hebat bacaan bi - · pdf filehebat bacaan bi unit 1 6 worksheet 2 ... below is a synopsis of...

HEBAT Bacaan BI Unit 1

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These are pictures from a movie. What do you

think the movie is about?

Would you recommend this movie to your

friends? Give reasons for your answer.

UNIT 1 MOVIE TIME! NIGHT AT THE MUSEUM

What benefits can you gain from watching

movies?

Have you ever been to a museum?

What can you find in a museum?


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TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

BY THE END OF THE LESSON,

STUDENTS CAN:

i. Read and find similarities between two texts. ii. Complete mind map with important values found in a passage. iii. Give opinions about the movie.

STRATEGIES/ APPROACHES

Reading Strategy: KWLH

LOTS: Understanding

HOTS: Analysing

Evaluating

21st Century Learning

VALUES Courage

LEARNING/ TEACHING AIDS

Computer

Speakers

Picture

SITUATION Personal

TEXT FORMAT Single ,Continuous & Non Continuous

TEXT TYPE Descriptive

COGNITIVE

PROCESS

Scan and locate

Integrate and generate inferences

*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies

**refer to 21st Century Learning: Cooperative Learning Structures

***refer to Guide to Using HOTS in a Reading Classroom


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SUGGESTED ACTIVITIES STRATEGIES/ APPROACHES

STEP 1

a. Students read the synopsis (TEXT 1) and watch a trailer from the movie. https://www.youtube.com/watch?v=WeBy3_xqYtM

b. Students fill in KWLH* sheet (WORKSHEET 1).

LOTS: Understanding

HOTS:

Analysing Evaluating

Reading Strategy :

KWLH

STEP 2

a. Students read the movie reviews from a parent and a teenager (TEXT 2).

b. In groups, students fill in the Table Cloth** with opinions about the movie trailer (WORKSHEET 2).

c. Students share their answers and identify the similarities in their opinions.

HOTS: Analysing

21st Century Learning: Table Cloth

STEP 3

a. Assuming students have watched the movie, teacher poses questions for students to answer (WORKSHEET 3).

b. Students write their responses in an Exit Card **

(PICTURE 1).

HOTS:

Evaluating

21st Century Learning: Exit Card

https://www.youtube.com/watch?v=WeBy3_xqYtM


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TEXT 1

Synopsis

WORKSHEET 1

KWLH CHART

Know Want to know Have Learned How are you going to learn better/more?

http://www.imdb.com/search/title?plot_author=FilmFanUK&view=simple&sort=alpha&ref_=ttpl_pl_3


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TE

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2


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WORKSHEET 2

WORKSHEET 3

1. What is your favourite scene in the movie? Give

reason/s for your choice.

2. Which line or dialogue from the movie left an

impact on you?

3. Who is your favourite character? Explain why.

4. If you were given the opportunity to edit any parts

of the movie (intro, climax, ending), which event

would you want to change? How would you change

it?

5. What do you predict will happen in the sequel?


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PICTURE 1

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


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TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

BY THE END OF THE LESSON, STUDENTS CAN:

i. Compare and contrast between fact and opinion and write

sentences to demonstrate the differences. ii. Give short response orally or in writing to questions about facts

and opinions.

STRATEGIES/ APPROACHES

Reading Strategy: SQ3R

LOTS: Understanding HOTS: Analysing

Applying


i-THINK

VALUES Respect

LEARNING/ TEACHING

AIDS

Movie synopsis

Picture

Worksheet

SITUATION Personal

TEXT FORMAT Single Continuous

TEXT TYPE Description

COGNITIVE

PROCESS

Represent literal and gist meaning





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ACTIVITIES STRATEGIES/ APPROACHES

STEP 1

a. Discuss: (i) Definitions and examples of facts and opinions (PICTURE 1). (ii) Find similarities or differences between facts and opinions using the Double Bubble Map*** (PICTURE 2).

LOTS: Understanding

HOTS:

Analysing

i-THINK: Double Bubble Map

STEP 2

a. In pairs, students read a synopsis about the movie (TEXT 1).

b. Students use SQ3R* (Survey, Question, Read, Record, Review) method to guide understanding and answer questions (WORKSHEET 1).

c. Students present and justify their answers.

HOTS: Analysing

Reading Strategy:

SQ3R

STEP 3

a. Prepare two separate columns ‘Facts’ and ‘Opinions’

on the whiteboard.

b. On a piece of paper, students write down a statement about a movie that they have watched. eg. The first ‘Star Wars’ movie was produced in 1981

c. In a Gallery Walk** session, students paste their statements in the ‘Facts’ or ‘Opinions’ column accordingly. Students view, discuss and reflect.

HOTS: Applying

21st Century Learning :

Gallery Walk


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PICTURE 1


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PICTURE 2

SIMILARITIES

DIFFERENCES DIFFERENCES


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TEXT 1

Below is a synopsis of the movie ’Night at the Museum’. Study the synopsis and answer the questions that follow.

WORKSHEET 1

QUESTIONS

(b) (i) Who is the director of the movie? (ii) Do you think the sentence naming the director is a fact or an opinion?

Wild: uncontrolled or unrestrained, especially in pursuit of pleasure.

(a) (i) Do you think the word ‘wild’ is a suitable word to represent the movie? Give reasons for your answer. (ii) Is this comment ‘wild’ a fact or an opinion from the writer?


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(c) (i) Do you think these words (‘kind-hearted’, ‘heavy heart’, and ‘lowly’) affect how the readers see the night guard? Give reasons for your answer. (ii) Do these words turn the sentences into facts or opinions?

(d) Can you state one fact present in the last sentence in the above excerpt?

(e) Can you list down some facts and opinions from the excerpt below?

Facts Opinions


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TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

BY THE END OF LESSON, STUDENTS

CAN:

i. Identify meaning of reading text by asking questions. ii. Infer correctly based on contextual clues in a text.

EDUCATIONAL EMPHASES

Reading Strategy: QAR

LOTS: Understanding

HOTS: Applying

Analysing

Evaluating


i-THINK

VALUES Patriotism

LEARNING/ TEACHING

AIDS

Movie reviews

Worksheet

SITUATION Personal

TEXT FORMAT Multiple, Non Continuous

TEXT TYPE Argumentation

COGNITIVE

PROCESS

Integrate and generate inferences





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STEP 1

a. Discuss: (i) definition, features and characteristics of inferring using a Bubble Map*** (PICTURE 1). (ii) table on differences between inferring and giving opinions (PICTURE 2).

LOTS: Understanding

i-THINK:

Bubble Map

STEP 2

a. In groups, students read the reviews about the movie (WORKSHEET 1).

b. Students may use QAR* (Question Answer Relationship) method to guide understanding.

c. Each group chooses a question from one of the boxes to answer.

d. Students present and justify their answers.

Reading strategy:

QAR

21st Century

Learning

HOTS: Analysing

STEP 3

a. In groups, students write short comments about the movie ‘Night at the Museum’.

b. Students present their comments for the class to guess or infer the intended meaning of the comment.

HOTS: Applying

Evaluating


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PICTURE 1

PICTURE 2

Differences between Inferring, Making Predictions and Giving Opinions

INFERRING GIVING OPINIONS

-Drawing logical conclusions from given data

- Making or giving viewpoints

-Combining clues, evidence, and background knowledge to form a theory.

-Giving a personal view from clues and evidence

- Implicit analysis based on evidence and clues

- Statement that a person believes to be true but cannot be measured against an objective standard

Example: Jameela saw cookie crumbs on the floor and chocolate around her son’s mouth. Jameela can infer that her son ate the cookies.

Example: Jenny is a girl with blue eyes and blonde hair. Jenny is pretty/Jenny is ugly.


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WORKSHEET 1

How does this watching guide help parents?

If you have watched this movie, would you change any part of the watching guide?

Based on the review, does the writer like or dislike the movie? What justification does the writer give for his/ her preference?

What actual reason does the writer give for not liking the movie?

After reading his/ her comment here, what does this writer think of the movie?

From the context, guess the meaning of the word ‘iffy’.


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ASSESSMENT PROJECT

In the movie ’Night at the Museum’, various museum exhibits come to life when the

sun sets because of the Tablet of Akhmenrah. This can be a great opportunity for

students not only to learn about the language and the values, but also the history of

various cultures around the world.


STEP 1

a. Recall and reflect on all the characters in the movie ’Night at the Museum’.

b. Explain to students that they are to come up with a project entitled ’Night at the Museum: Asian Edition’.

* Teachers can do this as a whole class project or divide

class into two large groups.

Action Oriented Task

STEP 2

a. Have students consider these questions in their discussions for the project:

Which historical figures would they choose?

What would be the reasons for those figures as their choice of exhibits?

What could the visitors learn from the figures when they visit the museum?

Would there be conflict among the exhibits if they were to come to life like in the movies?

If there are problems, what would be suitable measures taken to solve/handle those problems?

* Encourage students to discuss other considerations about the project besides the questions above.

b. Have students consider how they are going to arrange the exhibits in the museum.


HOTS: Creating

STEP 3

a. Students present their answers.

* Other groups are welcome to give comments and opinions (if there is more than one group). b. Student carry out assessment project according to time frame given by teacher.

HOTS:

Applying


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hebat bacaan bi - · pdf filehebat bacaan bi unit 1 6 worksheet 2 ... below is a synopsis of...

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