TABLE OF CONTENT Introduction..............................................................................................................................2 The First Lesson Plan...............................................................................................................4 The Second Lesson Plan..........................................................................................................9 Conclusion..............................................................................................................................13 References..............................................................................................................................

14 Worksheets for First Lesson Plan .........................................................................................15 Worksheets for Second Lesson Plan .....................................................................................18

Introduction Reading is a cognitive skill that we cannot break down into a series of steps that a teacher can take to the classroom and teach (Dubin, Eskay and Grabe (1986:5). Reading skills also does not mean to ability to say out (pronounce) the words of a particular passage with correct phonation. Rather, reading is mostly to do with comprehension of the passage or texts. Teaching of reading is important because, reading is an important linguistic skills needed for survival, occupational purposes/work, for learning and also for pleasure (Nesamalar et al, 2003). Teaching of reading depends not only on the teachers ability to use reading strategies such as skimming and scanning for information but most importantly is nurturing students interest to read the material or class readers. Therefore, for the lesson plans, Malaysia folktales were picked as class readers whereby two tales, which are: Si Tanggang, the disloyal child and another story, Pak Pandir and Mak Andeh. These folktales were narrated orally from generation to generation and contemporary versions of the tales are provided, such as those used in the lesson plans. The selection of these tales is based on the following rationales: (a) these tales have been told and retold since primary school, yet a contemporary version of them provides fresh views as well as relating the story to current real situation; (b) the tales are aided by pictures to enable imagination and guessing words/phrases in the text. According to Aebersold and Field (1997:ix), reading in the second language or foreign language is a dynamic and interactive process, during which learners make

use of a variety of skills and strategies, combined with background knowledge, L1related knowledge and real-world knowledge to arrive at an understanding of written material. Therefore, selection of class readers to meet their background knowledge, L1-related knowledge and real-world knowledge can ensure reading comprehension. Besides teaching of reading, the lesson plans can also focus on educational emphases that can ensure their ability not only to communicate in English but also integrate language use in other discipline of knowledge. Three areas given emphasis are: (1) (2) (3) Interpersonal skills are developed through learner-centered activities whereby the paired, small group and whole class activities are initiated. These stories are also great for inculcating moral values such as loyalty and obedience to parents The stories also throw lights to critical and creative thinking, whereby through the stories, students are able to appreciate simplicity in thinking but always being cautious

The First Lesson Plan

Date: Time: School: Location: Form: Enrolment: Subject: Topic: Prior knowledge:

4th July 2007 60 minutes Sekolah Menengah Kebangsaan Bahang Penampang Semi-urban One Murni 30 students English Language (Reading) Malaysian Folktales Students haven beex exposed to these tales or similar tales before.

Level of proficiency: Lower Intermediate

Curriculum specification: 3.1b 3.1d Sub-skill: General objectives: Specific Objectives: listing To educate students on loyalty and disobedience to parents By the end of the lesson, students should be able to: Pre-writing: Predict the content story based on the title of the tale While-writing: Find appropriate information in the text using phrases as guidelines Post-writing: Able to characterize loyalty and disobedience to parents Moral Value: Teaching materials: loyalty, proud of ones parents, humble reading texts, worksheet Recognizing elements in a story such as characters, events Understand other people cultures, tradition and customs

References: 1. 2. OUM (2007). HBET 3203 Reading in an ESL Context. Kuala Lumpur: Open University Malaysia Pusat Perkembangan Kurikulum (2000). Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah Bahasa Inggeris 2000. Kuala Lumpur: Kementerian Pendidikan Malaysia Puvaneswary, M. (1991). The Role of Reading Strategies in Reading Comprehension. Pulau Pinang: School of Distance Learning, University Sains Malaysia Readers Digest (2006), Family Word Finder: A Family Guide to English Words, their meanings, synonyms and antonyms. London: Readers Digest Association Limited Tan, C. (2005). Si Tanggang, the Disloyal Child & Other Stories. Petaling Jaya: Penerbit Femina

3.

4.

5.

Stage/Time Pre-Reading 15 minutes

Activity/Content Whole class activity Predicting Topic Aids: Class Reader, Si Tanggang, the disloyal child

Presentation/Rationale 1. Teacher shows the book 2. Students guess the content of the book by looking at the title 3. Teacher leads discussion about the meaning of disloyal child Questions: 1.Just by looking at the title, what do you think the story is about? 2.Based on your knowledge, what does disloyal child mean? Rationale: To lead discussion to the purpose of the lesson. Nesamalar et al (2003) state that purpose of the lesson should be informed to the students. 1.Teacher gives each student reading texts and worksheet A1 2.Students scan the text to answer question Rationale: Kawabata (2007) mentioned that scanning enable students to locate specific information about the topic of the text.

While-Reading Stage 1 10 minutes

Paired Activity: Scanning Text Sign-post questions: 1. 2. mother 3. Did Si Tanggang able to become rich during his business trip? 4. 5. Name three Who and what products that he was trading. was turn to rock? Who is the Who bought main character in the story? coconuts from Si Tanggangs

Stage/Time While-Reading Stage 2 18 minutes

Activity/Content Individual Activity: True or false questions Sign-post questions: For each of the statement, state true or false 1. ambitious. 2. neighbours 3. mother 4. 5. business trip 6. Si Tanggang and his whole ship turned He married Si Tanggang the princess in his village lost a lot of money during his Si Tanggang gave many excuses to his Si Tanggang did not like to help his Si Tanggang

Presentation/Rationale 1.Teacher gives each student worksheet A2 2.Students create wh- questions from the statements Rationale: Kawabata (2007) explains that true or false questions are a form of comprehension check to confirm their understanding of the content of the whole text

was capable, strong and

Post-Reading Stage 1 12 minutes

into a rock in the sea Small group Activity: Discussion Sign-post questions: 1. If you were Si Tanggang, would you have denied your mother in the same situation?

1.Teacher divides the class into small groups 2.Students discuss their opinion on the matter 3.Group leader presents their answers Rationale: Kawabata (2007) explains that discussion help readers to relate the

theme of the text to their experience Stage/Time Post-Reading Stage 2 5 minutes Activity/Content Whole class Activity: Discussion Sign-post questions: 1. Why did Si Tanggang become disloyal and disobedient in the end? 2. If you were in Nesamalar et al (2003) explains that discussion also led the students to think of answer by themselves, therefore promoting self-expression. and develop understanding Presentation/Rationale 1.Teacher asks the questions to the class 2.Students give their opinion 3.Teacher writes down their point on the board 4.Teacher summarize the discussion

the same situation, would you Rationale: have act like Si Tanggang?

The Second Lesson Plan

School: Subject: Time: Class: Language proficiency Number of students: Date: Topic: Curriculum Specifications:

Sekolah Menengah Kebangsaan Bahang Penampang English Language 9.00 am 10.00 am One Murni Lower intermediate 30 5th July 2007 Malaysian Tales 2.2d 3.1d Getting the explicit and implicit meaning of various oral and written texts Understand other people cultures, tradition and customs

Previous knowledge: General objectives: Specific objectives:

Students have met people of similar characters as Pak Pandir and Mak Andeh in the community To understand the importance of being cautious 1. The students were able to use the dictionary to find meanings of key words/phrases 2. The students were able to draw a plot to show sequence of events 3. The students are made aware of the virtue of simplemindedness and cautiousness in life

Moral issues: Teaching Aids:

respect for elders, simplicity, cautious, helpful 1. Reading text 2. Worksheets

Stage/Time Pre-Reading 15 minutes

Content/Material Small group activity Vocabulary Enrichment Aids: 1. Class Reader, Pak Pandir and Mak Andeh 2. Dictionary 3. Worksheet B1

1. 2.

Presentation/Rationale Teacher Students find

distributes Worksheet B1 the meanings of the words and phrases Questions: 1.Get a dictionary and find meanings of these words/phrases Rationale: There is a reciprocal, well-documented relationship between vocabulary knowledge and reading comprehension (Constantinescu, 2007). 1.Teacher gives each student reading texts and worksheet B2 2.Students arrange the order by events while reading the text. Rationale: Kawabata (2007) explains that this activity shows the students how the text is structured to achieved its genre

WhileReading Stage 1 10 minutes

Individual Activity: Arranging Order of events Sign-post questions: 1. Mak Andeh cooked the fish for Pak Pandir 2. Pak Pandir caught the fish with his towel 3. He forgot to tie his net to the rope 4. The children gave Pak Pandir a fish 5. Pak Pandir took a nap by the river bank

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Stage/Time While-Reading Stage 2 18 minutes

Activity/Content Small group Activity: Finding the main idea Sign-post questions: For each of the paragraph, find the main idea

Presentation/Rationale 1.Teacher gives each student worksheet B3 2.Students find the main idea of the paragraphs Rationale: Kawabata (2007) explains that this activity identify and distinguish the important information from the less important information in the text 1.Teacher gives each student worksheet B3 2.The group makes a summary by referring to the main ideas from previous activity Rationale: Yang (2002) states that writing can be integrated in the reading class to improve both skills.

Post-Reading Stage 1 12 minutes

Paired Activity: Summarizing and Paraphrasing Sign-post questions: For each of the paragraphs in Worksheet B3 and identified main ideas, do summary on two of the paragraphs

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Stage/Time Post-Reading Stage 2 5 minutes

Activity/Content Whole class Activity: Discussion Sign-post questions: At the end of the tale, there is a saying, Be simple in life but be cautious 1. do you think it means? 2. Do you agree with the saying? What

Presentation/Rationale 1.Teacher leads the class for discussion 2.Students give their opinion 3.Teacher writes down their point on the board Rationale: Nesamalar et al (2003) explains that discussion also led the students to think of answer by themselves, therefore promoting self-expression.

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Conclusion Constantinescu (2007) states that reading is an active skill that involves learners and the text being read. Reading is a dynamic and integrative process whereby learners need to use several reading skills and strategies and combining them with previous knowledge of the world (content schemata) and knowledge of the language (formal schemata). Many teachers are more familiar with reading comprehension exercise where students are required to read the passage and answer a set of multiple choice questions. This type of reading activity usually leads to being mechanical and boring and students find themselves not reading for comprehension, not enjoying themselves, not learning new words in context, not practicing their grammar, and not involved in a communicative and learning activity (Akgn, 1997).
Reading comprehension lessons should be developed with focus on making students enjoy the activities and at the same time help to improve their reading comprehension as well as integrating the lesson with other linguistic skills and use of grammar.

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References Akgn, M. A. (October 1997). A Fun Reading Comprehension Activity, The Internet TESL Journal, Vol. III, No. 10, http://iteslj.org/Lessons/Akgun-ReadingComp.html Constantinescu, A. I. (February 2007). Using Technology to Assist in Vocabulary Acquisition and Reading Comprehension, The Internet TESL Journal, Vol. XIII, No. 2, http://iteslj.org/Articles/Constantinescu-Vocabulary.html OUM (2007a). HBET 3203 Reading in an ESL Context. Kuala Lumpur: Open University Malaysia OUM (2007b). HBET 3303 Teaching of Reading in an ESL Context. Kuala Lumpur: Open University Malaysia Pusat Perkembangan Kurikulum (2000). Sukatan Pelajaran Kurikulum Bersepadu Sekolah Menengah Bahasa Inggeris 2000. Kuala Lumpur: Kementerian Pendidikan Malaysia Puvaneswary, M. (1991). The Role of Reading Strategies in Reading Comprehension. Pulau Pinang: School of Distance Learning, University Sains Malaysia Readers Digest (2006), Family Word Finder: A Family Guide to English Words, their meanings, synonyms and antonyms. London: Readers Digest Association Limited Tan, C. (2005). Si Tanggang, The Disloyal Child & Other Stories. Petaling Jaya: Penerbit Femina Yang, S. Y. (January 2002). Integrating Writing with Reading, The Internet TESL Journal, Vol. VIII, No. 1, http://iteslj.org/Techniques/Yang-Writing.html

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Worksheets for First Lesson Plan

Worksheet A1
Instruction: Scan the text and answer the following questions 1. Who is the main character in the story?

_______________________________ 2. Who bought coconuts from Si Tanggangs mother

________________________________________ 3. business trip? _________________________________________________ 4. Name three products that he was trading. Did Si Tanggang able to become rich during his

_________________________________ 5. Who and what was turn to rock?

___________________________

Answer: 1. Si Tanggang 2. Pak Ali 3. Yes, he did 4. spice, handicraft, precious stone 5. Si Tanggang, his wife, his crews and the ship

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Worksheet A2
Instruction: For each of the statements, state True (T) or False (F) 1. 2. 3. 4. 5. 6. Si Tanggang was capable, strong and ambitious. Si Tanggang did not like to help his neighbours Si Tanggang gave many excuses to his mother He married the princess in his village Si Tanggang lost a lot of money during his business trip Si Tanggang and his whole ship turned into a rock in the sea

Answer 1. 2. 3. 4. 5. 6.

Si Tanggang was capable, strong and ambitious. Si Tanggang did not like to help his neighbours Si Tanggang gave many excuses to his mother He married the princess in his village Si Tanggang lost a lot of money during his business trip Si Tanggang and his whole ship turned into a rock in the sea

T F T F F T

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Worksheet A3a & A3b

Instruction: Discuss the following issues First Part: If you were Si Tanggang, would you have denied your mother in the same situation?

Second Part: 1. 2. Why did Si Tanggang become disloyal and disobedient in the end? If you were in the same situation, would you have act like Si Tanggang?

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Worksheets for Second Lesson Plan

Worksheet B1
Instruction: Find the meaning of the words/phrases below Word/Phrase Couple Disposition Discovered Entangled Wriggled Current Scooped Consoled Urged Bright Jest Droop flourishing Meaning (Synonym)

Answer Word/Phrase Couple Disposition Discovered Entangled Meaning (Synonym) Two people together Character To find out, to learn something Entwined

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Wriggled Current Scooped Consoled Urged Bright Jest Droop flourishing

Move by twisting the body Movement of water Take up quickly Talk to a person to make him happy persuaded Good Fun and to humor Dry up and fall to the ground Growing healthy

Worksheet B2
Instruction: Arrange the order of the events Mak Andeh cooked the fish for Pak Pandir Pak Pandir caught the fish with his towel He forgot to tie his net to the rope The children gave Pak Pandir a fish Pak Pandir took a nap by the river bank

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Answer Mak Andeh cooked the fish for Pak Pandir Pak Pandir caught the fish with his towel He forgot to tie his net to the rope The children gave Pak Pandir a fish Pak Pandir took a nap by the river bank 4 3 1 2 5

Worksheet B3
Instruction: Find the main idea from the paragraphs Paragraph #1 A couple lived at the edge of a village. The husband was Pak Pandir and the wife was Mak Andeh. Both of them were fat. Pak Pandir always wore a sarung and a singlet. Mak Andeh always wore baju kurung. Main idea: ___________________________________________________________________

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Supporting ideas: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Paragraph #2 Suddenly, he saw a banana stem being washed down by the river. Looking at it, he had a bright idea. He went into the water and took the banana stem. He carried it home feeling very happy and excited. Main idea: ___________________________________________________________________ Supporting ideas: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Answer

Paragraph #1 A couple lived at the edge of a village. The husband was Pak Pandir and the wife was Mak Andeh. Both of them were fat. Pak Pandir always wore a sarung and a singlet. Mak Andeh always wore baju kurung. Main idea: Pak Pandir and Mak Andeh were a couple who lived at the edge of a village Supporting ideas: They were both fat.

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Pak Pandir wore sarung Mak Andeh wore baju kurung

Paragraph #2 Suddenly, he saw a banana stem being washed down by the river. Looking at it, he had a bright idea. He went into the water and took the banana stem. He carried it home feeling very happy and excited. Main idea: A banana stem was floating in the river Supporting ideas: He had a bright idea He took the banana stem He felt happy and excited

Worksheet B4
Instruction: Make a summary of the paragraph

Paragraph #1 A couple lived at the edge of a village. The husband was Pak Pandir and the wife was Mak Andeh. Both of them were fat. Pak Pandir always wore a sarung and a singlet. Mak Andeh always wore baju kurung. Main idea: Pak Pandir and Mak Andeh were a couple who lived at the edge of a village

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Supporting ideas: They were both fat. Pak Pandir wore sarung Mak Andeh wore baju kurung Summary: _________________________________________________________________________ _________________________________________________________________________ ______________________________________________________________________

Paragraph #2 Suddenly, he saw a banana stem being washed down by the river. Looking at it, he had a bright idea. He went into the water and took the banana stem. He carried it home feeling very happy and excited. Main idea: A banana stem was floating in the river Supporting ideas: He had a bright idea He took the banana stem He felt happy and excited

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Summary: _________________________________________________________________________ _________________________________________________________________________ ______________________________________________________________________

Answer: Paragraph#1: Pak Pandir and Mak Andeh who lived at the edge of the village were fat and dressed plainly.

Paragraph#2: He took the floating banana from the river, feeling happy and excited.

Worksheet B5
Instruction: Discuss the following issue

At the end of the tale, there is a saying, Be simple in life but be cautious 1. 2. What do you think it means? Do you agree with the saying

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