akbar's dream short story year 6

8/20/2019 Akbar's Dream Short Story Year 6

1/131

1


2/131

2

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


ALL ABOUT THE STORY

CHANT TIME!


3/131

3

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


4/131

4

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


5/131

5

ASSESSMENT

INDIVIDUAL

GROUP

SELF REFLECTION

CERTIFICATE OF ACHIEVEMENT

GLOSSARY


6/131

6

A GUIDE

FOR

TEACHERS


7/131

7

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.

What is a Short Story?

http://en.wikipedia.org/wiki/Literaturehttp://en.wikipedia.org/wiki/Narrativehttp://en.wikipedia.org/wiki/Prosehttp://en.wikipedia.org/wiki/Prosehttp://en.wikipedia.org/wiki/Narrativehttp://en.wikipedia.org/wiki/Literature


8/131

8

About Short StoriesShort 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


9/131

9

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

View

In a story, the point of view is the angle from which the story is

told.

Elements of AShort Story


10/131

10

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)

Why are we using short stories in

the classroom?


11/131

11

Working with the

Text


12/131

12

Stages in Teaching A Short Story

Stages Elements

Pre-

reading

Activate prior knowledge

Prediction

Provide background knowledge related to

the text

While-

reading

Check prediction

Connect background knowledge to the

information in the text ***

Cross check

Post-reading

Discuss and respond

Retell and summarize


13/131

13

Introducing the

Short Story


14/131

14

Title

Character

Author

Reading

Series

Revolving Around the Text


15/131

15

Reading

Level

Synopsis

ISBN numberPublisher


16/131

16

Chapter One

Synopsis of Each Chapter

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, Akba r‟s

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

them to go to Agra.

It was a long train journey to Agra. Grandfather told Akbar a story about theTaj 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.

Chapter Two


17/131

17

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.

ChapterThree


18/131

18

Characters

Characters are the people,

animals or objects in thestory.


19/131

19

ambitious/

determined

Characters

„One day soon, I will make the most beautiful

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

diligent/

patient

Descri tion Wh We Sa This

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

30)

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

tomorrow.‟ (pg. 9)

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

supportive„We must go to Agra. Perhaps you will see

some patterns there that will help you.‟

( g. 4)

thrifty„I have saved nearly enough rupees for the

train fare.‟ (pg. 6)

Characters

Akbar

Grand ather

confident

skillful

„He knew he could make the most beautiful

silk cloth in India.‟ (pg. 3)

„It is a beautiful piece of silk cloth that

Akbar has made. ‟ (pg. 8)


20/131

20

honest

courageous

charming

Descri tion Wh We Sa ThisCharacters

Omar

„…but it isn‟t the most beautiful in India.‟(pg.8)

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

(pg. 29)

Shah Jahan

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

(pg. 14)

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

Mumtazsupportive

„She smiled at him and made him laugh.‟

(pg. 13)

„… she was never very far from his side.‟

(pg.14)

ambitious/

determined

„… ordered them to build the finest tomb in

the whole world.‟ (pg. 16)

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

(pg.13)


21/131

21

Setting


22/131

22

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

at Uncle Omar‟s stall in the

market

on the train to Agra

in the streets of Agra at the Taj Mahal


23/131

23

Events


24/131

24

During the summer

holidays, Akbar and

his grandfather

wove long lengths

of silk cloth.

Akbar expressed

his wish to make

the most beautiful

silk cloth in the

whole of India.

Grandfather

suggested that they

visit the Taj Mahal

for Akbar to get

ideas for his

atterns.

Grandfather and Akbar

sold the silk cloth to

Uncle Omar. They

finally had enough

money for their train

fare to Agra.

On the way to Agra,

Grandfather told

Akbar the love story

behind the Taj

Mahal.

When they returned home,

Akbar began to work

diligently. Uncle Omar

generously provided the

threads Akbar needed.

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.

Uncle Omar told

Akbar that it was

the most beautiful

silk cloth in India.

EVENTS

IN THE

STORY


25/131

25

Moral Values

and

Messages


26/131

26

determination

appreciative diligence

supportive

thriftiness loving generosity

Be supportive towards those who are

pursuing their dreams.

If you fail to plan, you plan to fail.

We need to persevere to achieve

our goals.

Moral Values and Messages

Moral Values

MessagesIn The Story


27/131

27

SUGGESTED

ACTIVITIES


28/131

28


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 manilacard 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 EmphasesThinking Skills

Applying

Multiple Intelligences Visual-Spatial Verbal Linguistics Interpersonal


29/131

29

Appendix 1


30/131

30

Appendix 2


31/131

31

Suggested Answers

Title

Character

Author

Reading

Series


32/131

32

Reading

Level

Synopsis

ISBN numberPublisher


33/131

33


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 wordb) 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, patterns, beautiful


5. Pupils work in groups to create a jazz chant using the focus words.

6. Each group performs their jazz chant.


Applying

Creating

Multiple Intelligences

Verbal Linguistics Musical Bodily-Kinaesthetic


34/131

34

Appendix 1

Focus words:

One syllable Two syllables Three syllables

dream summer beautifulsilk every holidays

cloth patterns grandfather


35/131

35


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.


Analysing Creating

Multiple Intelligence

Verbal Linguistics Interpersonal


36/131

36

Appendix 1

1. 2.

3. 4.

5. 6.


37/131

37


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.


Applying

Multiple Intelligence Verbal Linguistics

Musical


38/131

38

Appendix 1

SYNOPS

Adapted from “I Have A Dream” by Abba

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

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

„The Dream‟

I have a dream

A silk to weave

Most beautiful

In India

If I go to Agra

To the Taj MahalI will see the patterns

On the marble walls

I believe Grandfather

He opened my eyes

That I may see

I believe GrandfatherHe helped make my dreams a reality

Most beautiful

Indian silk cloth

By: Gerardine Raj


39/131

39

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.


Applying Analysing

Multiple Intelligences Verbal Linguistics Naturalistic

Visual-S atial

SYNOPSISSYNOPSIS

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


40/131

40

Appendix 1

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


41/131

41

Appendix 2

Worksheet

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


42/131

42

Suggested Answers

Worksheet

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

food sold by vender

scent of flowers

people talking

cameras clicking

many people

rows of trees

four towers

a beautiful white

building canals

red tiles

happy

excited

amazed

tired

hot

see hear

smell feel


43/131

43

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.

SYNOPSIS


Applying Analysing

Multiple Intelligences Verbal Linguistics

Visual-Spatial


44/131

44

Appendix 1

1. 2.

3. 4.

5. 6.


45/131

45

7. 8.

9. 10.

11. 12.


46/131

46

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 silkcloth.

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.


47/131

47

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.


Applying Creating

Evaluating

Multiple Intelligences Verbal Linguistics

Visual-Spatial

Interpersonal

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


48/131

48

Appendix 1

.

Shall I tell you a story

to pass the time?

Yes, please Grandfather.

Shah Jahan ordered craftsmen

from all over India to build the

finest tomb in the whole world forMumtaz.

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.

Did you love Grandma

as much as Shah

Jahan loved Mumtaz?

I did. Grandma and I

had a long and happy

life together.

When Shah Jahan went to battle,Mumtaz gave birth to a baby girl.

The baby was well but Mumtaz died.


49/131

49

Appendix 2


50/131

50

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.


51/131

51

Shah Jahan ordered craftsmenfrom 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.


52/131

52

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.


Analysing Creating

Multiple Intelligences Verbal Linguistics Visual-Spatial

Interpersonal


53/131

53

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.


Applying Analysing

Evaluating

Multiple Intelligences1. Interpersonal

2.

Intrapersonal

PEOPLE IN THE STORY CHARACTERS

ACTIVIY 1: KNOWING ME KNOWING YOU LS 4.2.1 a


54/131

54

Appendix 1

Double Bubble Map

Write the similarities and differences between the characters.

AkbarShah Jahan

MumtazGrandfather


55/131

55

Suggested Answers

Akbar

confident

ambitiousdetermined

Shah Jahan

skillfulcreative

patient

loving

courageous

MumtazGrandfather

charming

supportive

loving

sensitive

thrifty

enterprising


56/131

56


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).


Applying

Analysing


Verbal Linguistics


57/131

57

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.”


58/131

58

Appendix 2

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.

_________________________________________________

_________________________________________________

_________________________________________________

WHAT DID I SAY?


59/131

59


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


Verbal Linguistics


60/131

60

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.


61/131

61


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.


Evaluating Analysing


Intrapersonal Verbal Linguistics


62/131

62

Appendix 1

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

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

Akbar

Grandfather

Uncle Omar

Shah Jahan

Mumtaz


63/131

63

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.


Thinking Skills

Creating

Multiple Intelligences Visual-Spatial

SETTING

ACTIVITY 1: TAJ MAHAL POP UP CARD LS 4.3.1


64/131

64

Appendix 1

Retrieved from www.pinterest.com/pin/523825000381846903

http://www.pinterest.com/pin/523825000381846903http://www.pinterest.com/pin/523825000381846903http://www.pinterest.com/pin/523825000381846903


65/131

65

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).


Analysing Applying


Visual-Spatial Verbal Linguistic

SETTING

ACTIVITY 2: A TRIP TO THE MARKET LS 4.2.1 b


66/131

66

Appendix 1

Retrieved from http://www.cookiesound.com/2013/06/endless-dwelling-at-chow-kit-market-in-kuala-lumpur-malaysia/


67/131

67

Appendix 2

Circle Map

Complete the circle map below.

The

market in

Malaysia


68/131

68

The market

in Akbar‟s

Dream


69/131

69

SETTING

ACTIVIT 3: GUESS THE LOCATION LS 4 2 1 b

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).


Applying

Analysing


Verbal Linguistic


70/131

70

Appendix 1

Name the location based on the excerpts given.

Location 1

Location 2

Location 3

Location 4

Beautiful white dome sparkled in

the sunlight and four tall towers

stretched into the sky.

Akbar‟s eyes went past the canals

and the green trees.

Akbar could see the red, green

and yellow jewels set into the

marble walls.

A marble screen carved to look

like lace and decorated with

rubies and emeralds.


71/131

71

Appendix 2


72/131

72

Suggested Answers

Name the location based on the excerpts given.

Location 1

Location 2

Location 3

Location 4

tombs

Beautiful white dome sparkled in

the sunlight and four tall towers

stretched into the sky.

Akbar‟s eyes went past the canals

and the green trees.

Akbar could see the red, green

and yellow jewels set into the

marble walls.

A marble screen carved to look

like lace and decorated with

rubies and emeralds.

in the streets of Agra

at the gardens of the

Taj Mahal

in front of the main

entrance of

the Taj Mahal

Mumtaz and Shah

Jahan‟s tombs


73/131

73

Complete the Tree Map below.

in the

streets

at the

gardens of

the TajMahal

in front of

the main

entrance ofthe Taj Mahal

Mumtaz‟s and

Shah Jahan‟s

tombs

The Taj Mahal In Akbar‟s Eyes ...

He could see

a beautiful

white dome

sparkled in

the sunlight

and four tall

towers

sketched

into the sky.

He could see

the canals

and the

green trees.

He could see

the red,

green and

yellow

jewels set

into the

marble walls.

They were

made of

roses and

tulips

patterns.

He could see

a marble

screen

round the

tombs which

was carved

to look like

lace and

decorated

with rubies

and

emeralds.


74/131

74

Steps:

1. Pupils name any famous buildings in Malaysia that they know. Talk briefly aboutthe 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.

SETTING

ACTIVITY 4: SYMBOLS OF LOVE LS 4.2.1 b


Analysing

Multiple Intelligences Verbal Linguistic Interpersonal


75/131

75

Appendix 1


76/131

76

Appendix 2

Complete the diagram below.

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Similarities

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Kellie‟s Castle Ta Mahal


77/131

77

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.


Applying


Verbal Linguistic

Interpersonal

EVENTS IN THE STOR

ACTIVITY 1: AKBAR‟S DREAM TRIVIA LS 4 2 1 b


78/131

78

Appendix 1

10 11 12

Yay!

9 8

Go to back

No.1

7

4

Move one

step

forward

5 6

3 2 1ST RT

Question

Cards


79/131

79

Appendix 2

1.

What is Akbar‟s dream?

2. “One day soon, I will make

the most beautiful silk cloth

in the whole of India”. Who

said this?

3. “We must go to Agra to see

the Taj Mahal,” he said.

Name the character who said

this.

4. Why did Grandfather take

Akbar to see the Taj Mahal?

5. “If you give a good price for

Akbar‟s silk, we will go

tomorrow.” Where are “we”

going to?

6. “If you give a good price for

Akbar‟s silk, we will go

tomorrow.” Who are “we”

referring to?

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


80/131

80

9. How many towers does the

Taj Mahal have?

10. “I don‟t want to take 20

years to make the most

beautiful silk cloth in India.

I want to make it now”.

This quote shows thatAkbar is _________.

11.

Name the floral designs

found on the Taj Mahal walls.

12.

How long did it take to build

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

away last year. True or

False?

16. Mumtaz Mahal means “The

Chosen One of the Garden”.

True or False?

17.

Akbar had to pay Uncle Omar

for the threads. True or

False?

18.

How did Akbar and his

grandfather go to Agra?


81/131

81

19.

What are the walls of the

Taj Mahal made of?

20.

How many tombs can be found

inside the Taj Mahal?


82/131

82

Answers

1. Akbar‟s dream is to make the most

beautiful silk cloth in whole of

India.2. Akbar said this.

3. The character who said this is

Grandfather.

4. Grandfather took Akbar to see the

Taj Mahal because he thinks that

Akbar may see some patterns/

ideas/ inspiration to help him make

the most beautiful silk cloth in

India.

5. “We” are going to Agra.

6. “We” are referring to Akbar and

his grandfather.

7. Uncle Omar‟s stall is at the market.

8. Uncle Omar sells silk cloth.

9. The Taj Mahal has four towers.

10. determined/ ambitious/

focused/ confident/ skilful11. The Taj Mahal walls had

patterns of roses and tulips.

12. It took twenty years to build

the Taj Mahal.

13. Shah Jahan married Mumtaz.

14. False

15. True

16. False

17. False

18. Akbar and his grandfather

went to Agra by train.

19. The walls of the Taj Mahal are

made of marble and jewels.

20. Two tombs can be found

inside the Taj Mahal.


83/131

83

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.


Thinking Skills

Analysing

Multiple Intelligence Verbal Linguistic

Interpersonal


84/131

84

Appendix 1

Grandfather and Akbar sold

the silk cloth to Uncle Omar.

They finally had enough money

for their train fare to Agra.


85/131

85

Akbar‟s dream of making


in the whole of India

became a reality.




and Shah Jahan.


86/131

86

During the summer holidays,

Akbar and his grandfather

wove long lengths of silkcloth.


Akbar began to work diligently.

Uncle Omar generously

provided the threads Akbar

needed.


87/131

87

On the way to Agra,

Grandfather told Akbar the

love story behind the TajMahal.

Akbar expressed his wish to

make the most beautiful silk



88/131

88

Grandfather suggested that

they visit the Taj Mahal for

Akbar to get ideas for hisatterns.

Uncle Omar told Akbar thatit was the most beautiful silk

cloth in India.


89/131

89

Suggested Answers

Grandfather and

Akbar sold the silk

cloth to Uncle Omar.

They finally had

enough money for

their train fare to

Agra.

4

Akbar expressed his

wish to make the

most beautiful silk

cloth in the whole of

India.

Grandfather

suggested that they

visit the Taj Mahal

for Akbar to get

ideas for hispatterns.

Uncle Omar told

Akbar that it was

the most beautiful

silk cloth in India.

Akbar‟s dream of

making the most

beautiful silk cloth


became a reality.

Akbar was so

amazed to see the

Taj Mahal. They saw

the beautiful tombs

of Mumtaz and Shah

Jahan.

When they returned

home, Akbar began

to work diligently.

Uncle Omar

generously provided

the threads Akbar

needed.

On the way to Agra,

Grandfather told

Akbar the love story

behind the Taj

Mahal.

During the summerholidays, Akbar and

his grandfather

wove long lengths ofsilk cloth.

9 6

3 5 8

2 7 1


90/131

90

EVENTS IN THE STORY

ACTIVITY 3: STAGE IT! LS 4.3.2

Steps:


2. Each group has to plan, prepare and stage a performance of one of these events:

a. Akbar telling his grandfather about his dream

b. Preparation for the trip to Agra

c. The train journey

d. The visit to the Taj Mahal

e. Akbar realising his dream


Creating


Verbal Linguistic Interpersonal Bodily-kinaesthetic


91/131

91

Steps:

1. Recall the story with the pupils.

2. Select 5 events from the story:

a. Grandfather saved enough money for the train fare to Agra

b. Grandfather supports Akbar‟s pursuit of his dream by bringing Akbar to

the Taj Mahal

c. Akbar‟s feeling of excitement and awe when he visited the T aj Mahal

d. Akbar‟s sense of achievement and awe when he visited the Taj Mahal e. Akbar‟s sense of achievement when he made the most beautiful silk cloth

3.

Distribute the worksheet (Appendix 1).

4. Guide pupils to complete the worksheet by asking questions:

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?

EVENTS IN THE STORY

ACTIVITY 4: SIMILAR BUT NOT IDENTCAL LS 4.2.1 a b


Analysing

Multiple Intelligences Intrapersonal


92/131

92

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 whenhe 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



93/131

93

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.




Verbal Linguistic Interpersonal

Intrapersonal Bodily-kinaesthetic


94/131

94

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.


Evaluating Creating

Multiple Intelligences Verbal Linguistic Interpersonal

Intrapersonal

LS 4.2.1

MORAL VALUES

ACTIVITY 2: WORDS OF ENCOURAGEMENT


95/131

95

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 youlearn from

Akbar‟s

determination?


96/131

96

Suggested Answers

Dear Akbar,

Go for it! I know you can do it!All the best.

XXX


97/131

97

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.


Thinking Skills

Evaluating

Analysing


Interpersonal

Intrapersonal Musical


98/131

98

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 takingEvery move I make feelsLost with no direction

My faith is shaking

But I gotta keep trying

Gotta keep my head held high

There's always gonna be another mountainI'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 thereAin't about what's waiting on the other side

It's the climb


99/131

99

Suggested Answers

Singer

strong

practical

persistent

ambitious

determined

courageous

Akbar

determined

ambitious

confident

enterprising

diligent

patient creative


100/131

100

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.


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.


Thinking Skills



Interpersonal Intrapersonal


101/131

101

Appendix 1

SITUATION RESPONSE

When Akbar was in Omar‟s

stall, he saw a lady trying tosteal 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?


102/131

102

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.


Creating


Visual Spatial


103/131

103

Appendix 1

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

http://www.photos-public-domain.com/http://www.photos-public-domain.com/http://www.photos-public-domain.com/http://www.photos-public-domain.com/


104/131

104

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 theinternet.

7.

Each group creates a brochure and present it to the class.


Analysing Creating


Visual Spatial

Interpersonal


ACTIVITY 2: A PLACE I WISH TO VISIT LS 4.2.1


105/131

105

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.


5. Pupils brainstorm another possible situation in their groups and create a short

dialogue.6. Present their dialogue to the class.


Creating


Intrapersonal Interpersonal


ACTIVITY 3: A BRAND NEW FUTURE LS 4.2.1


106/131

106

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.


ACTIVITY 4: EXCLUSIVE INTERVIEW LS 4.2.1


Applying Creating

Multiple Intelligence Verbal Linguistic Interpersonal

Intrapersonal


107/131

107

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).

SAMPLE LESSON 1 SK


108/131

108

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.


109/131

109

Appendix 1


110/131

110

Appendix 2


111/131

111


112/131

112

Appendix 3

Grandfather and Akbar sold

the silk cloth to Uncle Omar.

They finally had enough money

for their train fare to Agra.


113/131

113

Akbar‟s dream of making



became a reality.




and Shah Jahan.


114/131

114

During the summer holidays,

Akbar and his grandfather

wove long lengths of silkcloth.


Akbar began to work diligently.

Uncle Omar generously

provided the threads Akbar

needed.


115/131

115

On the way to Agra,

Grandfather told Akbar the

love story behind the TajMahal.

Akbar expressed his wish to

make the most beautiful silk



116/131

116

Grandfather suggested that

they visit the Taj Mahal for

Akbar to get ideas for hisatterns.

Uncle Omar told Akbar thatit was the most beautiful silk

cloth in India.


117/131

117

Appendix 4


118/131

118


Topic : Short Story (Values)

Learning Standards: 4.2.1 Able to respond to literary texts:

(c) values


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


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?

SAMPLE LESSON 2 SK


119/131

119

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.


120/131

120

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


121/131

121

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

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


122/131

122

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 youlearn from

Akbar‟s

determination?


123/131

123


Topic : Akbar‟s Dream

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

performance with guidance based on literary

works.


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


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.

SAMPLE LESSON 3 SJK


124/131

124

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.


125/131

125

Appendix 1

Story of My Life

Listen to my storyA little boy‟s dream

A dream to weave

A silk masterpiece

A grandfather who is

so lovingCaring and supporting

An uncle who is kind

Generous and giving

Roses and tulips

Precious, precious

stones

Walls of white marble

Four towers and a

dome

Designs in his head

Colourful silk threads

Woven together

Into something great!


126/131

126

Name: ___________________________ Class: _______________________

Activity: _________________________

Tick the appropriate box.

Teacher‟s comment:

_________________________________________________________________

_________________________________________________________________

Areas for improvement:

_________________________________________________________________

_________________________________________________________________

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

Teamworki. Participation

ii. Cooperation

INDIVIDUAL ASSESSMENT – SHORT STORY AKBAR‟S DREAM


127/131

127

Group‟s name: ____________________________ Class: ____________________

Activity: ________________________________

Tick the appropriate box.

Excellent Very Good Good Satisfactory

Presentation

iv.

Creativityv. 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:

_________________________________________________________________

_________________________________________________________________

GROUP ASSESSMENT – SHORT STORY (AKBAR‟S DREAM)


128/131

128

Fill in the blanks with

the appropriate

responses.

3 things I find interesting

about the story…

1. _____________________

_____________________

_____________________

2. _____________________

_____________________

_____________________

3. _____________________

_____________________ _____________________

3 things I have

learned…

1. __________________

__________________

__________________

__________________

2.

__________________

__________________

__________________

__________________

3. __________________

__________________

__________________

__________________

Self Reflection


129/131

129

Certificate of

Achievement


130/131

130

T h i s c e r t i f i c

a t e i s a w a r d e d t o :

_______________________

__

f o r

_______________

____________

_______

________

_________

______________

S i g n

a t u r e

D a t e


131/131

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 colour7 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 d f l dj i i i d li ht l d i ti t l d

Glossary

akbar's dream short story year 6

Documents