Taklimat Umum KSSR

1
KURSUS ORIENTASI DSKP TAHUN 5 KSSR 2014
CONTEMPORARY CHILDRENS LITERATURE SHORT STORY
2
(No Transcript)
3
Blurb
ISBN
4
Elements of a Short Story
5
Lets Explore the Story
Setting
The story takes place mainly in the classroom.
Apart from that, the story also takes the readers
to the main characters home and several of the
towns landmarks namely the public library, the
ice-cream parlour (Mr.Gelati) and a pizza joint
(Pizza Shack).
6
Lets Explore the Story
Characters
Tom
Ben
Yuki
Mum
Joel
Natalie
Anastasia Olivetti
Mr. Gelati
Gran
Joels new teacher
7
Plot
Synopsis
CHAPTER 1 A VERY BORING HOLIDAY Joel was back
to school after the holidays. His new teacher
wanted the class to write about their holidays.
Everyone shared their exciting holiday adventure.
Joel felt sad that he had the most boring
holiday ever. All of his classmates set off to
write at least a page about their holiday,
leaving Joel wondering.
CHAPTER 2 MAKING IT UP Joels teacher
approached him and asked him about his holiday.
Joel repeatedly told his teacher that he did not
do anything fun during the holidays but his
teacher persistently encouraged him saying that
he can write an essay, he can even make it up and
she walked away. Thats when Joel decided that
maybe he can actually come up with an interesting
piece. He then started recalling all the
activities he did during the holidays with his
sister, Natalie and his grandmother.
8
Synopsis
CHAPTER 3 SOMETHING WEIRD HAPPENS Although his
teacher was happy with his work, Joel felt sad
and wished that his holiday was indeed as
exciting as he pictured it in his essay. Joels
teacher again asked her students to prepare
another write up about a pet they would like to
have. Joel ran out of idea as he had used up all
his imagination for his previous work. He kept
his homework away and did not think about it.
During the weekend, on Saturday, Joel, his mother
and his sister, Natalie went to the shops and
library. They entered the library and saw a
crowd of people. Joel saw his favourite author,
Anastasia Olivetti, just like in his imagination.
The author recognized Joel and thanked him for
his idea.
CHAPTER 4 MORE WEIRD THINGS HAPPEN After the
library, they headed to Mr. Gelatis ice-cream
shop. To his surprise, the shop was crowded with
customers. Mr. Gelati saw Joel and ran toward
him and acknowledged him as the inventor of his
new ice-cream, Joels Jelly Baby Freeze. Again,
just like in his imagination. Joels mother
brought them to the pizza shack. The manager of
Pizza Shack welcomes Joel and his family to the
shop as Joel is the winner of the
pizza-for-a-year. They enjoyed the pizza. When
he went home, he thought about what happened
earlier. He realized that it all started when he
told his teacher he had nothing to write about.
Joels mother reminded him to finish up his
homework. Joels started on his homework and he
imagined. He imagined having a horse.or a
crocodile.or even a dinasour.
9
Theme
Motivation Determination
MORAL VALUES IN THE STORY Determination Diligence
Helpful
10

• STAGES IN WORKING WITH A TEXT
• BEFORE READING
• WHILE READING
• AFTER READING

What do you do before getting your pupils to read
the story?
Name some activities.
Name activities which you will conduct while
dealing with the story with your pupils in class.
should engage your pupils
What kind of activities would you carry out after
reading the text?
beyond the story
11
Introductory Lesson(s)

• Describe the general features of the book cover
• title of the story
• picture of the main characters
• authors name
• illustrators name
• the blurb
• ISBN number
• Ask pupils to talk about the story based on the
  cover.
• Elicit responses through Wh- questions. For
  example
• What can you see on this book cover?
• What do you think is the story about?
• What do you think will happen to the boy in the
  picture?
• What will the ending be?
• Why every book has the ISBN number?

Name the stage
12
Lessons

• Teaching and Learning Activities as well as
  sample lesson plans are found in the module.
• A variety of activities have been developed to
  suit the differently abled pupils.
• You may adapt or adopt them for use in the
  classroom to engage pupils in the learning of
  language.
• Assessment is an important aspect of school-based
  assessment. You may choose the lessons that you
  want to assess your pupils.
• Ideally, assessment should also cover all three
  genres.
• Assessment for learning also allows pupils to
  reflect on their own learning by assessing their
  performance or giving a personal response to the
  activity which they participated.

13
School-Based Assessment
Sample rubrics for story telling
  Beginning Developing Mastering Excellent
  Content/ Comprehension   Provides very limited description of the content.   Provides a considerably fair amount of description of the content.  Provides detailed descriptions of the content. Provides detailed and accurate descriptions of the content.
  Fluency Speech is sometimes halted and disrupted.  Speech is sometimes hesitant with occasional lapses.  Speech is generally fluent with occasional lapses. Speech is fluent and effortless.
  Pronunciation and Intonation Pronunciation is difficult to understand.   Pronunciation is sometimes unclear and listeners need to concentrate in order to understand the speaker.  Pronunciation and intonation is generally clear with minor slips. Pronunciation and intonation is very clear and easily understood by listeners.
  Vocabulary Limited vocabulary and frequently misuses words. Inadequate vocabulary and sometimes uses the wrong vocabulary.  Adequate vocabulary and misuses words occasionally. Excellent use of vocabulary to convey meaning.
  Grammar Grammar and word order errors impede speech. Grammar and word order errors which occasionally produces obscure meaning. Grammar and word order usage is at a good level with only occasional mistakes. Grammar and word order usage is at a good level and speaks effortlessly.
14
PEER ASSESSMENT SHEET
Group Name _________________________   How well
did the group perform? Give your opinion on how
the group told the story. Place a tick in the
appropriate column.
            Very Well     Not too bad..      Soso.
   They remembered the story line.      
   They told the story in the correct sequence.      
   They spoke fluently.      
   They used words correctly.      
  They had good expressions when telling the story.       
  They worked very well with each other.       
  They could tell the story well.       
15
GROUP ASSESSMENT SHEET
Group Name _________________________   How well
did we work in our groups? Give your opinion on
how you worked in your groups. Place a tick in
the appropriate column.
      Criteria       Very Well       Not too bad..         Soso.
   We worked together.      
   We encouraged each other.      
   We gave our opinions.      
   We took turns to speak.      
   We listened to our friends as they spoke.      
   We were able to make eye contact.      
   We were able to complete the task on time.      
   We were able to work out our differences.      
16
MY REFLECTION
My name is _______________________
The topic for today is    
Did you enjoy doing the activity? Circle or colour the face.           Yes No Not So
Did you like working with your friends? Circle or colour the face.         Yes No Not So
What I learnt today?       
Circle the face that shows how you feel about the activity.        Very Happy Happy Sad Worried Angry  
What do you want to tell your teacher?       
17
THANK YOU