Activity for developing pupils’ aesthetic values using the fable ‘The Four Friends’

Subject English Language Arts

Class Year 3 Merah

Level Average

Enrolment 24/24

Date 4th of March, 2015

Time 9.30 a.m. – 10.00 a.m. (30 minutes)

Theme World of Stories

Topic

Focused Skill Listening, Speaking and Writing

Content Standards 4.2 By the end of the 6-year primary schooling, pupils will be able to
express personal response to literary texts.

4.3 By the end of the 6-year primary schooling, pupils will be able to
plan, organise and produce creative works for enjoyment.

Learning Standards 4.2.1 Able to respond to :

(a) characters
in stories with guidance.

4.3.1 Able produce simple creative works with guidance based on:
(d) stories

Learning Objectives By the end of this lesson, pupils should be able to:
1. Write characteristics of the selected favourite character of the story.
2. Draw and describe the selected favourite character of the story.

Teaching Materials 1. An audio clip entitled ‘Rainforest Ambience’ (Refer to Appendix 1)

2. A sack
3. 24 drawing papers
 Activity for developing pupils’ aesthetic values using the fable ‘The Four Friends’
Activity: Drawing and Descriptions of Pupils’ Selected Favourite Character of
the fable ‘The Four Friends’
Procedure:

1. Teacher initiates and set the mood of the lesson by playing the rainforest sound effect using the
audio clip entitled ‘Rainforest Ambience’.

2. Teacher asks pupils to close their eyes and imagine what they see when they are listening to
the rainforest ambience sound effect.

3. Teacher asks pupils some pre-reading questions such as “What place do you think it is?” and
“What do you see when you are listening to the audio clip?” to invite them to make guesses about
the audio clip.

4. Pupils’ responses are discussed with the teacher.

5. Teacher then gives clues to guide pupils in discovering the story that they are going to read
today takes place at the rainforest.

6. Teacher introduces and explains some important vocabulary of the story such as ‘chew’, ‘limp’
and ‘sack’ to pupils by demonstrating the real action and bringing the realia to class.

7. Teacher invites pupils to sit on the floor in a half circle.

8. Teacher begins to tell the fable entitled ‘The Four Friends’ with suitable voice tone and
enunciation.

9. Teacher also uses appropriate gestures and facial expressions to make the story telling as
interesting as possible.

For instance, teacher uses gestures to model the actions of chewing and flying as well as
expressions such as crying for help to illustrate the story in order to enable pupils to have better
understanding towards the flow of the story.

10. Teacher finishes telling the story to pupils.

11. Teacher asks pupils some open-ended questions related to the story such as “What do you
think of the story?”, “What do you like about this story?” and “Who do you think is the bad
character in the story? Why?”
12. Teacher then prompts pupils to have affective reaction to the story by asking questions that
can be related to pupils’ real life experiences like “Do you think Crow is selfish? And have you got
the similar experience of being selfish and refuse to help?”, “Do you think Deer is a good friend?
Why?”, “Do you have a good friend like Deer?” and “Can you share your experience of being a
good friend to other?”

13. Teacher encourages pupils to think critically and share their individual responses to the
questions asked by expressing their personalised thoughts and feelings to the class.

14. Teacher values and discusses the opinions obtained with the pupils.

15. Teacher then divides pupils into groups of 4 to talk freely about their favourite character of the
story with their group members.

16. In the groups, pupils are encouraged to come up with different favourite character and then
exchange views about their different selection of favourite character among the group members.

17. Teacher then invites each representative of the groups to present and list out the
characteristics of their group members’ favourite characters.

18. Teacher discusses and highlights the similarities of the characteristics found from the pupils’
favourite characters.

19. Subsequently, pupils are requested to use the drawing paper given to draw and describe their
favourite character of the story in two lines.

20. Pupils paste their drawings on the wall of the classroom.

21. Pupils go around the classroom and vote for the best drawing and descriptions.

22. 5 pupils who have the best drawing and descriptions are given opportunity to share their
thoughts about their drawings and descriptions with the class.
Activity for developing pupils’ language use using the fable ‘The Four Friends’

Subject English Language

Class Year 3 Merah

Level Average

Enrolment 24/24

Date 5th of March, 2015

Time 9.30 a.m. – 10.00 a.m. (30 minutes)

Theme World of Stories

Topic

Focused Skill Listening, Speaking and Reading

Content 4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy
Standards and appreciate rhymes, poems and songs.

4.3 By the end of the 6-year primary schooling, pupils will be able to plan,
organise and produce creative works for enjoyment.

Learning 4.1.1 Able to sing action songs, recite jazz chants and poems with correct
Standards pronunciation, rhythm and intonation.

4.3.1 Able to perform with guidance based on:

(d) stories

Learning By the end of this lesson, pupils should be able to:

Objectives 1. Pronounce the unfamiliar words ‘chew’, ‘limp’ and ‘sack’ with correct
pronunciation and intonation.
2. Use the authentic dialogues and expressive language effectively in the
puppets theatre.
3. Apply the language pattern of ‘I think I will change the…because…’ in
providing the justification of modification of the selected scene of story.

Educational Thinking skill (Critical thinking skill)

Emphases

Moral Values Co-operation

 Teaching 1. 24 texts of the fable ‘The Four Friends’ (Refer to Appendix 2)
Materials 2. 4 finger puppets of Crow (Refer to Appendix 3)
3. 4 finger puppets of Turtle (Refer to Appendix 4)
4. 4 finger puppets of Rat (Refer to Appendix 5)
5. 4 finger puppets of Deer (Refer to Appendix 6)
6. 4 finger puppets of Hunter (Refer to Appendix 7)
7. A cardboard box of puppet stage (Refer to Appendix 8)
8. 4 paper strips containing different scene of the story
(Refer to Appendix 9)

Activity for developing pupils’ language use using the fable ‘The Four Friends’
Activity: Puppets Theatre Presentation and Justification of Pupils’ Modified New
Scene of the fable ‘The Four Friends’
Procedure:

1. Teacher arouses pupils’ interests by showing them the 5 finger puppets of the main characters
from the fable ‘The Four Friends’.
2. Based on the 5 finger puppets, teacher asks pupils to make predictions about what they are
going to read today.

3. Teacher introduces the 5 finger puppets by stating their characteristics.

4. Teacher also explains the meanings of unfamiliar words such as ‘sack’, ‘limp’ and ‘chew’ to
pupils by using flashcards.

5. Teacher reads out the unfamiliar words with correct pronunciation and stress.

6. Pupils are requested to follow teacher’s correct pronunciation and read aloud the words after
the teacher.

7. Teacher also drills pupils to read the unfamiliar words repetitively for 3 times.

8. Subsequently, teacher highlights the repetition of the language pattern ‘I think I will…’ from the
story.

9. Teacher probes pupils into suggesting appropriate ways of using the language pattern in daily
life conversations by asking questions like “Usually in what situation do you think you need to use
this language pattern? When people asking for your opinion?” and “How do you use this language
pattern in real life conversations?”
10. Teacher discusses the answers of applying the language pattern in real-life contexts with
pupils.

11. Teacher then presents the story by using puppets theatre with appropriate expressions as well
as using correct pronunciation and enunciation while pupils are asked to sit on the floor in a half
circle to be the audience.

12. After that, teacher distributes the story text to all pupils and divides pupils into 6 groups.

13. Teacher gives instruction that each group plays different role in the story.

E.g.: Group A plays the role of narrator while Group B, C, D, E and F play the role of Rat, Crow,
Turtle, Deer and Hunter respectively.

14. All groups take turns to play role in reading the story aloud.

15. Pupils are then divided into 4 groups of 6.

16. Each groups draws lots to decide the scene of the story which they would make changes and
later present their new scene to the class using the finger puppets provided.

E.g.: Each groups draws lots based on the given options of the story scene, namely:

a) Scene 1: The introduction of the four talking animals and setting, followed by the scene when
Rat, Crow and Turtle suspected that Deer might be in danger and went to search for Deer.

b) Scene 2: The scene when Rat and Crow went to rescue for Deer and unfortunately when Deer
was released, Turtle was caught by the hunter.

c) Scene 3: The scene when Crow was refused to save Turtle but later convinced by Deer. Crow,
Turtle and Deer worked together to save Turtle.

d) Scene 4: Turtle was released and four of the talking animals worked together to chase the
hunter out from the woods.

17. Pupils in groups are also asked to justify the reason of changing the selected scene by
practising the language pattern of ‘I think I will change the…because…’

18. Pupils work in groups to discuss and brainstorm on the ideas of modifying the selected scene.

19. Teacher facilitates the discussion and also guides pupils in the process of preparing the
simple dialogues and puppets theatre.
20. Teacher suggests pupils to refer the story text given as a model to write the role play
dialogues as well as encourages pupils to come up with their own dialogues.

21. Teacher also provides sufficient time for pupils to practise for their puppets theatre.

22. Pupils in groups then use the finger puppets provided to present their modified new scene of
the story according to the scene sequence.

23. Pupils also provide justification of the modification of the selected scene.

24. Teacher then provides feedbacks after the presentation from each groups.
APPENDICES
Appendices:

Appendix 1:

rainforest_ambience-GlorySunz-1938133500.mp3

Appendix 2:

Adapted Script - “The Four Friends”

Once upon a time, there were four dear friends, a Crow, a Rat, a large Turtle, and a Deer.
Every afternoon, the four of them liked to spend time together by the Turtle’s pond to talk.
Crow: Good afternoon Mister Turtle.
Turtle: Good afternoon to you too.
Rat: Ughh.. It is a very hot afternoon. [Fanning herself with her bare hand]
Deer: Oh yes it is really hot. [Wiping the sweats on her forehead]
Turtle: Ah… I think we should drink a lots of water.
Crow: Umm.. yes. Let’s drink it now.
Rat and Deer: OK.

There came a day, that the four friends will never forget. As usual, Turtle and Crow gathered by
Turtle’s pond and waited for Deer to arrive.
Rat: Sorry friends! I am late. [Gasping for air]
Crow: Yes, you are late. Where did you go?
Rat: I went to the riverbank just now. Oh wait, where’s Deer?
Turtle: She is not here yet. And I wonder where she is.
Crow: She is never late.
Rat: Ah. I remembered I saw her nearby the riverbank just now.
Crow: And I saw her under the mango tree not long ago too.
Turtle: I wonder where she is right now.

After a while, they became very worried that Deer might have met some accident.
Crow: I have a bad feeling.
Rat: Me too me too. What shall we do?
Turtle: Stay calm my friends. Let’s work together and search for Deer.
Crow and Rat: OK.

Then, the Crow flew up into the air to search for Deer. The Rat ran up and down to search for
Deer.
And, the Turtle climbed as fast as he could to find Deer too. At this time…
Crow: Oh My! Poor Deer! Rat! Turtle! Come here!
Rat: What did you see?
Crow: I saw the poor Deer was caught in a Hunter’s net.
Turtle: What?
Rat: Where is it?
Crow: Nearby the riverbank.
Turtle and Rat: OK. Let’s go get her.

In haste, Rat and Crow rushed to the riverbank and found Deer. On the other hand, Turtle also
tried to climb as fast as he could to get to the riverbank.
Deer: Help! Help! Help me my friends!
Rat and Crow: We will!
Deer: But I am trapped by the net. I tried to get out but I can’t. [Cries]
Rat: The net seems tricky.
Crow: Yes, it is. But we can’t just let our poor Deer to get caught by the hunter and face death.
Rat: You are right. There must be some way for us to save her. But what shall we do?
Crow: Hmmm. Uh huh. Rat, you can chew through the net that binds her and set her free.
Rat: I will try all my best. [Starts to chew upon the net]

The Rat started to chew upon the net that held the poor Deer. At the time when Rat had almost
set Deer free, Turtle finally arrived.
Turtle: I am sorry that I am late my friends.
Deer: Oh dear Turtle! Why have you come here? You are so far now from the safety of your
pond.
Turtle: Alas! I could not stay at home knowing that you were in danger.
Deer: Oh my friend Turtle, you coming here troubles me more than death.
For if the Hunter comes at this very moment, what would you do to escape? For crow..
Crow: I think I will fly away. [Showing the flying action)
Deer: For rat…
Rat: I think I will slip into a hole. [Showing the diving action]
Deer: And, for I, I think I will quickly run away.
Crow and Rat: But you, our dear Turtle, who carries a very heavy shell and climbs slowly will be
in danger.
Deer: Right. You can easily be caught by the Hunter. Do you know that?

Suddenly, the Hunter appeared. Deer who was freed from the net ran away; Crow flew up into
the skies; Rat slipped into a hole; and as Deer had said, only the slow Turtle could not run. But
luckily, Turtle managed to hide behind a big stone.
Hunter: Oh No! Why is my net torn? And where is the deer? Ugh! [Annoyed]
Turtle: [Whisper to himself] Oh My. Please don’t let the hunter sees me.
Hunter: Uh huh! Look what I have found. Hi, Turtle. I am very happy to see you here. [Smile at
Turtle] Well, my deer may be gone but with this good-sized Turtle, I am sure that it must be worth
something.

Then, the hunter took up the Turtle, dropped him in his sack, threw the sack over his shoulder
and began his journey to the market. When the Hunter had disappeared, the three friends came
out from their hiding places.
Crow: Oh our poor Turtle. (Wipes)
Deer: I wonder where he is right now. (Sighs)
Rat: Oh ya. Hmmm..huh.. what about we try to find him first and then we save him?
Crow: Uh..But…but…but.. I am scared. I am scared that it will be our turn to get caught by the
hunter again.
Deer: I know my dear. But, you see Turtle risked his life to come and save me. (Grateful)
Rat: And, the four of us have always been good friends. If lack of one, we won’t be complete,
you know.
Crow: I know I know. You are right.
Rat: But what shall we do?
Crow: Hmmm, I think I will fly up to the sky and see where the hunter is right now.
Deer: I think I will run quickly and overtake the Hunter. And then I think I will also let him see me,
surely he will lay down his sack to chase me.
Rat: That’s not a bad idea.
Deer: And hmmm, I think I can pretend to be injured in one leg so that I can lure the Hunter away
from his sack.
Rat: Right. That will definitely give me more time to chew the sack and let the poor Turtle out.
Rat, Deer and Crow: OK. Let’s do it.
Immediately, Deer ran before the Hunter and pretend to be limp. Hunter was so surprised to see
the injured Deer and he said..
Hunter: Oh. Poor deer is injured and limping. Hahaha! Good. Only that, I can catch her again
easily.
But, as soon as the Hunter approached the Deer, the Deer began to burst into high-speed run
and dragged the Hunter deep into the woods. Then out the Rat.
Rat: Turtle, my friend! Don’t worry. We came to rescue you. [Rat chews the sack]
Turtle: Oh my friends! Thank you! I am free, finally!
Crow: Shh! Hide! My friends! Hide! Do not ever let the Hunter finds you!

The Crow flew into the skies, the Turtle hid next to a big mushroom and the Rat sneaked into the
hole.
Finally, the Hunter, tired of running, gave up on catching Deer and returned to his sack.
Hunter: Grr! The deer wasted my time on chasing for nothing. Pfft! Luckily, I still have something
safe here. At least, I would not go home empty-handed. [
Hunter: Oh My! What on earth? Where did my Turtle go? Why is that everything I caught ended
up disappeared? First, the deer freed herself out of my strong nets and made me chase her for
nothing. Then, the slow Turtle broke my sack by herself and escaped.

[Deer, Crow, Turtle and Rat make some frightening sounds]

Hunter: Ewww. The sound chills me. I don’t think this place is safe. I think I am in the place of
hobgoblins.
Deer, Crow, Turtle and Rat: Run! Run! Run! Or else, we will catch you! (in scary voices)
Hunter: OK. OK. I am sorry I am sorry! Bye!

Safe at last, the four friends gathered together again.

Crow: I do not think the Hunter dares to come back here again.
Rat: I bet so.
Turtle: Let’s hope so.
Deer: And let’s have dinner together tonight in my house.
Appendix 3: Appendix 4:

Finger Puppet of Crow Finger Puppet of Turtle

Appendix 5: Appendix 6:

Finger Puppet of Rat Finger Puppet of Deer

Appendix 7: Appendix 8:

Finger Puppet of Hunter Cardboard box of Puppet Stage

Appendix 9:

Scene 1:

The introduction of the four talking animals and setting, followed by the scene when Rat, Crow
and Turtle suspected that Deer might be in danger and went to search for Deer.

Scene 2:

The scene when Rat and Crow went to rescue for Deer and unfortunately when Deer was
released, Turtle was caught by the hunter.

Scene 3:

The scene when Crow was refused to save Turtle but later convinced by Deer. Crow, Turtle and
Deer worked together to save Turtle.

Scene 4:
Turtle was released and four of the talking animals worked together to chase the hunter out
from the woods.