fun time module

Fun Time! Novice guide for activities in exam classes.

by Asmah Hanim Che Ani (SISC+ PPD Hulu Terengganu)

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IntroductionDrilling, lecturing and more worksheets! These are the staples of students from

exam classes, typically associated with form five and year six students. The exaggerated emphasis of doing well in public examination has driven many teachers and students down to this lonely, dark and misery lane.

Down this road, we suppressed our students to rote learning which left no room for personal creativity and sense for learning. I personally felt that and how I wish somebody could help me back then. Time passed and my ideas about how knowledge should be taught has changed and the sky seems brighter now. Nonetheless, as we are dictated by the current system, we are still on the same road but I am optimistic to look at the bright side and I hope many more are with me.

In this module, I presented some ideas on teaching important content for the exam but in a fun manner. These ideas are tried and tested from previous workshops conducted to year six students therefore they are manageable for teachers and adaptable based on students’ proficiency level.

Many thanks to my respected friends, Sri Rahayu Gulam Ali and Marsuzaina Mardipi from SISC+ Perlis for the refinement on the ideas and the collaboration on the workshops.

How to use this module.

This module is divided into 3 parts, teaching grammar, teaching reading and teaching writing. Each part may be conducted in isolation or infuse together. I choose to write the module based on the format of the lesson notes provided by Bahagian Pembangunan Kurikulum. This way, it would be easier to implement or to adapt the lesson. However, given the nature of the modular configuration,

teachers must observe the cycle prior to the implementation of this module. The materials are taken from the year six English Language textbook for Sekolah Kebangsaan.

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Grammar

Theme : World of knowledge

Topic : Parts of Speech

Learning Standard

: 5.2.1

Learning Objective

: By the end of the lesson, pupils will be able to construct 5 simple sentences by using different word classes correctly and appropriately.

Time : 60 minutes

Teaching Aids : Project paper, marker pens,

Educational Emphasis

: Mastery learning

Steps :

Induction (5 mins)

Pupils listen to a story with a lot of grammatical errors. At the end of the reading teacher asks:• What is the story is about?• How does story sound to you? Do you think there are any

mistakes? (Teacher shows the text version)• How to make it better?

Presentation (15 mins)

Teacher presents:• How to make a sentence better?• Pupils brainstorm some of the parts of speech on the board. • A simple sentence consist of determiner, noun, verb.• Teacher demonstrate a sample using words from pupils.

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Practice (15 mins)

In small groups, pupils starts big paper activity. Each group will be given different coloured marker to distinguish their work and further assessment by teacher. *Big Paper activity• On the paper, draw a circle map.• In the core, write the parts of speech assigned. (Noun, Verb,

Adverb, Preposition, Adjective, Preposition)• In 1 minute, write as much words in the outer core. • Group will rotate to other group, completing the circle map

with a different part of speech.• In 2 minutes, pupils will add words as well as checking the

other words. Pupils may correct spelling.• Teacher will rotate to each group to facilitate.

Production (20 mins)

Each group will complete a worksheet. • Pupils are group into their level of proficiency. • The task is to make 5 sentences using the words generated

from the Big Paper activity.

Closure (5 mins)

Group work are posted on the wall.• Each group will rotate and rate the sentences. • Rating based on the rubric provided by the teacher.• Teacher facilitates. Teacher recaps on the activities.

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Story for Induction (Textbook page 92)Teacher reads the story to the pupils. The words highlighted in red are errors.

Hansel and Gretel eating as much as they could and then went over the house. They was very tired and soon fell asleep.

A next day, the ol lady put Hansel in an cage and forced Gretel to do the hous chores. Hansel because Gretel soon realised she was actually a beautiful witch.

Correct version:

Hansel and Gretel ate as much as they could and then went into the house. They were very tired and soon fell asleep.

The next day, the old lady put Hansel in a cage and forced Gretel to do the house chores. Hansel and Gretel soon realised she was actually a witch.

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Hansel and Gretel eating as much as they could and then went over the house. They was very tired and soon fell asleep.

Picture credit: chidlrensoty.info

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A next day, the ol lady put Hansel in an cage and forced Gretel to do the hous chores. Hansel because Gretel soon realised she was actually a beautiful witch.

Picture credit: storybook.co

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Worksheet (Beginning learner)

Make simple sentences by using the words from the wall. Use the table to help you. The first sentence has been written to help you.

No. Determiner Noun Verb Verb

1 The boy is eating.

2

3

4

5

6

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Worksheet (Intermediate learner)


No.

Determiner Adjective Noun Verb Verb Preposition Determiner Noun

1 The handsome boy is running at the park.

2

3

4

5

6

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Worksheet (Advance learner)


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No. Determiner Adjective Noun Verb Verb Adverb Preposition Determiner Noun

1 The beautiful princess is dancing gracefully in the ballroom.

2

3

4

5

6

Rubric for assessing peers’ work.

Please rate your friends’ work. Use the rubric below to help you.

Items/Marks 1 2 3

Group 1

Handwriting

Spelling

Easy to understand

Total

Group 2

Handwriting

Spelling

Easy to understand

Total

Group 3

Handwriting

Spelling

Easy to understand

Total

Group 4

Handwriting

Spelling

Easy to understand

Total

Group 5

Handwriting

Spelling

Easy to understand

Total

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Grammar


Topic : Parts of Speech

Learning Standard

: 5.1

Learning Objective

: By the end of the lesson, pupils will be able to use different word classes correctly and appropriately.

Time : 60 minutes

Teaching Aids : -


: Mastery learning

Steps :

Induction (5 mins)

Charade:• Teacher gestures a sentence, word by word. • The girl is sleeping.• Pupils guess the sentence.(Teacher may do more if time permits)


Teacher presents:• Recap on the past lesson on parts of speech and relate the

sentence in the charade. • A simple sentence consist of determiner, noun, verb.• Teacher adds on the part of speech for the whole class

(determiner, adjective, noun, verb, verb, preposition, determiner, noun)

• Pupils add on the words to make sentences.

Practice (15 mins)

In small groups, pupils are given worksheet to complete. A group brainstorms 3 sentences. These sentences will be use for Charade.

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*Charade activityBy rotation, pupils participate in the activity.Group A will show a sentence to a representative from group B.The representative will gestures to his group. The group can refer to the table to help them guess the correct word. (Parts of Speech Table).A helper from group B will write the sentence on the board.Group A will count the marks based on the correctly guessed word.

Closure (5 mins)

Each group will count their marks.Teacher chooses 3 sentences for a charade. Recap on parts of speech.

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Worksheet for group work

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No. Determiner Adjective Noun Verb Verb Preposition Determiner Noun

1

2

3

Charade activity

Parts of Speech Table

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Determiner Adjective Noun Verb Verb Preposition Determiner Noun

Reading


Topic : Go Green

Learning Standard

: 2.2.3

Learning Objective

: By the end of the lesson, pupils will be able to demonstrate understanding of text by drawing the description accurately.

: 60 minutes

Teaching Aids : Reading cards, Role cards, Marker pens, A4 papers, Coloured pencils


: Multiple Intelligence, Learning How to Learn Skills

Steps :

Induction (5 mins)

• Teacher shows 3 colours (blue, brown and orange).• Pupils state the colour and guess of its significance.• Teacher provides clues.• Pupils guess the topic of the day.


Teacher presents:• a paragraph on 3R campaign.• the strategy to read: SQ3R.• -Skim the paragraph.• -Scan the questions.• -Read it by breaking into chunks (BiC). Teacher demonstrate

on BiC.• -Recall on the paragraph main ideas. Teacher demonstrates

recall by drawing the main ideas from the paragraph.• -Review the drawing.

Practice (20 mins)

• Pupils sit in group.• Pupils are given role cards in order for group work to be

carried out effectively. • Pupils go through SQ3R with teacher. The review part is done

in the next step.

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• Pupils compares their work with the drawing made by the teacher.

• Pupils identify the vocabulary they have missed.• Pupils draw the missing elements using coloured pencil.

Closure (5 mins)

• Teacher identifies the vocabulary missed.• Teacher draws the word and asks pupils to guess before she

finishes.• Teacher recaps on the SQ3R.

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Teacher reading text (Textbook page 52)

The 3R Campaign signifies “reduce, reuse and recycle”. Under the campaign, three-coloured waste separation bins or better known as “recycling bins” are provided. The recycling bins placed at housing estates, schools and public places to collect waste such as paper, aluminium and plastic for recycling purposes.

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Pupils reading text (Textbook page 52)

The blue bin is used to dispose of paper. Recyclable items such as newspapers, magazines and cardboard boxes can be disposed of here. Glass items like bottled drinks, perfumes bottles and glasses can be disposed of into the brown bin. The orange bin is used to dispose of aluminium and plastic waste. The waste includes soft drink cans and food product tins. FUN TIME! �19

Role Cards

You are a group leader.

!

You are an artist.

!

You are a reader.

!

You are an artist.

!

You are a reader.

!

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Reading


Topic : Go Green

Learning Standard

: 2.2.3

Learning Objective

: By the end of the lesson, pupils will be able to demonstrate understanding of text by giving main ideas and supporting details.

: 60 minutes

Teaching Aids : Reading cards, old newspaper, drinking glass, aluminium drink can, 3 different bins cards, Marker pens, A4 papers


: Multiple Intelligence, HOTs

Steps :

Induction (5 mins)

• Teacher shows 3 different items (old newspaper, drinking glass and aluminium drink can)

• Pupils name and categorise the items into respective bins.


Teacher presents:• Reading of text from page 52.• While teacher reads, pupils raised their hands for the words

they don’t understand. OR• Teacher asks pupils to raise their hands when they hear

selected vocabulary (it may be from previous activity or teacher choice).

• Questions to be answered.• -Group 1: What does 3R means?• -Group 2: Where can you find recycling bins?• -Group 3: How many coloured recycling bins are introduced?• -Group 4: Why do you think we need to recycle?• -Group 5: In which bin we can dispose computer? Why?

Practice (15 mins)

Pupils sit in groups of 5. This group is called the home group. Pupils read the text again and answer 1 question assigned to them. Every pupils need to write the answers to their question on a paper.

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*Jigsaw activity• Every pupil is given a number. • The group will disassemble and regroup with the person with

the same number. This group is called the expert group.• Teacher distributes worksheet for the pupils to fill in. In the

worksheet, it has all the questions assigned.• In the new group they will share their answers alternately. • The other members will add the answers into their worksheet. • Once finished, they will regroup to their home group and

share their findings.

Closure (5 mins)

• Pupils identify the questions they find difficult to understand and share their answers.

• Teacher helps to brainstorm ideas and find a solution.• Teacher recaps the lesson.

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Bins card

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Worksheet

In your expert group, share your answers and write down the answers shared for other questions.

Group 1: What does 3R means?

______________________________________________________________________________

______________________________________________________________________________

Group 2: Where can you find recycling bins?

______________________________________________________________________________

______________________________________________________________________________

Group 3: How many coloured recycling bins are introduced?

______________________________________________________________________________

______________________________________________________________________________

Group 4: Why do you think we need to recycle?

______________________________________________________________________________

______________________________________________________________________________

Group 5: In which bin we can dispose computer? Why?

______________________________________________________________________________

______________________________________________________________________________

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Writing


Topic : Elements in writing

Learning Standard

: 3.2.2

Learning Objective

: By the end of the lesson, pupils will be able to complete a story correctly.

: 60 minutes

Teaching Aids : Puzzle pieces, Word cards, 3 sets of bingo cards (to be multiplied)


: Multiple Intelligence, HOTs

Steps :

Induction (5 mins)

Teacher shows puzzle pieces and asks pupils to help.Teacher discuss the importance of having all pieces.Teacher relates to writing a story.


Teacher presents the parts of a good writing and provides example.• Introduction• Time Markers• Adverbs• Adjectives• Linkers and Expression• Additional Information• ClosureTeacher demonstrates on the placement for each of the elements.

Practice (15 mins)

In a group of 3, teacher distributes a bingo card.Pupils read their cards for 2 minutes.During play, pupils identify the parts of writing and cross the correct box. The earliest group with the most crossed will help other group with the items.

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Teacher distributes strips of paragraph.In a group of 3, pupils will• arrange the story• identify the parts of writing by underlining it with red pen.• suggest new words to replace the underlined words.Pupils paste their work on the class board for display.

Closure (5 mins)

Pupils recap on the parts of writing by doing the gestures. Teacher do a gallery walk assessing the production of work by pupils.

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Puzzle pieces (cut into small pieces according to own creativity)

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Sample text for presentation, adapted from the textbook, page 74.

There once lived a proud tiger. One day, the tiger saw a buffalo working hard at a paddy field. It said, man rules over him because he has wisdom.

The tiger went to get wisdom from the man. The clever man said he left his wisdom at home and asked the tiger to wait. The man put a rope around the tiger tightly.

Consequently, the tiger was tired of waiting. It started to foam at the mouth and with all its might it pulled the rope.

The tiger was shocked to see his shiny coat covered with stripes. It was embarrassed and ran away into the jungle.

(107 words)

The 7 elements Text

Introduction There once lived a very proud tiger.

Time marker One day, the tiger saw a buffalo working hard at a paddy field. It said, man rules over him because he has wisdom.

Adjective The tiger went to get wisdom from the man. The clever man said he left his wisdom at home and asked the tiger to wait.

Adverb The man put a rope around the tiger tightly.

Linkers and Expression

Consequently, the tiger was tired of waiting.

Additional Information

It started to foam at the mouth and with all its might it pulled the rope.

Closure The tiger was shocked to see his shiny coat covered with stripes. It was embarrassed and ran away into the jungle.

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Bingo cards for students (3 variations)

There once lived a proud tiger.

One day, the tiger saw a buffalo working hard at a paddy field. It said, man

rules over him because he has wisdom.

The tiger went to get wisdom from the man. The clever man said he left his

wisdom at home and asked the tiger to wait.

The man put a rope around the tiger tightly.


It started to foam at the mouth and with all its

might it pulled the rope.


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might it pulled the rope. The tiger went to get

wisdom from the man.




The clever man said he left his wisdom at home and asked the tiger to wait.


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The tiger was shocked to see his shiny coat covered

with stripes. It was embarrassed and ran away

into the jungle.

The clever man said he left his wisdom at home and asked the tiger to wait.





might it pulled the rope. The tiger went to get

wisdom from the man.

After some time, the tiger was tired of waiting.


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Bingo card for teachers

Introduction Adjective Adverb

Time marker Additional Information Linkers and Expression

Closure

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Text for production part. Adapted from the textbook page 146

In a village, lived Chakri and his mother. They were extremely poor and had to lived from hand to mouth. Unfortunately, a war broke out. They fled from the village. They took a shelter at the edge of the jungle.One day, they have nothing to eat. Chakri set off looking for fruits.

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Chakri was confronted by a group of robbers on the way home. He did not panicked and explained his actions to the robbers. Courageous Chakri taught the robbers a lesson.The robbers was remorseful and repented.Chakri continued his way home. The robbers looked at him with admiration.

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Writing

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Topic : Writing sentences

Learning Standard : 3.2.2

Learning Objective : By the end of the lesson, pupils will be able to write at least 2 sentences to complete a story with guidance.

: 60 minutes

Teaching Aids : Composite picture, A4 paper


: Mastery learning

Steps :

Induction (5 mins)

Teacher recaps on the parts of writing. Teacher shows a picture and talk about it.


Pupils brainstorm on the details for the story using brace map:• Setting• Characters• ActivitiesTeacher demonstrates writing sentences based on the picture.

Practice (10 mins)

Pupils make a group of 5.Every pupils will get a picture. They will brainstorm the points: • Setting• Characters• ActivitiesAfter 5 minutes, they will pass around their work for the others to check (within the same group).


Based on their individual work, each of the pupils will write at least 2 sentences on an A4 paper.After 5 minutes they will pass around their work for the others to check. The pupils with the same pictures will regroup and share their sentences. Pupils choose the best to represent their pictures. Teacher put the best work in chronological order.

Closure (5 mins)

Pupils identify any linkers that they wish to add to make a coherent story.Pupils identify any adjustment to be made to the pronoun.

Picture for induction, text book page 150.

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Characters:BuffaloTiger

Activities:saw

Ploughing

Setting:At a paddy field

Sentences:One day, a tiger saw a buffalo at a paddy field. The buffalo was

ploughing the field.

Worksheet

Look at the picture and fill in the blanks.

Write sentences based on the ideas you have brainstormed.

Character/s:

Activity/activities:

Setting:

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Worksheet



Character/s:


Setting:

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Worksheet



Character/s:


Setting:

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Worksheet



Character/s:


Setting:

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Worksheet



Character/s:


Setting:

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Credit

All pictures are from clipartkid.com unless credited differently.

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http://clipartkid.com