friends” (Appendix 2).
4. Teacher models the song and pupils listen.
5. Pupils sing together.
Practice
1. Class is divided into groups of six.

2. Teacher distributes Worksheet 1
3. Pupils change the lyrics of the last line in each stanza.
4. Pupils plan how to perform creatively.
Production
1. Pupils take turns to perform.

2. Other pupils assess and award marks for creativity and teamwork.
Closure
1. Pupils sing „Dorothy and Friends‟ (Appendix 2) together.
124
Appendix 1
125
Appendix 2
Dorothy and Friends

Hi, hello,
I am Dorothy,
With my family.
Then you know,

Scarecrow and Lion,
And Tin Man too.

Lion for courage,
Tin Man for a heart.

So great but scary,
We all had victory.
126
Worksheet 1
Dorothy and Friends

Hi, hello,
I am Dorothy,
_________________________________
Then you know,

Scarecrow and Lion,
__________________________________

Lion for courage,
__________________________________

So great but scary,
__________________________________
127
SAMPLE LESSON PLANS
LESSON PLAN 2
HUNT FOR THE STARS L.S 4.2.1.(a)
Topic : Dorothy and Friends
Time : 60 minutes
4.2.1 Able to respond to literary texts
(a) characters
Learning Objectives :
i. identify eight characters from the clues and complete the worksheet given.
ii. create a bookmark of a character in the novel and describe it using at least 2
adjectives.
Teaching Aids : Worksheet 2

Cut-out pictures of characters (Appendix 6)
Moral value(s) : Teamwork
CCE / Educational Emphases : Analysing, Creating

Multiple Intelligences (Interpersonal, Visual-Spatial,
Verbal-Linguistic)
Steps:
Set Induction
1. Pupils name the characters found in the graphic novel.

2. Teacher elicits responses about the characters.
Sample questions:
 Can you describe her/him/it in one word?
 Is she/he/it kind/helpful/fierce?
 Do you like her/him/it?
128
Presentation
1. Pupils are divided into eight groups.

2. Teacher explains the rules of the game.
3. Teacher distributes Worksheet 2 to each group.
Practice
1. Each group goes to their respective stations

(e.g. Group 1- Station 1, Group 2- Station 2 etc).
2. Pupils analyse the clues in the questions and complete the worksheet.
3. Upon hearing the sound of the whistle, all groups move to the next station,
completing their task at every station.
(Refer to Appendix 1 for detailed steps of the game).
4. After all stations have been completed, groups exchange their worksheets and
discuss the answers.
5. Marks are awarded for each correct answer and the group with the highest
marks will be declared as the winner.
Production
1. Each pupil picks a cut - out of the characters (Appendix 4) and makes a bookmark
out of it.
2. Pupils describe their character by writing suitable adjectives around the
character cut-out of their bookmark.
Closure
1. Pupils display their bookmarks on the notice board for their friends to see.
129
Appendix 3
ACTIVITY GUIDE
2. Each group takes turn to go to every station in a clockwise direction.
3. Teacher controls the movement of pupils by blowing the whistle.
4. Pupils can only move to the next station upon hearing the sound of the whistle (to
have only one group at a station at one time).
5. Pupils read the clues and write down the answers in Worksheet 1.
6. Once pupils have completed all the stations, teacher gets them to exchange the
worksheets with other groups.
7. Discuss the answers (marks are awarded for each correct answer).
8. The group with the highest marks is the winner.
130
Appendix 4
CLUES
STATION 1
1. She is friendly and encouraging.

2. She helps those who are in trouble. Who is she?
STATION 2
1. He is brave and wise.

2. He protects his friends. Who is he?
STATION 3
1. He is tall and tough.

2. He is also caring. Who is he?
STATION 4
1. He is a coward but protective.

2. He thinks fast in difficult situations. Who is he?
STATION 5
1. She is an evil witch.

2. She is powerful. Who is she?
STATION 6
1. He is fierce to others.
2. He fooled everyone about his real identity. Who is he?
STATION 7
1. She is a kind witch.

2. She is protective of Dorothy. Who is she?
STATION 8
1. He never bites.
2. He likes to play. Who is he?
131
Worksheet 1
Group: _________
Fill in the blanks with the correct characters.
Station 1
Answer : ___________________________________
Station 2
Answer : ___________________________________
Station 3
Answer : ___________________________________
Station 4
Answer : ___________________________________
Station 5
Answer : ___________________________________
Station 6
Answer : ___________________________________
Station 7
Answer : ___________________________________
Station 8
Answer : ___________________________________
132
Appendix 5
ANSWERS:
Station 1
Dorothy
Station 2
Scarecrow
Station 3
Tin Man
Station 4
The Lion
Station 5
The Wicked Witch of the West
Station 6
The Wizard of Oz
Station 7
The Good Witch of the North
Station 8
Toto
133
Appendix 6:
134
135
136
SAMPLE LESSON PLANS
LESSON PLAN 3
WHAT ARE FRIENDS FOR? L.S 4.3.2
Topic : What Are Friends For?
4.3.2 Able to plan, prepare and participate in a performance with guidance
based on literary works.
Objective:
i. identify the moral values presented in the story
ii. highlight the moral values each character portrays in the story
iii. compare the moral values each character portrays in the story
Teaching aids : Role/ Cue cards
Values : Being appreciative and respectful
CCE / Educational Emphases : Constructivism

Multiple Intelligences (Interpersonal, Verbal
Linguistic)
Set Induction
1. Elicit the moral values good friends should portray.

2. List the moral values on the board.
137
Presentation
1. Identify the moral values in the novel, The Wizard of Oz.

2. In groups of three, list the characters that express the moral values identified.
Practice
1. Teacher acts as an interviewer/moderator.
2. Teacher picks pupils at random.
3. Teacher interviews the selected pupils about their best friend.
4. Teacher asks questions about the character of their best friend and the reasons
they are considered a best friend.
Production
1. In groups, pupils are asked to create a talk show with the characters (Dorothy,
Scarecrow, Tin Man and The Lion) in the story as guests.
2. Appoint a chairperson/ moderator. The chairperson/ moderator interviews the

guests about their character in the story and the moral values they are trying to
convey to the readers through their characters.
Optional: other characters in the story can also be included.
3. The following are some questions pupils can use in their talk show:
 What do you think of your character in the story?

 What values are you trying to show your readers?
 Which character do you think has more impact on the readers and why?
 If you could change your character, which character would you like to be and
why?
138
139
EXAMPLES FOR ASSESSMENT
INDIVIDUAL
NAME: _______________________________
CLASS: 6______________________________
TEACHER„S NAME: ______________________
Teacher„s note: Tick the appropriate column.
Excellent Good Satisfactory
Ideas to
No Criteria
Improve
a. Classroom Involvement
Not shy to express their own

opinion and ask questions
b. Creative
Creative and dare to be

different
c. Imaginative
Interesting ideas and able to

go beyond the text
d. Language Delivery
Pronunciation and intonation
Accurate and fluent in speech
e. Knowledge and Understanding
Able to understand the story

and write/ talk about it
Comments:
________________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
140
GROUP WORK
Group: ______________
Criteria Excellent Good Satisfactory Need Practice
Language
Delivery
(enunciation,
intonation and
pronunciation
Physical
Expression
(movements,
gestures &
expressions)
Creativity
(costume, sound
effects)
Teamwork
(cooperation
among group
members)
Total
Thumbs Up
141
PROJECT-BASED ASSESSMENT: THE WIZARD OF OZ MAP
Task:
Students will create a map charting Dorothy‟s journey from her home in Kansas and
back again.
Requirements:
Please ensure that:
o the map has between fifteen to twenty important events from the text,
o the events should be listed in the order in which they occur.
o the map is easy to follow
o there are at least three illustrations in the map,
o the map is neat and colourful, and
o it should contain landmarks.
142
EXAMPLE OF MARKING RUBRIC:
PROJECT-BASED ASSESSMENT
Group: ______________
Excellent Good Satisfactory Need Practice
Criteria
Events:
Did you include

15 to 20
important events
in the order in
which they
occurred?
Presentation:
Did you include
three
illustrations?
Is your map
easy to follow?
Quality:
Is your map
neat and
colourful?
Does your map
have
landmarks?
Total Stars
143
PUPIL‟S SELF REFLECTION
Hello. I‟m Dorothy and thanks

for reading our adventure.
Feel free to give your opinion
on the story.
I this story.
What I love about this story is
________________________________________
What I dislike about this story is
________________________________________
144
145
ACHIEVEMENT MEDAL FOR STUDENTS
146
GREAT
TEAMWORK
Awarded to
Team ________
147
TO THE PAIR
_____________________________
AND
_____________________________
FOR AN AMAZING JOB
148
SEKOLAH KEBANGSAAN BPK
PUTRAJAYA SELANGOR
ACHIVEMENT UNLOCKED!
THIS GOLD TROPHY
IS AWARDED TO
_______________________________
149

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1

A GUIDE FOR TEACHERS ................................................................................................................ 5

REVOLVING AROUND THE TEXT .................................................................................................. 12

EVENTS IN THE STORY................................................................................................................. 23

MESSAGE AND MORAL VALUES OF THE STORY ............................................................................ 26

REVOLVING AROUND THE TEXT .................................................................................................. 30

PEOPLE IN THE STORY / TEXT ...................................................................................................... 57

EVENTS IN THE STORY................................................................................................................. 81

MORAL VALUES / MESSAGE FROM THE STORY ............................................................................ 89

GOING BEYOND THE TEXT ........................................................................................................... 97

SAMPLE LESSON PLANS ............................................................................................................ 123

EXAMPLES FOR ASSESSMENT .................................................................................................... 140

language. This is because it consists of several unique visual features:

o Font size, colour and style

understand as well as appreciate the story. These features are:

bold print that functions as an attention grabber for pupils.

in a linear fashion as shown in Figure 1 or in a non-linear fashion as shown in Figure

(refer to Figure 3) shows that the scarecrow is being ripped apart.

the story. It is found throughout the graphic novel.

Graphic novels are used for these reasons:

 Attract pupils to read

 Expose pupils to rich and complex plots and settings

 Provide attractive colourful graphics

 Provide contextual clues to the meaning of words and sentence which

 Expose pupils to literary elements through visual and words

Author is a writer of a book, article, or document.

Barcode is a machine-readable code in the form of numbers and

Blurb is a short description of a book, film, or other product

Genre is a style or category of art, music, or literature.

Illustrator is a person who draws or creates pictures for

Rewritten by refers to a person who writes again the story

Title is the name of a book, composition, or other artistic works.

THE FRONT COVER

MAIN CHARACTERS IN THE BOOK

Tin Man Lion

Uncle Henry Aunt Em Toto

Munchkins Kalidahs Winged Monkeys

Winkies Soldier of Emerald The Good Witch

The Good Witch The Queen of the

CHARACTERISTICS FOR MAIN CHARACTERS

Characters Description Statements from the text

Scarecrow  Grateful  Thank you! Thank you very much! I feel

Lion  Honest  You‟re right. I am a coward. I should be

Characters Description Statements from the text

Aunt Em  Concerned  Aunt Em and Uncle Henry must be

The Wicked  Evil  The Witch of the East. She has

The Queen of  Helpful  How can we help you? (page 34)

Winged  Obedient  We must obey the wearer of the

Glinda, The  Helpful  Your Silver Shoes have wonderful

 The story‟s time and place.

 Dull and gloomy - at the beginning of the story to prepare the

Dorothy finally returned home to Aunt Em and Uncle Henry.

MORAL VALUES FROM THE STORY

2. Care, compassion and protective

1. Everyone has the ability to overcome challenges.

2. The importance of friendship.

3. We must persevere, for we have the ability to deal with challenges.

4. One‟s truth is not as one perceives.

Check the suggested activities below.

WHAT IS ON THE COVER LS 4.2.1 (a)

1. Show the cover of the book.

2. Pupils guess the name of the girl in the cover.

following questions as the guide.

 What is she holding?

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