Professional Documents
Culture Documents
Procedures:
Teacher’s Task/ Students’ Tasks Teaching Rationale
Procedures Resources
Preparatory Activities
(8 min)
• Step 1 :
Teacher puts up title of the Pupils recall and -Sentence card To remind pupils
book on the board and asks state the -Flash cards of the storyline.
them how many people said characters that (characters’
that statement to Tanya. said the title to names)
Tanya.
.
• Step 2 :
Pupils recall all Pictures from To remind pupils
Teacher shows pictures from
the events that the book. of the plot.
the book and asks the pupils
happened in the
to state the events occurred
story in correct
in the story, if possible in
sequence.
sequence.
•Step 5 :
Teacher asks pupils if they
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
agree with the description by Pupils give Picture of To allow pupils to
the different characters. opinions about Tanya’s room form opinion about
the words used and furniture content of the
to describe story.
Tanya’s room.
• Step 6 :
Teacher calls pupils’
attention to the words used Pupils explain To show pupils
to describe Tanya’s room why Tanya’s how
and explains figurative room is like a simile/imagery
language. jungle based on helps make the
the pictures text more colourful
Teacher asks pupils if they shown and so on. and meaningful.
can tell her why those words
were used.
• Step 7 :
Teacher divides pupils into
groups of 5. Pupils give their Pupils’ opinions To show pupils’
Teacher asks pupils’ opinion opinion about are written on ability to infer from
about the importance of tidiness and its A4 paper as the information
being tidy. importance to individual and picture.
Teacher asks if being tidy is people. They reflections.
a good quality and if need to justify
everyone should have this their answers.
quality. Pupils are asked to
justify their answers.
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
Closing Activities (7 min)
• Step 8 :
Teacher asks what triggered Pupils state what Pictures of To show pupils
the fantasies of Tanya. each character room, furniture, how each
Teacher explains meaning of said Tanya’s Tanya’s character uses
character viewpoint using bedroom and fantasies. simile/imagery to
pupils’ answers. furniture look like. describe Tanya’s
Teacher uses pictures on room, how each
the board. character looks at
Teacher asks pupils what Tanya’s room
the whole story is actually differently.
about.
• Step 9 :
Pupils give their Mind map To allow pupils to
Teacher asks if Tanya
opinion about the voice their
herself is happy with the
story in groups. thoughts, feelings
condition of her room.
and experience
They explain based on the
Teacher asks what they
why. The peers story.
themselves would feel if
can help out.
they were in Tanya’s shoes.
They give own Short survey on To show pupils’
Teacher groups pupils into
opinions about how many understanding of
groups of 10 to complete a
Tanya’s pupils’ room the entire story.
survey.
feelings/thoughts. looks/don’t look
like Tanya’s
They state their (several pupils
Teacher asks if pupils liked
own feelings if asked to count
the story and give reasons.
they were Tanya and fill in table).
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
Instruction :
Look for words, phrases or sentences from the story which would explain the adjectives in the boxes.
adventurous
untidy
TANYA
imaginative
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
Instruction :
Each group have to fill in the table to show the number of boys and girls whose rooms at home are like
or unlike Tanya’s.
Group :
A
B
C
D
* Teacher will get a pupil to tally the total when the groups return the filled forms to her.
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008