Beruflich Dokumente
Kultur Dokumente
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
2
Splash page
Frame / panel
Gutter
Word balloon
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
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
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
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.
Graphic novels are read from left to right. Refer to the example below.
10
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.
11
genre
author
rewritten by
title
illustrator
12
book series
blurb
barcode
13
SYNOPSIS
Chapter 1
Dorothy lived with her Aunt Em and Uncle Henry on a prairie in Kansas. One day, there
was a storm. Dorothys 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
Dorothys 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.
14
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.
15
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.
16
CHARACTERS
Dorothy
Scarecrow
Tin Man
Lion
The Wizard of Oz
The Wicked
Witch of
the West
17
SUPPORTING CHARACTERS
Uncle Henry
Aunt Em
Munchkins
Kalidahs
Winged Monkeys
Winkies
Soldier of Emerald
City
Toto
18
CHARACTERISTICS
Characters
Dorothy
(a young girl
living with her
aunt and uncle
in Kansas)
Scarecrow
(a scarecrow in
a cornfield,
which was taken
down by
Dorothy)
Description
Cheerful
Kind
Helpful
Friendly
Encouraging
Optimistic
Protective
Understanding
Humble
Brave
Grateful
Brave
Doubtful
Protective
Assuring
Kind
Wise
19
Tin Man
(A man with a
body of tin)
Lion
Grateful
Wishful
Protective
Sympathetic
Thankful
Honest
Coward
Grateful
Protective
(A lion which is
afraid of many
things)
The Wicked
Witch of
the West
(Sister to the
Wicked Witch
of the East,
who ruled the
of Oz
(A balloonist
who was
stranded in the
land of Oz)
Supportive
Evil
Arrogant
Threatening
Powerful
Fierce
Cunning
Truthful
Helpful
Winkies)
The Wizard
20
Description
Concerned
Caring
Concerned
(Dorothys
uncle)
Aunt Em
(Dorothys
aunt)
(page 58)
Caring
Toto
(Dorothys
dog)
The Wicked
Playful
Tame
Brave
Evil
Witch of the
East
(Sister to The
Wicked Witch
of the West
Concerned
Kind
Protective
Witch of the
North
(A good witch)
21
Kalidahs
Ferocious
(Tigers in the
jungle)
31)
Carnivorous
The Queen of
Helpful
(Field mice
living near the
field of
poppies)
Soldier of
Dutiful
Emerald City
(The Wizard
Observant
of Ozs
soldier)
Winged
Obedient
Monkeys
(The creatures
that answer to
the Golden
Helmet)
Winkies
Grateful
(The little
Generous
the West)
Glinda, The
Good Witch of
the South
(A good witch)
Helpful
22
SETTINGS
WHAT IS SETTING?
PLACE
Kansas prairie
Storm cellar
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
Green colour
23
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.
24
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 Witchs 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.
25
Perseverance
Dorothy does not give up in her search to find her way home.
2.
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
Well, maybe the writing on the Wicked Witchs Golden Helmet can
unlock is magic! (page 58).
5.
Bravery
6.
Selfless
7.
Kindness
8.
Dorothy helped released Scarecrow and the Tin Man. (pages 18 and 23)
Politeness
27
28
29
LS 4.2.1 (a)
30
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.
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)
31
Worksheet 1
Fill in the blanks.
SUGGESTED ANSWER
Worksheet 1
Fill in the blanks.
genre
author
rewritten by
illustrator
title
33
LS 4.3.1
Things needed:
coloured papers
scissors
glue
Steps
1. Distribute Worksheet 2.
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?
Educational Emphases
Multiple Intelligences
(Visual Spatial)
Thinking Skills
(Analysing, Evaluating)
34
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
35
LS 4.3.1
Steps
1. Distribute Worksheet 3.
2. Initiate discussion on the Silver Shoes used by Dorothy in the story.
Sample questions
fly
float
Educational Emphases
Multiple Intelligences
(Visual Spatial)
Thinking Skill (Creating)
36
Worksheet 3
Draw your imaginary shoes and list what they can do.
_____________________________________________________
_____________________________________________________
_____________________________________________________
37
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.origamimake.com/origami-boot-traditional.php or you can Google for other samples.
Educational Emphases
Multiple Intelligences
(Visual Spatial, Bodily Kinaesthetic)
Thinking Skills
(Creating, Applying, Evaluating)
38
Reference : http://data3.whicdn.com/images/52259042/large.jpg
39
Steps
1.
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.
Teachers Note
Read Handout 1 prior to the lesson.
Educational Emphases
Multiple Intelligences
(Bodily Kinaesthetic, Interpersonal)
Thinking Skills
(Applying)
40
Handout 1
a bell
2. Prepare paper slips for three categories (character, setting and moral values)
for the pupils to act out.
3.
4.
ii.
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
Category
Gesture
Character
Setting
Moral value
Thumbs Up
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.
Teachers Note:
These gestures are to be taught before the game.
43
Paper Slips
Category : Character
Dorothy
Category : Character
Scarecrow
Category : Character
Tin Man
Category : Character
The Lion
Category : Character
The Wicked Witch
Category : Character
The Wizard of Oz
Category : Character
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
Category : Moral Value
Care
Category : Moral Value
Cooperative
Category : Moral Value
Wisdom
Category : Moral Value
Bravery
Category : Moral Value
Kind
Category : Moral Value
Politeness
Category : Moral Value
Selfless
Category : Moral Value
Compassion
44
Score Sheet
GROUPS
ROUND
1
GROUP
ROUND
2
GROUP
TOTAL
MARKS
A
B
C
D
E
F
G
H
I
J
Teachers 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
GROUPS
A
ROUND
1
GROUP
ROUND
2
GROUP
TOTAL
MARKS
GROUP
TOTAL
MARKS
HOWEVER
GROUPS
A
ROUND
1
X
GROUP
ROUND
2
46
SYNOPSIS
ACTIVITY 1
MEET MY FRIENDS IN OZ
((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 Dorothys 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)
Educational Emphases
Contextual Learning
Multiple Intelligences
(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
__________________
__________________
__________________
__________________
__________________
__________________
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
the Great Oz
the Great Oz
Asking for
Asking for
Asking for
a brain,
a heart
courage
Winkies
Winkies
Winkies
a walking stick
a gold collar
brains (intelligence)
50
SYNOPSIS
ACTIVITY 2
DOROTHY'S JOURNEY
* 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.
Educational Emphases
Constructivism
Multiple Intelligences
(Verbal Linguistic, Visual Spatial)
51
Worksheet 2
Write the summary for each chapter.
52
SYNOPSIS
ACTIVITY 3
SEQUENCE ME
((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.
5. Distribute Worksheet 4 to every pair.
6. Pupils discuss and determine the sequence of the important events of the synopsis
correctly.
Educational Emphases
53
Worksheet 3
Rearrange the sentences to form correct sentences.
1. Scarecrow, and her Emerald City - meets -Tin Man Lion to way on Dorothy
4. home Glinda, who - Dorothy her - the Good Witch met helped her go - to
_______________________________________________________________
6. pail melt threw - Dorothy water witch a and causing die to of - the
_______________________________________________________________
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.
Dorothy met Glinda, the Good Witch who helped her to go home.
55
SUGGESTED ANSWER
Dorothy meets Scarecrow, Tin Man and Lion on her way to Emerald
City.
Dorothy met Glinda, the Good Witch who helped her to go home.
56
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?
Educational Emphases
Multiple Intelligences
(Interpersonal, Visual Spatial, Verbal
Linguistic)
Thinking Skills
( Analysing, Creating)
57
Bored being a
scarecrow
Dorothy helped
Followed Dorothy
to get some
the pole
Came up with an
of Oz and was
idea to save
Wicked Witch of
the West
Torn apart by the
Sewn back
Winged Monkeys
together by the
Winkies and given
a walking stick
Ruled Emerald
Accompanied
City in Wizard of
Dorothy to
pin cushion as
Ozs place
Glindas castle
brains
58
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.
Educational Emphases
Constructivism
Multiple Intelligences
(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 dont need to rhyme, and you dont 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
Dorothy
Helpful, kind
Caring, helping, encouraging
On the Yellow Brick Road to the Emerald City
Thinking, building, protecting
Brave, wise
Scarecrow
62
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:
3. Distribute Worksheet 1.
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?
Multiple Intelligences
(Visual Spatial, Verbal Linguistic)
Thinking Skill
(Evaluating, Creating)
63
Worksheet 1
A)
Name
: ____________________________________
Special power
: ____________________________________
B)
64
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.
Teacher's Note
This activity requires 8 stations. Paste the clues at every station.
Educational Emphases
Multiple Intelligences
(Bodily Kinaesthetic, Interpersonal)
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
-
Station 6
-
The Wizard of Oz
Station 7
-
Station 8
-
Toto
69
LS 4.3.1
Steps
1.
2.
3.
4.
5.
Pupils refer to the book to look for appropriate clues ( words, phrases and
sentences) to justify the descriptions of each character .
6.
Teacher's Note
Educational Emphases
Contextual Learning
Multiple Intelligences
(Logical Mathematic, Verbal Linguistic,
Interpersonal)
Thinking Skills
(Analysing, Evaluating)
70
71
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.
2.
3.
4.
Educational Emphases
Multiple Intelligences
(Visual Spatial, Interpersonal, Bodily
Kinaesthetic)
Thinking Skills
(Creating, Applying)
73
A Gold Collar
A pail of water
Tin Mans Heart
A Silver Old Can
Bottle of Courage
The Silver Shoes
The Golden Helmet
Yarn Ball Pin Cushion
A Golden Walking Stick
Tin Mans Enchanted Axe
The Emerald City Glasses
The Wizard of Ozs Hot Air Balloon
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
Description
- Prairie
farm/ storm/ chicken/ coop/ farm house/ Uncle Henry/ Toto /
Dorothy/ soil/ hammering/ feeding/ rain/ cellar /Aunty Em
Teachers Note
Teacher can get pupils to sit in one big circle or in small groups depending on the
number of pupils in the class.
Educational Emphases
Contextual Learning
Multiple Intelligences
(Verbal Linguistic)
Thinking Skill
(Analysing, Applying)
75
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.
Educational Emphases
Contextual Learning
Multiple Intelligences
(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 Dorothys 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.
78
Worksheet 1
79
Sample Answer
Munchkin Land
Prairie
PLACE
Emerald City
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.
Teachers Note
The picture puzzles should be prepared before the lesson.
Educational Emphases
Contextual Learning
Multiple Intelligences
(Verbal Linguistic, Visual Spatial,
Interpersonal)
Thinking Skill
(Evaluating, Analysing)
81
Handout 1
Picture Puzzle
82
83
84
Steps
1. Divide the class into groups.
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.
Teachers Note
Teacher can use pictures from the book instead of description for pupils with lower
proficiency level.
Educational Emphases
Constructivism
Multiple Intelligences
(Bodily Kinaesthetic, Interpersonal)
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.
Teachers Note
This activity can be done individually based on the pupils ability and the enrolment of
the class.
Educational Emphases
Constructivism
Multiple Intelligence
(Interpersonal, Verbal Linguistic)
Thinking Skill
(Analysing)
87
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.
5. Pupils work in groups.
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.
Teachers 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.
Educational Emphases
88
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:
Where can you find these moral values in the text read?
Educational Emphases
Constructivism
Multiple Intelligence
(Interpersonal, Verbal Linguistic)
Thinking Skill
(Analysing)
89
Worksheet 1
Write the moral value shown in each picture in the space provided.
90
91
LS 4.3.2
Steps
1. Divide the class into groups.
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.
Teachers Note
Other characters in the story can also be included.
Educational Emphases
Constructivism
Multiple Intelligence
(Interpersonal, Verbal Linguistic)
Thinking Skills
(Evaluating, Creating)
92
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.
Educational Emphases
ICT
Multiple Intelligence
(Visual Spatial)
Thinking Skills
(Applying, Creating)
93
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.
Educational Emphases
ICT
Multiple Intelligence
(Visual Spatial)
Thinking Skills
(Applying, Evaluating, Creating)
94
Sample posters
http://www.fatmovieguy.com/wp-content/uploads/2013/09/Wizard-of-Oz-75th-AnniversaryMovie-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-Poster331496991
96
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?.
Worksheet 2
What kind of characters will you meet?
Prompt:
Worksheet 3
How will you get home?
Prompt:
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..
Educational Emphases
Constructivism
Multiple intelligences
(Visual Spatial, Interpersonal)
Thinking Skill
(Applying, Analysing, Evaluating )
98
Picture 1
Picture 2
99
Worksheet 1
What
will you
see?
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
What
will you
see?
seashells
103
Sample
Descriptive Writing
Note
The sample writing given above is based on the three worksheets given.
104
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.
Educational Emphases
Contextual Learning
Multiple Intelligence
(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
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.
3.
4.
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.
Teachers Note
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.
Educational Emphases
Contextual Learning
Multiple Intelligence
(Verbal Linguistic, Visual-Spatial,
Interpersonal)
Thinking skill
(Applying, Analysing)
109
110
Worksheet 5
Event
1._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
..
Event
1._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
.
________________________________________________________________________
2._________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
111
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.
Educational Emphases
Multiple Intelligence
(Visual Spatial, Verbal Linguistic, Interpersonal)
Thinking skill
(Applying,Creating)
112
BUTTON BADGE
I AM FREE !!!
Now, I ___________
_________________
I AM FREE !!!
Now, I ___________
_________________
113
LS 4.1.2, 4.3.2
Steps
1.
2.
Introduce the instrumental version of the song (to the tune of Oh, Carol!).
3.
4.
5.
6.
Each group has to create their own lyrics to the tune of Oh, Carol
7.
Teachers Note
For lower intermediate pupils, you can get the pupils to change the lyrics of the last line
in each stanza and then perform.
Educational Emphases
Multiple Intelligences
(Musical, Bodily-Kinaesthetic)
Thinking skill
(Creating, Applying, Analysing )
114
Handout 1
115
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.
5.
Educational Emphases
Multiple Intelligence
(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?
________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________________
______________________________________________________
117
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:
Najib Razak
Adenan Satem
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.
Educational Emphases
Contextual Learning
Multiple Intelligence
(Verbal linguistic)
Thinking Skill
(Analysing)
118
119
120
121
122
Language Arts
Theme
World of Stories
Topic
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
(Appendix 1)
(Appendix 2)
Moral value(s)
: Teamwork
: Creativity
Multiple Intelligences (Musical, Bodily-Kinaesthetic,
Verbal Linguistic, Interpersonal)
Steps:
Set Induction
123
1.
2.
Presentation
1.
2.
3.
4.
5.
Practice
1.
2.
3.
4.
Production
1.
2.
Closure
1.
124
Appendix 1
125
Appendix 2
126
Worksheet 1
127
L.S 4.2.1.(a)
Focus
Language Arts
Theme
World of Stories
Topic
Time
60 minutes
Learning Standards
:
4.2.1 Able to respond to literary texts
(a) characters
Learning Objectives
:
By the end of the lesson, pupils should be able to:
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
: Analysing, Creating
Multiple Intelligences (Interpersonal, Visual-Spatial,
Verbal-Linguistic)
Steps:
Set Induction
1.
2.
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
1. Pupils work in groups.
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
L.S 4.3.2
Focus
Language Arts
Theme
World of Stories
Topic
Learning Standards
:
4.3.2
Able to plan, prepare and participate in a performance with guidance
based on literary works.
Objective:
By the end of the lesson, pupils should be able to:
i.
ii.
iii.
Teaching aids
Values
: 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.
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
Criteria
a.
Classroom Involvement
Good
Satisfactory
Ideas to
Improve
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.
Comments:
________________________________________________________________________
______________________________________________________________________
_______________________________________________________________________
140
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
Requirements:
Please ensure that:
o
the map has between fifteen to twenty important events from the text,
142
Group: ______________
Excellent
Good
Satisfactory
Need Practice
Criteria
Events:
Is your map
neat and
colourful?
Does your map
have
landmarks?
Total Stars
143
this story.
144
145
146
GREAT
TEAMWORK
Awarded to
Team ________
147
TO THE PAIR
_____________________________
AND
_____________________________
ACHIVEMENT UNLOCKED!
THIS GOLD TROPHY
IS AWARDED TO
_______________________________
149