1

TABLE OF CONTENTS

A GUIDE FOR THE TEACHER

 WHAT IS A SHORT STORY?

 ELEMENTS IN A SHORT STORY

STAGES OF WORKING WITH THE TEXT

 PRE READING

 WHILE READING

 POST READING

INTRODUCING THE SHORT STORY

 REVOLVING AROUND THE TEXT

 SYNOPSIS OF EACH CHAPTER

 CHARACTERS

 SETTING

 EVENTS

 MORAL VALUES AND MESSAGES

SUGGESTED ACTIVITIES

REVOLVING AROUND THE TEXT

 ALL ABOUT THE STORY

 CHANT TIME!

2
  MY STORY

 THE DREAM

SYNOPSIS

 AWAKEN YOUR SENSES

 MUSICAL STORY BOX

 ON THE WAY TO AGRA

 STEP INTO MY SHOES

PEOPLE IN THE STORY (CHARACTERS)

 KNOWING ME KNOWING YOU

 WHAT DID I SAY?

 FIND MY PAIR

 VOICE YOUR THOUGHTS

SETTING

 TAJ MAHAL POP UP CARD

 A TRIP TO THE MARKET

 GUESS THE LOCATION

 SYMBOLS OF LOVE

3
EVENTS IN THE STORY

 AKBAR‟S DREAM TRIVIA

 STORY TRAIN

 STAGE IT!

 SIMILAR BUT NOT IDENTICAL

MESSAGE/MORAL OF THE STORY

 FREEZE FRAME

 WORDS OF ENCOURAGEMENT

 TEACH ME IN A SONG

 RIGHT MOVE

BEYOND THE TEXT

 MY BEAUTIUL CLOTH

 A PLACE I WISH TO VISIT

 A BRAND NEW FUTURE

 EXCLUSIVE INTERVIEW

SAMPLE LESSON PLANS

 SAMPLE 1

 SAMPLE 2

 SAMPLE 3

4
ASSESSMENT

 INDIVIDUAL
 GROUP

SELF REFLECTION

CERTIFICATE OF ACHIEVEMENT

GLOSSARY

5
 A GUIDE
FOR
TEACHERS

6
 What is a Short Story?

It is a brief work of literature,
usually written in narrative prose.

It has a simple plot.

It has specific settings.

The characters are based on real-
life people, and the plot may be
inspired by a real-life event; but
overall more of the story is “made-
up” than real.

7
 About Short Stories
Short stories often contain structural and character

elements that should be familiar to you. These elements can

be used as guides to help you think about the actions, themes,

and contexts of the story.

Elements of a short story:

1. Theme
2. Point of View
3. Setting
4. Plot
5. Characters

8
 Elements of AShort Story
Elements Explanation
Theme  A central message, concern, or insight into life expressed through a
literary work.
 Author's thoughts about a topic or view of human nature. It is the
author's underlying meaning or main idea that he is trying to convey.
 It can be expressed by one or two sentence statement about human
beings or values in life.
 It may be stated directly or implied
Setting  The time and location in which a story takes place.
 It may also refers to place, time, weather conditions, social
conditions, mood or atmosphere.
Plot  A plot tells the series of events in a story.
 Within a short story, there may be only one central struggle
(conflict) or there may be one central struggle with many minor ones.
 The conflict ties one incident to another and makes the plot move.

Characters  Characters are the people, animals or objects found in the story.
 Characterisation is the information the author gives the reader
about the characters in the story.
Point of  In a story, the point of view is the angle from which the story is
View told.

9
Why are we using short stories in
the classroom?

 Theme of the story relates to pupils‟ interests and

experience
 Develop pupils‟ interest in literature
 To generate pupils‟ critical and creative thinking skills
 Improve pupils‟ reading skills and vocabulary
 Allow pupils to share their point of view and ideas
 Pupils learn to socialise with each other
 Pupils build their confidence and cooperation
 Enhance the mastery of the four skills (listening,
speaking, reading and writing)

10
Working with the
Text

11
 Stages in Teaching A Short Story

Stages Elements

Activate prior knowledge

Pre- Prediction
reading
Provide background knowledge related to
the text

Check prediction

While- Connect background knowledge to the

reading information in the text ***

Cross check

Post- Discuss and respond

reading
Retell and summarize

12
Introducing the
Short Story

13
 Revolving Around the Text

Reading
Series

Character

Author
Title

14
 Reading
Level

Synopsis

Publisher ISBN number

15
 Synopsis of Each Chapter
Chapter One
Akbar, an eight-year-old boy, dreamed of making the most beautiful silk cloth

in the whole of India. His grandfather was supportive in helping make his dream come

true. His grandfather suggested that they go to Agra to see the Taj Mahal, the

most beautiful building in India. Although he had often mentioned about going to Agra,

Grandfather had not gone there as he was either too busy or unable to afford the

trip. Both he and Akbar took the silk cloth that Akbar had woven to Omar, Akbar‟s

uncle. Uncle Omar gave Grandfather some money for the cloth. The money enabled

them to go to Agra.

Chapter Two
It was a long train journey to Agra. Grandfather told Akbar a story about the

Taj Mahal to pass the time. It was about how Shah Jahan, a prince, met and

married a beautiful girl, Mumtaz. A few years later, Shah Jahan had to go away to

battle. During his absence, Mumtaz gave birth to a baby girl. Sadly, Mumtaz passed

away. In memory of his beloved wife, Shah Jahan sent for best craftsmen to build

the finest tomb in the whole world. The building took twenty years to be completed.

However, Akbar was not willing to wait twenty years to make his dream come true.

Grandfather advised Akbar to have a plan towards achieving his dream. When they

arrived, Akbar was amazed to see the magnificence of the Taj Mahal.

16
 ChapterThree
Seeing the Taj Mahal was the best moment of Akbar‟s life. As he explored the

Taj Mahal, the patterns he saw gave him ideas for his silk cloth. As soon as they got

home, Akbar began to work diligently. Uncle Omar generously provided the threads

Akbar needed. Akbar‟s dream of making the most beautiful silk cloth in the whole of

India became a reality.

17
 Characters

Characters are the people,

animals or objects in the
story.

18
 Characters
Characters Description Why We Say This

ambitious/ „One day soon, I will make the most beautiful

determined silk cloth in the whole of India.‟ (pg. 3)

„He knew he could make the most beautiful

confident
silk cloth in India.‟ (pg. 3)

diligent/ „Little by little, Akbar wove his designs.‟ (pg.

patient 30)
Akbar

„It is a beautiful piece of silk cloth that

skillful
Akbar has made. ‟ (pg. 8)

hopeful „……if you will give us a good price… we will go

tomorrow.‟ (pg. 9)

sensitive „There were tears in his eyes.‟ (pg. 15)

0

„We must go to Agra. Perhaps you will see

supportive some patterns there that will help you.‟
(pg. 4)
Grandfather
„I have saved nearly enough rupees for the
thrifty
train fare.‟ (pg. 6)

19
Characters Description Why We Say This

„…but it isn‟t the most beautiful in India.‟

honest
(pg.8)

„I don‟t want any money for the thread...‟

generous
(pg. 29)

Omar

„Shah Jahan had to go and fight a battle.‟

courageous
(pg. 14)

loving „He loved her very much…‟ (pg. 14)

ambitious/ „… ordered them to build the finest tomb in

Shah Jahan determined the whole world.‟ (pg. 16)

„She smiled at him and made him laugh.‟

charming
(pg. 13)

„She had a market stall close to the palace.‟

enterprising
(pg.13)

Mumtaz
„… she was never very far from his side.‟
supportive
(pg.14)

20
Setting

21
The story is set in India. The events of the story took place at these locations:

at Uncle Omar‟s stall in the on the train to Agra

market

in the streets of Agra at the Taj Mahal

22
Events

23
 Akbar‟s dream of
Uncle Omar told
making the most
When they returned home, Akbar that it was
Akbar began to work beautiful silk cloth in
the most beautiful
diligently. Uncle Omar the whole of India
silk cloth in India.
generously provided the became a reality.
threads Akbar needed.

Akbar was so amazed to see

the Taj Mahal. They saw the
EVENTS
beautiful tombs of Mumtaz
and Shah Jahan.
IN THE
On the way to Agra,
STORY
Grandfather told
Grandfather and Akbar
Akbar the love story
sold the silk cloth to
behind the Taj Grandfather
Uncle Omar. They Akbar expressed
Mahal. suggested that they During the summer
finally had enough his wish to make
visit the Taj Mahal holidays, Akbar and
money for their train the most beautiful
for Akbar to get his grandfather
fare to Agra. silk cloth in the
ideas for his wove long lengths
24 whole of India. of silk cloth.
patterns.
Moral Values
and
Messages

25
Moral Values and Messages
In The Story
Moral Values

determination
supportive

appreciative diligence

generosity
loving thriftiness

MessagesIn The Story

We need to persevere to achieve
our goals.

We need to persevere to achieve our

Be supportive towards those who are
goals.
pursuing their dreams.

We need to persevere to achieve our

If you fail to plan, you plan to fail.
goals.

We need to persevere to achieve our

26

goals.
SUGGESTED
ACTIVITIES
27
 REVOLVING AROUND THE TEXT

ACTIVIY 1: ALL ABOUT THE STORY LS: 1.1.4

Steps:

1. Introduce the focus words:

Title, Author, Character, Synopsis, Reading Series, Reading Level, ISBN
Number, Publisher
2. Show the pupils the book cover of „The King of Kites‟ and „Something Weird
Happened…‟ Get pupils to identify and compare the features of the book covers.
3. Divide the pupils into groups.
4. Distribute an envelope to each group containing jigsaw puzzle pieces and a manila
card to piece the puzzle together (Refer to Appendices 1 and 2).
5. Get pupils to identify and label the relevant features.
6. Each group presents their work.

Educational Emphases
Thinking Skills

 Applying

Multiple Intelligences
 Visual-Spatial
 Verbal Linguistics
 Interpersonal

28
Appendix 1

29
Appendix 2

30
Suggested Answers

Reading
Series

Character

Author
Title

31
 Reading
Level

Synopsis

Publisher ISBN number

32
 REVOLVING AROUND THE TEXT

ACTIVITY 2: CHANT TIME! LS: 4.1.2, 4.3.2

Steps:

1. Pupils read the text on page 2.

2. Pupils identify, categorise and list the words in the text according to the number of
syllables. Check the answers.
3. Display a table with the focus words (Appendix 1).
4. Teach pupils how to create a jazz chant:
a) choose 3 vocabulary words – a 2-syllable word, a 3-syllable word, and a 1-
syllable word
b) put them together with a bit of repetition
c) recite the words in a repetitive cycle to a steady beat

e.g.
patterns, beautiful, silk
patterns, beautiful, silk
patterns, beautiful, patterns, beautiful
patterns, beautiful, silk

5. Pupils work in groups to create a jazz chant using the focus words.
6. Each group performs their jazz chant.

Educational Emphases
Thinking Skills

 Applying
 Creating

Multiple Intelligences
 Verbal Linguistics
 Musical
 Bodily-Kinaesthetic

33
Appendix 1

Focus words:
One syllable Two syllables Three syllables
dream summer beautiful
silk every holidays
cloth patterns grandfather

34
 REVOLVING AROUND THE TEXT

ACTIVITY 3: MY STORY LS: 1.1.4

Steps:

1. Talk about the book cover.

2. Divide pupils into 6 groups and give a set of pictures to each group (Appendix 1).
3. Discuss the pictures.
4. Create a possible story based on the picture.
5. Pupils present their story to the class.

Educational Emphases
Thinking Skills

 Analysing
 Creating

Multiple Intelligence
 Verbal Linguistics
 Interpersonal

35
Appendix 1

1. 2.

3. 4.

5. 6.

36
 REVOLVING AROUND THE TEXT

ACTIVITY 4: THE DREAM LS 4.1.2

Steps:

1. Distribute and go through the lyrics with the pupils (Appendix 1).
2. Show the video clip to introduce the tune of the song
(www.youtube.com/watch?v=Nb3B5NZ6c-c)
3. Teach the song.
4. Pupils sing the song.
5. Divide the pupils into groups.
6. Pupils perform the song.

Educational Emphases
Thinking Skills

 Applying

Multiple Intelligence
 Verbal Linguistics
 Musical

37
Appendix 1

„The Dream‟

I have a dream
A silk to weave
Most beautiful
In India

If I go to Agra
To the Taj Mahal
I will see the patterns
On the marble walls

I believe Grandfather
He opened my eyes
That I may see
I believe Grandfather
He helped make my dreams a reality
Most beautiful
Indian silk cloth

By: Gerardine Raj

Adapted from “I Have A Dream” by Abba

I Have A Dream (ABBA) (With backing vocals)

www.youtube.com/watch?v=Nb3B5NZ6c-c

SYNOPS

38
 SYNOPSIS
SYNOPSIS

ACTIVITY 1: AWAKEN YOUR SENSES LS: 4.2.1 (a), (b)

Steps:

1. Display a picture of Taj Mahal (Appendix 1).

2. Discuss and describe the picture – building, trees, water etc.
3. Prompt with questions:
e.g. a. What can you see in front of the building?
b. The Taj Mahal is a popular tourist attraction. What can
you hear?
c. There are many tourists at the Taj Mahal. How would you
feel to be among so many people?
4. Pupils imagine that they are Akbar and complete the worksheet (Appendix 2)
with guidance.

Educational Emphases
Thinking Skills

 Applying
 Analysing

Multiple Intelligences
 Verbal Linguistics
 Naturalistic
 Visual-Spatial

39
Appendix 1

Retreived from: http://stunningphotographyz.blogspot.sk/

40
Appendix 2

Worksheet

Imagine you are Akbar at the Taj Mahal. Write what you see, hear, smell and how they feel.

41
Suggested Answers

Worksheet

Imagine you are Akbar at the Taj Mahal. Write what you see, hear, smell and how they feel.

see hear

 many people  people talking

 rows of trees  cameras clicking
 four towers
 a beautiful white
building
 canals
 red tiles

smell feel

 food sold by vender  happy

 scent of flowers  excited
 amazed
 tired
 hot

42
 SYNOPSIS

ACTIVITY 2: MUSICAL STORY BOX LS: 4.2.1 (a), (b)

Steps:

1. Prepare a box containing picture cards (Appendix 1).

2. The number of boxes depends on the number of groups in the class.
3. Divide the pupils into groups.
4. Appoint a group leader for each group.
5. Each leader is given a castanet.
6. Explain the rules of the activity:
a. The leader of the group stands with his/her back to the group.
b. When the leader starts playing the castanet, the box is passed around.
c. When the leader stops playing the castanet, the pupil holding the box
picks a picture card from it.
d. He or she will have to talk about the picture in the context of the story.

Educational Emphases
Thinking Skills

 Applying
 Analysing

Multiple Intelligences
 Verbal Linguistics
 Visual-Spatial

SYNOPSIS

43
Appendix 1

1. 2.

3. 4.

5. 6.

44
7. 8.

9. 10.

11. 12.

45
Suggested Answers

1) Akbar and Grandfather wove long lengths of silk at the loom.

2) Akbar and Grandfather went to Uncle Omar‟s stall to sell the silk cloth he has made.

3) Akbar looked at the beautiful pattern on the wall of the Taj Mahal. He wanted to

use the pattern for his silk cloth.

4) Akbar sat in front of the main entrance of the Taj Mahal and sketched the pattern

on the wall until his hand hurt.

5) Akbar and his grandfather saw Mumtaz‟s and hah Jahan‟s tombs inside the Taj

Mahal.

6) Akbar went to Uncle Omar‟s stall to choose new colours of silk thread for his silk

cloth.

7) Mumtaz passed away when she gave birth to a little girl.

8) There were tears in Grandfather‟s eyes when he told Akbar about the death of

Mumtaz.

9) Grandfather told Akbar a story of the Taj Mahal when they were on their way to

Agra.

10) Shah Jahan‟s tomb was located next to Mumtaz‟s.

11) young prince met a beautiful girl who had a stall close to the palace.

12) Grandfather advised Akbar that he must have a plan to achieve his dream.

46
 SYNOPSIS

ACTIVITY 3: ON THE WAY TO AGRA LS: 4.2.1 (a)

Steps:

1. Pupils read pages 12 to 17 of Chapter 2.

2. Discuss and recall the sequence of events on Akbar‟s journey to Agra,
without referring to the text.
3. Divide the pupils into groups. Explain the task: create a booklet.
4. Distribute 4 sheets of A4 paper (preferably coloured) to each group.
5. Pupils cut each sheet into half, horizontally.
6. Distribute pictures and excerpts (Appendices 1 and 2). Pupils cut out the
pictures and excerpts and match them.
7. Check pupils‟ work before they paste the cut-outs onto the sheets of paper.
8. Compile the sheets to form a booklet.
9. Groups present their work. Classmates provide feedback.

Educational Emphases
Thinking Skills

 Applying
 Creating
 Evaluating

Multiple Intelligences
 Verbal Linguistics
 Visual-Spatial
 Interpersonal

47
Appendix 1

Shah Jahan ordered craftsmen

from all over India to build the
Yes, please Grandfather.
finest tomb in the whole world for
Mumtaz.

.
You are like I want to make new
Shah Jahan. patterns that no one
has ever seen on silk.

Did you love Grandma

When Shah Jahan went to battle,
as much as Shah
Mumtaz gave birth to a baby girl.
Jahan loved Mumtaz?
The baby was well but Mumtaz died.

Shall I tell you a story

to pass the time?

Shah Jahan met a beautiful girl and I did. Grandma and I

fell in love with her. Then, they got had a long and happy
married. life together.

48
Appendix 2

49
Suggested Answers

When Shah Jahan went to battle,

Mumtaz gave birth to a baby girl.
The baby was well but Mumtaz died.

Did you love Grandma

as much as Shah
Jahan loved Mumtaz?

I did. Grandma and I

had a long and happy
life together.

Shall I tell you a story

to pass the time?

Yes, please Grandfather.

50
 Shah Jahan ordered craftsmen
from all over India to build the
finest tomb in the whole world for
Mumtaz.

Shah Jahan met a beautiful girl and

fell in love with her. Then, they got
married.

I want to make new

patterns that no one
has ever seen on silk.

You are like

Shah Jahan.

51
 SYNOPSIS

ACTIVITY 4: STEP INTO MY SHOES LS: 4.2.1 (a), 4.3.1

Steps:

1. Imagine you are Akbar‟s grandfather.

2. Write journal entries of:
a. the preparation before the trip
b. the trip to Agra
c. the arrival the Taj Mahal
d. after the trip to the Taj Mahal
3. Pupils exchange and read their journals for differences.

Educational Emphases
Thinking Skills

 Analysing
 Creating

Multiple Intelligences
 Verbal Linguistics
 Visual-Spatial
 Interpersonal

52
 PEOPLE IN THE STORY ( CHARACTERS )
ACTIVIY 1: KNOWING ME KNOWING YOU LS 4.2.1 (a)

Steps:

1. Divide pupils into four groups.

2. Each group is assigned a character:
a. Akbar
b. Grandfather
c. Uncle Omar
d. Shah Jahan
3. Groups are to list down the characteristics of the given characters on a display
sheet.
4. Put up the display sheets.
5. Pupils take a gallery walk to evaluate the characteristics listed by other groups
and complete the given double bubble maps based on the display sheets
(Appendix 1).
6. Pupils present their answers.

Educational Emphases
Thinking Skills

 Applying
 Analysing
 Evaluating

Multiple Intelligences
1. Interpersonal
2. Intrapersonal

53
Appendix 1

Double Bubble Map

Write the similarities and differences between the characters.

Akbar
Shah Jahan

Grandfather
Mumtaz

54
 Suggested Answers

confident loving
ambitious
determined

Akbar
Shah Jahan

patient
skillful
courageous
creative

enterprising
supportive sensitive

Grandfather
Mumtaz

charming
loving
thrifty

55
 PEOPLE IN THE STORY ( CHARACTERS )

ACTIVITY 2: WHAT DID I SAY? LS 4.2.1 (a)

Steps:

1. Prepare speech strips (Appendix 1) and put them into a container.

2. Select pupils randomly to pick out a speech strip.
3. Pupils read out the speech strips using appropriate intonation and expression.
4. Pupils identify the characters who said them and justify their selection.
5. Pupils complete the worksheet (Appendix 2).

Educational Emphases
Thinking Skills

 Applying
 Analysing

Multiple Intelligences
 Verbal Linguistics

56
Appendix 1

“I don‟t want any money for the thread. I just

want to see the finished silk cloth.”

“I did, but I am not sad. Grandma and I had a long

and happy life together.”

“I shall call you Mumtaz Mahal.”

“One day soon, I will make the most beautiful silk

cloth in the whole of India.

“Yes, I will marry you, my beloved.”

57
Appendix 2

WHAT DID I SAY?

Find the sentences from the “Akbar‟s Dream” that tells you :

1. Omar is a kind and generous man.

_________________________________________________

_________________________________________________

_________________________________________________

2. Shah Jahan loved his wife very much.

_________________________________________________

_________________________________________________

_________________________________________________

3. Akbar is a very ambitious and determined boy.

_________________________________________________

_________________________________________________

_________________________________________________

4. Grandfather was a happily married man.

_________________________________________________

_________________________________________________

_________________________________________________

5. Beautiful Mumtaz became the Empress.

_________________________________________________

_________________________________________________

_________________________________________________

58
 PEOPLE IN THE STORY ( CHARACTERS )

ACTIVITY 3: FIND MY PAIR LS 4.2.1 (a)

Steps:

1. Distribute pictures and sentences strips (Appendix 1).

2. Pupils match the sentence strips to the pictures.
3. Pupils present and justify their answer.

Educational Emphases

Thinking Skills

 Analysing

Multiple Intelligences
 Verbal Linguistics

59
Appendix 1

He shared the love story of Shah

Jahan and Mumtaz.

This was the starting point of a great

love story.

A supportive mentor shared

words of wisdom.

His mind was filled with swirls of

colourful designs.

They joined the sea of people heading

to their destination.

60
 PEOPLE IN THE STORY ( CHARACTERS )

ACTIVITY 4: VOICE YOUR THOUGHTS LS 4.2.1 (a)

Steps:

1. Pupils recall the story with teachers and name the main characters.
2. Pupils discuss the characters‟ roles in the story.
3. Pupils discuss and complete a worksheet (Appendix 1) about their feelings
towards the characters individually.
4. Selected pupils present their opinions to the class.

Educational Emphases
Thinking Skills

 Evaluating
 Analysing

Multiple Intelligences
 Intrapersonal
 Verbal Linguistics

61
Appendix 1

How do you feel towards the main characters in the story? Why?

________________________________

________________________________

________________________________
Akbar

________________________________

________________________________

________________________________
Grandfather
________________________________

________________________________

________________________________
Uncle Omar

________________________________

________________________________

________________________________
Shah Jahan

________________________________

________________________________

________________________________
Mumtaz

62
 SETTING

ACTIVITY 1: TAJ MAHAL POP UP CARD LS 4.3.1

C

Steps:

1. Demonstrate how to make the pop-up card.

Steps:
a) Cut along the outline of the figure
b) Fold the dotted lines
c) Fold the figure into half
d) Fold a piece of A4 paper into half
e) Place the figure in the middle of the folded paper
f) Glue the flaps on the paper and your pop-up card is ready
2. Distribute the Taj Mahal Pop-up Card template (Appendix 1).
3. Pupils make the pop-up card.
4. Pupils show their pop-up cards to the class.

Educational Emphases
Thinking Skills

 Creating

Multiple Intelligences
 Visual-Spatial

63
Appendix 1

Retrieved from www.pinterest.com/pin/523825000381846903

64
 SETTING

ACTIVITY 2: A TRIP TO THE MARKET LS 4.2.1 (b)

Steps:

1. Display and discuss the picture of a market in Malaysia (Appendix 1).

2. Discuss the market in Akbar‟s Dream (Refer to page 6, 7, 13).
* may refer to Aladdin, Indiana Jones: The Raiders of the Lost Ark or Ali
Baba and the Forty Thieves for ideas of markets in the same timeline
3. Divide pupils into groups.
4. Discuss and list the things sold in these markets.
5. Pupils complete two circle maps based on their discussion (Appendix 2).

Educational Emphases
Thinking Skills

 Analysing
 Applying

Multiple Intelligences
 Visual-Spatial
 Verbal Linguistic

65
Appendix 1

Retrieved from http://www.cookiesound.com/2013/06/endless-dwelling-at-chow-

kit-market-in-kuala-lumpur-malaysia/

66
Appendix 2

Circle Map
Complete the circle map below.

The
market in
Malaysia

67
The market
in Akbar‟s
Dream

68
 SETTING

ACTIVITY 3: GUESS THE LOCATION LS 4.2.1 (b)

a

Steps:

1. Pupils recall the places in the story.

2. Focus on the locations: in the streets of Agra, at the garden of the Taj Mahal,
in front of the main entrance of the Taj Mahal, Mumtaz and Shah Jahan‟s tombs.
3. Pupils read the sentences in the worksheet and relate it to the correct location
(Appendix 1).
4. Discuss the answers with the pupils.
5. Based on the answers in the worksheet, pupils complete the tree map (Appendix
2).

Educational Emphases
Thinking Skills

 Applying
 Analysing

Multiple Intelligences
 Verbal Linguistic

69
Appendix 1

Name the location based on the excerpts given.

Location 1

Beautiful white dome sparkled in

the sunlight and four tall towers
stretched into the sky.

Location 2

Akbar‟s eyes went past the canals

and the green trees.

Location 3

Akbar could see the red, green

and yellow jewels set into the
marble walls.

Location 4

A marble screen carved to look

like lace and decorated with
rubies and emeralds.

70
Appendix 2

71
Suggested Answers

Name the location based on the excerpts given.

Location 1

Beautiful white dome sparkled in

in the streets of Agra
the sunlight and four tall towers
stretched into the sky.

Location 2

Akbar‟s eyes went past the canals at the gardens of the

and the green trees.
Taj Mahal

Location 3

in front of the main

Akbar could see the red, green
and yellow jewels set into the entrance of
marble walls. the Taj Mahal

Location 4

A marble screen carved to look

tombs Mumtaz and Shah
like lace and decorated with
rubies and emeralds. Jahan‟s tombs

72
Complete the Tree Map below.

The Taj Mahal In Akbar‟s Eyes ...

in the at the in front of Mumtaz‟s and

streets gardens of the main Shah Jahan‟s
the Taj entrance of tombs
Mahal the Taj Mahal

He could see He could see He could see He could see

a beautiful the canals the red, a marble
white dome and the green and screen
sparkled in green trees. yellow round the
the sunlight jewels set tombs which
and four tall into the was carved
towers marble walls. to look like
sketched They were lace and
into the sky. made of decorated

roses and with rubies

tulips and

patterns. emeralds.

73
 SETTING
ACTIVITY 4: SYMBOLS OF LOVE LS 4.2.1 (b)

Steps:

1. Pupils name any famous buildings in Malaysia that they know. Talk briefly about
the buildings.
2. Talk about the Taj Mahal and compare the Taj Mahal with the famous buildings
(built for love) in Malaysia. e.g. landscape, location, history, culture, designs.
3. Divide pupils into groups. Pupils surf the Internet to find information about
Kellie‟s Castle (Appendix 1).
4. Pupils complete a worksheet on the similarities and differences between the two
buildings. (Appendix 2).
5. Pupils present their findings to the class.

Educational Emphases
Thinking Skills

 Analysing

Multiple Intelligences
 Verbal Linguistic
 Interpersonal

74
Appendix 1

75
 Appendix 2

Complete the diagram below.

Taj Mahal Kellie‟s Castle

Similarities

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

Differences Differences

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_____________________________ _____________________________

_________________ _________________

76
 EVENTS IN THE STORY

ACTIVITY 1: AKBAR‟S DREAM TRIVIA LS 4.2.1 (b)

Steps:
1. Explain the rules and regulations of the board game.
Rules and Regulations:
a. Players choose individual tokens and place them on the „START‟ box.
b. Player 1 rolls the dice and moves token according to the number shown on
the dice.
c. If Player 1 lands on an empty box, he/she answers a question correctly.
If the answer is incorrect, the player returns to his/her previous box.
d. If a player lands in a * bonus or a penalty box, he/she moves according
to what is written on it without having to answer any question.
e. The game continues with every player taking turns and moving accordingly.
f. The first player to reach the final box is the winner.
g. Should all the question cards be used up before the winner is
determined, the stack of question cards should be should be shuffled
and reused.
* bonus box – box 4 * penalty box – box 8

2. Divide pupils into groups and appoint a group leader.

3. Distribute board game to each group.
4. Distribute the answer sheet to the group leader. Group leader must not show
the answer sheet to group members. Group leader checks if answers given are
correct.
5. Pupils play the game.

Educational Emphases
Thinking Skills

 Applying

Multiple Intelligences
 Verbal Linguistic
 Interpersonal

77
Appendix 1

10 11 12
Yay!

9 8 7
Go to back
No.1
Question
Cards
4 5 6
Move one
step
forward

3 2 1
START

78
 Appendix 2

2. “One day soon, I will make

the most beautiful silk cloth
1. What is Akbar‟s dream? in the whole of India”. Who
said this?

3. “We must go to Agra to see 4. Why did Grandfather take

the Taj Mahal,” he said. Akbar to see the Taj Mahal?
Name the character who said
this.

5. “If you give a good price for 6. “If you give a good price for
Akbar‟s silk, we will go Akbar‟s silk, we will go
tomorrow.” Where are “we” tomorrow.” Who are “we”
going to? referring to?

7. Where is Uncle Omar‟s stall? 8. What does Uncle Omar sell?

79
 10. “I don‟t want to take 20
years to make the most
9. How many towers does the beautiful silk cloth in India.
Taj Mahal have? I want to make it now”.
This quote shows that
Akbar is _________.

11. Name the floral designs 12. How long did it take to build
found on the Taj Mahal walls. the Taj Mahal?

13. Who did Shah Jahan marry? 14. Empress Mumtaz gave birth to
a son. True or False?

15. Akbar‟s grandmother passed 16. Mumtaz Mahal means “The

away last year. True or Chosen One of the Garden”.
False? True or False?

17. Akbar had to pay Uncle Omar 18. How did Akbar and his
for the threads. True or grandfather go to Agra?
False?

80
19. What are the walls of the 20. How many tombs can be found
Taj Mahal made of? inside the Taj Mahal?

81
Answers
1. Akbar‟s dream is to make the most 9. The Taj Mahal has four towers.
beautiful silk cloth in whole of 10. determined/ ambitious/
India. focused/ confident/ skilful
2. Akbar said this. 11. The Taj Mahal walls had
3. The character who said this is patterns of roses and tulips.
Grandfather. 12. It took twenty years to build
4. Grandfather took Akbar to see the the Taj Mahal.
Taj Mahal because he thinks that 13. Shah Jahan married Mumtaz.
Akbar may see some patterns/ 14. False
ideas/ inspiration to help him make 15. True
the most beautiful silk cloth in 16. False
India. 17. False
5. “We” are going to Agra. 18. Akbar and his grandfather
6. “We” are referring to Akbar and went to Agra by train.
his grandfather. 19. The walls of the Taj Mahal are
7. Uncle Omar‟s stall is at the market. made of marble and jewels.
8. Uncle Omar sells silk cloth. 20. Two tombs can be found
inside the Taj Mahal.

82
 EVENTS IN THE STORY

ACTIVITY 2: STORY TRAIN LS 4.2.1 (b)

Steps:

1. Recall the story with pupils.

2. Divide pupils into groups and distribute the „Story Train‟ sentence cards
(Appendix 1) to each group.
3. Rearrange the story cards in the correct sequence.
4. Discuss the answers with teacher.

Educational Emphases
Thinking Skills

 Analysing

Multiple Intelligence
 Verbal Linguistic
 Interpersonal

83
Appendix 1

Grandfather and Akbar sold

the silk cloth to Uncle Omar.
They finally had enough money
for their train fare to Agra.

84
Akbar was so amazed to see
the Taj Mahal. They saw the
beautiful tombs of Mumtaz
and Shah Jahan.

Akbar‟s dream of making

the most beautiful silk cloth
in the whole of India
became a reality.

85
During the summer holidays,
Akbar and his grandfather
wove long lengths of silk
cloth.

When they returned home,

Akbar began to work diligently.
Uncle Omar generously
provided the threads Akbar
needed.

86
On the way to Agra,
Grandfather told Akbar the
love story behind the Taj
Mahal.

Akbar expressed his wish to

make the most beautiful silk
cloth in the whole of India.

87
 Grandfather suggested that
they visit the Taj Mahal for
Akbar to get ideas for his
patterns.

Uncle Omar told Akbar that

it was the most beautiful silk
cloth in India.

88
Suggested Answers

Grandfather and Akbar‟s dream of Akbar was so

Akbar sold the silk making the most amazed to see the
cloth to Uncle Omar. beautiful silk cloth Taj Mahal. They saw
They finally had in the whole of India the beautiful tombs
enough money for became a reality. of Mumtaz and Shah
their train fare to Jahan.
Agra.

4 9 6

Grandfather On the way to Agra, Uncle Omar told

suggested that they Grandfather told Akbar that it was
visit the Taj Mahal Akbar the love story the most beautiful
for Akbar to get behind the Taj silk cloth in India.
ideas for his Mahal.
patterns.

3 5 8

Akbar expressed his When they returned During the summer

wish to make the home, Akbar began holidays, Akbar and
most beautiful silk to work diligently. his grandfather
wove long lengths of
cloth in the whole of Uncle Omar
silk cloth.
India. generously provided
the threads Akbar
needed.

2 7 1

89
 EVENTS IN THE STORY

ACTIVITY 3: STAGE IT! LS 4.3.2

1. Divide pupils into groups.
2. Each group has to plan, prepare
Steps:
and stage a performance of one
of these events:
1. Divide pupils into groups.
2. Each group has to plan, prepare and stage a performance of one
a. Akbar of these
telling his events:
a. Akbar telling his grandfather about his dream grandfather about his
b. Preparation for the trip to Agra dream
b. Preparation for the trip
c. The train journey
to Agra
d. The visit to the Taj Mahal c. The train journey
e. Akbar realising his dream d. The visit to the Taj
Mahal
e. Akbar realising his dream

Educational Emphases
Thinking Skills

 Creating

Multiple Intelligences
 Verbal Linguistic
 Interpersonal
 Bodily-kinaesthetic

90
 EVENTS IN THE STORY

ACTIVITY 4: SIMILAR BUT NOT IDENTCAL LS 4.2.1 (a), (b)

3. Divide pupils into groups.
4. Each group has to plan,
Steps: prepare and stage a
performance of one of
1. Recall the story with the pupils. these events:
2. Select 5 events from the story:
a. a. Akbar
Grandfather saved enough money for the train fare telling his
to Agra
grandfather about
b. Grandfather supports Akbar‟s pursuit of his dream by bringing Akbar to
his dream
the Taj Mahal b. Preparation for the
c. Akbar‟s feeling of excitement and awe when he visited
tripthe Taj Mahal
to Agra
d. c. The the
Akbar‟s sense of achievement and awe when he visited trainTaj
journey
Mahal
e. Akbar‟s sense of achievement when he made the most beautiful silkTaj
d. The visit to the cloth
Mahal
3. Distribute the worksheet (Appendix 1).
e. Akbar realising his
4. Guide pupils to complete the worksheet by asking questions:
dream
eg. a. Have you ever saved money for a certain purpose?
b. Who is always there to support you in all that you do?
c. What excites you?
d. When do you feel a sense of achievement?

Educational Emphases
Thinking Skills

 Analysing

Multiple Intelligences
 Intrapersonal

91
Appendix 1

Events in the story How about you?

Grandfather saved enough

money for the train fare to

Agra

Grandfather supports

Akbar‟s pursuit of his

dream by bringing Akbar to

the Taj Mahal

Akbar‟s feeling of

excitement and awe when

he visited the Taj Mahal

Akbar‟s sense of

achievement and awe when

he visited the Taj Mahal

Akbar‟s sense of

achievement when he made

the most beautiful silk cloth

92
 MORAL VALUES

ACTIVITY 1: FREEZE FRAME LS 4.2.1 (a) (c)

Steps

1. Get a group of pupils to demonstrate a freeze frame.

2. Pupils discuss the event and the moral value(s) based on the demonstration.
3. Divide pupils into groups.
4. Each group performs a freeze frame according to a scene description.
5. Pupils discuss the freeze frame and moral value(s) from the scenes.

Educational Emphases
Thinking Skills

 Evaluating
 Analysing

Multiple Intelligences
 Verbal Linguistic
 Interpersonal
 Intrapersonal
 Bodily-kinaesthetic

93
 MORAL VALUES

ACTIVITY 2: WORDS OF ENCOURAGEMENT LS 4.2.1

Steps:

1. Show pupils Appendix 1.

2. Ask the pupils to imagine that they are Akbar‟s friend.
3. Elicit their feelings as Akbar‟s friend with questions:
eg. a. What are the characteristics you can see in Akbar?
b. What can you learn from Akbar?
c. Has Akbar inspired you in any way?
4. Ask each pupil to write a note to Akbar to inspire him to pursue his dream.
(may include words of wisdom, idioms and proverbs)
5. Pupils present their work.

Educational Emphases
Thinking Skills

 Evaluating
 Creating

Multiple Intelligences
 Verbal Linguistic
 Interpersonal
 Intrapersonal

94
Appendix 1

I have a dream to create

the most beautiful cloth
in the entire India.

I will work hard for it.

I know I will be able to

do that!

What can you

learn from
Akbar‟s
determination?

95
Suggested Answers

Dear Akbar,

Go for it! I know you can do it!

All the best.

XXX

96
 MORAL VALUES

ACTIVITY 3: TEACH ME IN A SONG LS 4.2.1 (a) (c)

Steps:

1. Ask the pupils to state examples of good values shown by the characters in the
story Akbar‟s Dream.
2. Divide pupils into groups.
3. Distribute lyrics of a pop song (Appendix 1).
4. Listen to the song and sing together.
5. Identify the moral values in the lyrics.
6. Compare the singer‟s personality traits with Akbar‟s.

Educational Emphases
Thinking Skills

 Evaluating
 Analysing

Multiple Intelligence
 Verbal Linguistic
 Interpersonal
 Intrapersonal
 Musical

97
Appendix 1

.
The Climb by Miley Cyrus

I can almost see it

That dream I am dreaming
But there's a voice inside my head saying
"You'll never reach it"

Every step I'm taking

Every move I make feels
Lost with no direction
My faith is shaking

But I gotta keep trying

Gotta keep my head held high

There's always gonna be another mountain

I'm always gonna wanna make it move
Always gonna be a uphill battle
Sometimes I'm gonna have to lose

Ain't about how fast I get there

Ain't about what's waiting on the other side
It's the climb

98
Suggested Answers

Singer Akbar

 strong  determined

 practical  ambitious

 persistent  confident

 ambitious  enterprising

 determined  diligent

 courageous  patient

 creative

99
 MORAL VALUES

ACTIVITY 4: RIGHT MOVE LS 4.2.1

Steps:

1. Show a picture of someone doing something against the law.

2. Discuss the situation shown and their response to it.
3. Divide pupils into groups.
4. Ask the pupils to imagine they are Akbar.
5. Each group is given a situation.
6. Pupils discuss in groups and present their response in front of the class.

Educational Emphases
Thinking Skills

 Evaluating
 Analysing

Multiple Intelligence
 Verbal Linguistic
 Interpersonal
 Intrapersonal

100
Appendix 1
SITUATION RESPONSE

When Akbar was in Omar‟s

stall, he saw a lady trying to
steal a piece of sari. If you
were there, what are you going
to do?
Assuming you‟re Akbar, once
you got down from the train,
grandfather was out of sight.
What is your reaction?
While seeing the beautifully
decorated wall, Akbar found
two suspicious men standing
beside the tombs. They were
holding tools and looking at the
marble screen decorated with
rubies and emeralds. What do
you think will happen?
The moment Uncle Omar saw
the most beautiful piece of
cloth, he cradled it in his arms.
He brushed his fingers
tenderly over the cloth. Finally,
he let out a soft sigh. What do
you think he has in mind?

101
 GOING BEYOND THE TEXT

ACTIVITY 1: MY BEAUTIFUL CLOTH LS 4.3.1

Steps:

1. Show a few pieces of cloth with different patterns (Appendix 1).

2. Discuss the colours and patterns on the cloth.
3. Distribute a piece of white cloth to each pupil.
4. Get them to create their own patterns.
5. Display the pupils‟ creation and have a Gallery Walk.

Educational Emphases
Thinking Skills

 Creating

Multiple Intelligences
 Visual Spatial

102
Appendix 1

Images retrieved from http://www.photos-public-domain.com/

103
 GOING BEYOND THE TEXT

ACTIVITY 2: A PLACE I WISH TO VISIT LS 4.2.1

Steps:

1. Show the class the map of India.

2. Display the picture of the Taj Mahal.
3. Identify the location of the Taj Mahal on the map.
4. Pupils name a place they wish to visit.
5. Divide pupils into groups.
6. Pupils choose a place and find relevant information on the place using the
internet.
7. Each group creates a brochure and present it to the class.

Educational Emphases
Thinking Skills

 Analysing
 Creating

Multiple Intelligence
 Verbal Linguistic
 Visual Spatial
 Interpersonal

104
 GOING BEYOND THE TEXT

ACTIVITY 3: A BRAND NEW FUTURE LS 4.2.1

Steps:

1. Pupils recall the ending of the story.

2. Brainstorm a possible situation after Akbar‟s success.
3. Pupils create a short dialogue with the teacher.
4. Divide pupils into groups.
5. Pupils brainstorm another possible situation in their groups and create a short
dialogue.
6. Present their dialogue to the class.

Educational Emphases
Thinking Skills

 Creating

Multiple Intelligence
 Verbal Linguistic
 Intrapersonal
 Interpersonal

105
 GOING BEYOND THE TEXT

ACTIVITY 4: EXCLUSIVE INTERVIEW LS 4.2.1

Steps:

1. Brainstorm possible questions to ask Akbar about, his current achievement and
his future plans.
2. Divide pupils into pairs.
3. Pupils choose at least 5 questions to create an interview.
4. Pupils role play the interview with their partner.
5. Selected pairs present their role play to the class.

Educational Emphases
Thinking Skills

 Applying
 Creating

Multiple Intelligence
 Verbal Linguistic
 Interpersonal
 Intrapersonal

106
 SAMPLE LESSON 1 (SK)

Theme : World of Stories

Topic : Akbar‟s Dream (Events)

Learning Standards : 4.2.1 Able to respond to literary texts:

(b) place and time

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

1. rearrange the 9 sentence cards in the correct

sequence.

2. complete a flow map with the correct events.

Time : 60 minutes

Teaching Aids : Train picture (Appendix 1), story cards (Appendix 2),

sentence cards (Appendix 3), flow map (Appendix 4)

Moral Values : thrifty, ambitious, diligent, generous

Educational Emphases:

 Multiple intelligences (Verbal linguistic, Interpersonal, Visual Spatial)

 Thinking skills (Analysing)

Steps:

Set Induction

1. Pupils are shown a picture of a train (Appendix 1).

2. Pupils answer questions about the train.

Sample questions:

a. How does a train carry its passenger and goods?

b. What will happen if you put a story into a train?

Presentation

1. Pupils are given pictures from the story (Appendix 2).

2. Pupils are asked to describe the pictures shown.

3. Pupils sequence the pictures in the correct order.

4. Pupils are divided into groups and given 9 sentence cards each (Appendix 3).

107
5. Pupils read the sentence cards with the teacher.

Practice

1. Pupils are asked to rearrange the sentence cards in sequence.

2. Pupils race to paste the correct sentence sequences on the display papers

pasted on the walls.

3. Pupils may refer to the previous picture sequence for guidance.

4. Teacher checks the pupils‟ story trains and rewards the fastest 3 groups with

the correct sequence.

Production

1. Pupils complete a flow map given individually (Appendix 4)

Closure

1. Pupils are selected to present their answers to the class.

108
Appendix 1

109
Appendix 2

110
111
Appendix 3

Grandfather and Akbar sold

the silk cloth to Uncle Omar.
They finally had enough money
for their train fare to Agra.

112
Akbar was so amazed to see
the Taj Mahal. They saw the
beautiful tombs of Mumtaz
and Shah Jahan.

Akbar‟s dream of making

the most beautiful silk cloth
in the whole of India
became a reality.

113
During the summer holidays,
Akbar and his grandfather
wove long lengths of silk
cloth.

When they returned home,

Akbar began to work diligently.
Uncle Omar generously
provided the threads Akbar
needed.

114
On the way to Agra,
Grandfather told Akbar the
love story behind the Taj
Mahal.

Akbar expressed his wish to

make the most beautiful silk
cloth in the whole of India.

115
 Grandfather suggested that
they visit the Taj Mahal for
Akbar to get ideas for his
patterns.

Uncle Omar told Akbar that

it was the most beautiful silk
cloth in India.

116
Appendix 4

117
 SAMPLE LESSON 2 (SK)

Theme : World of Stories

Topic : Short Story (Values)

Learning Standards: 4.2.1 Able to respond to literary texts:

(c) values

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

1. write a note of encouragement to Akbar individually.

2. present their note to the class.

Time : 60 minutes

Teaching Aids : Pictures of well-known young Malaysians and short

descriptions (Appendix 1), Akbar‟s excerpt (Appendix 2)

Moral Values : thrifty, ambitious, diligent, generous

Educational Emphases:

 Multiple intelligences (Visual Spatial, Verbal Linguistic, Interpersonal,

Intrapersonal)

 Thinking skills (evaluating, creating)

Steps:

Set Induction

1. Pupils are shown pictures and short descriptions of the achievement of well-

known young Malaysians (Appendix 1).

2. Pupils respond to questions about the picture.

eg. a. Who are the young Malaysians in the picture?

b. What did they achieve?

Presentation

1. Pupils are shown an excerpt (Appendix 2) from the book.

2. Pupils imagine they are Akbar‟s friend and answer questions about how they feel

towards Akbar.

eg. a. What are the characteristics you see in Akbar?

118
 b. What can you learn from Akbar?

Practice

1. Pupils write a note of encouragement individually to Akbar to support him in his

pursuit of his dream.

Production

1. Pupils present their notes to the class.

Closure

1. Pupils share their personal aspirations.

119
Appendix 1

Mohd Nazreen Abdullah

 15 years old when winning two diving gold medals at the
fifth Asian Diving Cup in Singapore 2013 and two diving
gold medals in SEA Games in Myanmar 2013

Aaliyah Yoong Hanifah

 started waterskiing at the age of five
 champion in 2009 Malaysian waterskiing championship at
six years old
 placed 3rd in the Asian Waterski Championship,
Chuncheon, Korea

120
Adi Putra Abdul Ghani
 presented several awards including “This Decade‟s Muslim
Mathematician” from Riau University in Indonesia at the
age of ten
 gave lectures at universities at ten and invented over 200
new mathematical formulas

Crystal Lee Xin Qiao

 started acting at the age of five
 the youngest best actress winner in the Shanghai
International Film Festival at the age of ten
 involved in over 50 local productions

121
Appendix 2

I have a dream to create

the most beautiful cloth
in the entire India.

I will work hard for it.

I know I will be able to

do that!

What can you

learn from
Akbar‟s
determination?

122
 SAMPLE LESSON 3 (SJK)

Theme : World of Stories

Topic : Akbar‟s Dream

Learning Standards: 4.3.2 Able to plan, prepare and participate in a

performance with guidance based on literary

works.

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

1. perform in group the jazz chants with the correct

intonation, rhythm and pronunciation.

Time : 60 minutes

Teaching Aids : Jazz Chant

Moral Values : cooperation, respect

Educational Emphases:

 Multiple intelligences (Verbal linguistic, Bodily Kinesthetic)

 Thinking skills (Analysing)

Steps :

Set Induction

1. Brainstorm some events in Akbar‟s Dream.

2. Show some pictures of the important events.

Presentation

1. Tell the class that they are going to perform jazz chants in groups today.

2. Show videos of jazz chants performance in Youtube.

3. Show the lyrics to the class (Appendix 1).

Practice

1. Teach students the rhythm of the jazz chants.

2. Demonstrate jazz chants with some students.

3. Ask students to get into group and plan their jazz chants performance.

123
 4. Help students who cannot pronounce or read the jazz chants.

Production

1. Conduct a jazz chants completion in class and reward the group with the best

performance.

Closure

1. Get the students to vote for the best group.

124
Appendix 1

Story of My Life

Listen to my story
Roses and tulips
A little boy‟s dream
Precious, precious
A dream to weave
stones
A silk masterpiece
Walls of white marble
Four towers and a
A grandfather who is
dome
so loving
Caring and supporting
Designs in his head
An uncle who is kind
Colourful silk threads
Generous and giving
Woven together
Into something great!

125
 INDIVIDUAL ASSESSMENT – SHORT STORY (AKBAR‟S DREAM)

Name: ___________________________ Class: _______________________

Activity: _________________________

Tick the appropriate box.

Excellent Very Good Good Satisfactory

Presentation
i. Creativity
ii. Physical Expression
iii. Overall Performance
Contents/Ideas
i. Design
ii. Creativity
iii. Knowledge and understanding
Language Delivery
i. Pronunciation/Enunciation
ii. Stress/Intonation
iii. Fluency
Teamwork
i. Participation
ii. Cooperation

Teacher‟s comment:
_________________________________________________________________
_________________________________________________________________

Areas for improvement:

_________________________________________________________________
_________________________________________________________________

126
 GROUP ASSESSMENT – SHORT STORY (AKBAR‟S DREAM)

Group‟s name: ____________________________ Class: ____________________

Activity: ________________________________

Tick the appropriate box.

Excellent Very Good Good Satisfactory

Presentation
iv. Creativity
v. Physical Expression
vi. Overall Performance
Contents/Ideas
iv. Design
v. Creativity
vi. Knowledge and understanding
Language Delivery
iv. Pronunciation/Enunciation
v. Stress/Intonation
vi. Fluency
Teamwork
iii. Participation
iv. Cooperation

Teacher‟s comment:
_________________________________________________________________
_________________________________________________________________

Areas for improvement:

_________________________________________________________________
_________________________________________________________________

127
 Self-Reflection
Fill in the blanks with
the appropriate
responses.

3 things I have
learned…

1. __________________ 3 things I find interesting

__________________ about the story…
__________________ 1. _____________________
__________________ _____________________
2. __________________ _____________________
__________________ 2. _____________________
__________________ _____________________
__________________ _____________________
3. __________________ 3. _____________________
__________________ _____________________
__________________ _____________________
__________________ 128
Certificate of
Achievement

129
 This certificate is awarded to:

130
_________________________
for
__________________________________
_________________ ______________
Signature Date
 Glossary
1 dream n. a wish to have or be something, especially one that seems
difficult to achieve.

2 silk n. a type of fine silk cloth made from silk thread

3 loom n. a machine for making cloth by twisting threads between

other threads which go in a different direction .

4 patterns n. a design

5 beautiful adj. having beauty, very pleasant to look at

6 colour n. a substance used to give something a particular colour

7 journey n. an act of travelling from one place to another:

8 palace n. A large and impressive building forming the official

residence of a ruler

9 tomb n. a large grave, especially one built of stone of above or below

the ground.

10 craftsmen n. a skilled person, especially one who make beautiful things by

hand.

11 idea n. a thought or suggestion as to a possible course of action.

12 wonderful adj. inspiring delight, pleasure, or admiration; extremely good;

marvellous

13 twisting n. something in the spiral shape

14 twirling n. a spiralling or swirling shape

15 curling n. something in the shape of a spiral or coil

16 jewels n. a precious stone,

17 sketch n. a rough or unfinished drawing or painting, often made to

assist in making a more finished picture:

18 silk thread n. fine soft thread produced by silkworms

19 rubies n. dark red precious stone

20 emerald n. a bright green precious stone

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