Akbar's Dream Short Story Year 6

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
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
EVENTS IN THE STORY
AKBARS 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
ASSESSMENT
INDIVIDUAL
GROUP
SELF REFLECTION
CERTIFICATE OF ACHIEVEMENT
GLOSSARY
A GUIDE
FOR
TEACHERS
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 reallife people, and the plot may be
inspired by a real-life event; but
overall more of the story is madeup than real.
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
Elements of AShort Story

Elements
Theme
Explanation
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.
Setting
It may be stated directly or implied
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.
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)
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Working with the

Text
11
Stages in Teaching A Short Story

Stages
Elements
Activate prior knowledge
Prereading
Prediction
Provide background knowledge related to
the text
Check prediction
While-
Connect background knowledge to the
reading
information in the text ***

Cross check
Postreading
Discuss and respond

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, Akbars
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 Akbars 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. Akbars 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
ambitious/
One day soon, I will make the most beautiful
determined
silk cloth in the whole of India. (pg. 3)
confident
Akbar
Why We Say This
diligent/
patient
skillful
He knew he could make the most beautiful

silk cloth in India. (pg. 3)
Little by little, Akbar wove his designs. (pg.
30)
It is a beautiful piece of silk cloth that
Akbar has made. (pg. 8)
hopeful
if you will give us a good price we will go
sensitive
There were tears in his eyes. (pg. 15)
tomorrow. (pg. 9)
0
We must go to Agra. Perhaps you will see
supportive
some patterns there that will help you.

(pg. 4)
Grandfather
thrifty
I have saved nearly enough rupees for the

train fare. (pg. 6)
19
Characters
Description
honest
Why We Say This
but it isnt the most beautiful in India.

(pg.8)
I dont want any money for the thread...
generous
(pg. 29)
Omar
Shah Jahan had to go and fight a battle.
courageous
loving
Shah Jahan
(pg. 14)
He loved her very much (pg. 14)
ambitious/
ordered them to build the finest tomb in
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 Omars stall in the
on the train to Agra
market
in the streets of Agra
at the Taj Mahal
22
Events
23
When they returned home,

Akbar began to work
diligently. Uncle Omar
generously provided the
Uncle Omar told

Akbar that it was
the most beautiful
silk cloth in India.
Akbars dream of
making the most
beautiful silk cloth in
the whole of India
became a reality.
threads Akbar needed.
EVENTS
IN THE
STORY
Akbar was so amazed to see

the Taj Mahal. They saw the
beautiful tombs of Mumtaz
and Shah Jahan.
On the way to Agra,
Grandfather told
Akbar the love story
behind the Taj
Mahal.
Grandfather and Akbar

sold the silk cloth to
Uncle Omar. They
finally had enough
money for their train
fare to Agra.
Grandfather
suggested that they
visit the Taj Mahal
for Akbar to get
ideas for his
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patterns.
Akbar expressed
his wish to make
the most beautiful
silk cloth in the
whole of India.
During the summer

holidays, Akbar and
his grandfather
wove long lengths
of silk cloth.
Moral Values
and
Messages
25
Moral Values and Messages

In The Story
Moral Values
determination
appreciative
loving
supportive
diligence
thriftiness
generosity
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.
If you fail to plan,
you plan to fail.
goals.
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goals.
SUGGESTED
ACTIVITIES
27

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

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 1syllable 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, patterns, beautiful
5. Pupils work in groups to create a jazz chant using the focus words.
6. Each group performs their jazz chant.
Thinking Skills
Applying
Creating
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

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.
Thinking Skills
Analysing
Creating
Multiple Intelligence
Verbal Linguistics
Interpersonal
35
Appendix 1
1.
2.
3.
4.
5.
6.
36

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.
6. Pupils perform the song.
Thinking Skills
Applying
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.
Thinking Skills
Applying
Analysing
Verbal Linguistics
Naturalistic
Visual-Spatial
39
Appendix 1
Retreived from: http://stunningphotographyz.blogspot.sk/
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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
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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.
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.
Thinking Skills
Applying
Analysing
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 Omars 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 Mumtazs and hah Jahans tombs inside the Taj
Mahal.
6) Akbar went to Uncle Omars 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 Grandfathers 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 Jahans tomb was located next to Mumtazs.
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 Akbars 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.
Thinking Skills
Applying
Creating
Evaluating
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 Akbars 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.
Thinking Skills
Analysing
Creating
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.
Thinking Skills
Applying
Analysing
Evaluating
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
Grandfather
Mumtaz
charming
sensitive
supportive
loving
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thrifty

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).
Thinking Skills
Applying
Analysing
Verbal Linguistics
56
Appendix 1
I dont 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 Akbars 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

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.
Thinking Skills
Analysing
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

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.
Thinking Skills
Evaluating
Analysing
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
C
LS 4.3.1
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
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 Akbars 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).
Thinking Skills
Analysing
Applying
Visual-Spatial
Verbal Linguistic
65
Appendix 1
Retrieved from http://www.cookiesound.com/2013/06/endless-dwelling-at-chowkit-market-in-kuala-lumpur-malaysia/
66
Appendix 2
Circle Map
Complete the circle map below.
The
market in
Malaysia
67
The market
in Akbars
Dream
68
SETTING
LS 4.2.1 (b)
ACTIVITY 3: GUESS THE LOCATION

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 Jahans 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).
Thinking Skills
Applying
Analysing
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
Akbars 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
Akbars 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
Mumtaz and Shah
tombs
like lace and decorated with
Jahans tombs
rubies and emeralds.
72
Complete the Tree Map below.
The Taj Mahal In Akbars Eyes ...
in the
streets
at the
in front of
Mumtazs and
gardens of
the main
Shah Jahans
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
LS 4.2.1 (b)
ACTIVITY 4: SYMBOLS OF LOVE

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
Kellies 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.
Thinking Skills
Analysing
Verbal Linguistic
Interpersonal
74
Appendix 1
75
Appendix 2
Complete the diagram below.
Taj Mahal
Kellies Castle
Similarities
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Differences
Differences
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_________________
_________________
76
EVENTS IN THE STORY

ACTIVITY 1: AKBARS 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.
Thinking Skills
Applying
Verbal Linguistic
Interpersonal
77
Appendix 1
10
11
12
Yay!
Go to back
No.1
Question
Cards
Move one
step
forward
78
START
Appendix 2
1.
2. One day soon, I will make

the most beautiful silk cloth
in the whole of India. Who
said this?
What is Akbars dream?
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

Akbars silk, we will go
tomorrow. Where are we
going to?
6. If you give a good price for

Akbars silk, we will go
tomorrow. Who are we
referring to?
7. Where is Uncle Omars stall?
8. What does Uncle Omar sell?
79
10. I dont want to take 20

years to make the most
beautiful silk cloth in India.
I want to make it now.
This quote shows that
Akbar is _________.
9. How many towers does the

Taj Mahal have?
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. Akbars 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 18. How did Akbar and his
for the threads. True or
grandfather go to Agra?
False?
80
19. What are the walls of the

Taj Mahal made of?
20. How many tombs can be found

inside the Taj Mahal?
81
Answers
1.
Akbars dream is to make the most
9.
beautiful silk cloth in whole of
10.
India.
2.
Akbar said this.
3.
The character who said this is
determined/ ambitious/
focused/ confident/ skilful
11.
The Taj Mahal walls had

patterns of roses and tulips.
Grandfather.
4.
The Taj Mahal has four towers.
12.
Grandfather took Akbar to see the
It took twenty years to build

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.
7.
Uncle Omars stall is at the market.
8.
Uncle Omar sells silk cloth.
The walls of the Taj Mahal are

made of marble and jewels.
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.
Thinking Skills
Analysing
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

and Shah Jahan.
Akbars dream of making

in the whole of India
became a reality.
85
During the summer holidays,

wove long lengths of silk
cloth.

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
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
Akbars 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
the beautiful tombs
enough money for
became a reality.
of Mumtaz and Shah
their train fare to
Jahan.
Agra.
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.
Akbar expressed his
When they returned
wish to make the
home, Akbar began
most beautiful silk
to work diligently.
cloth in the whole of
Uncle Omar
India.
generously provided
During the summer

holidays, Akbar and
his grandfather
wove long lengths of
silk cloth.
the threads Akbar

needed.
7
89
EVENTS IN THE STORY

LS 4.3.2
2. Each group has to plan, prepare
and stage a performance of one
of these events:
ACTIVITY 3: STAGE IT!

Steps:
2. Each group has to plan, prepare and stage a performance

of one
of these
a. Akbar
telling
his events:
a. Akbar telling his grandfather about his dream grandfather about his
dream
b. Preparation for the trip to Agra
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
Thinking Skills
Creating
Verbal Linguistic
Interpersonal
Bodily-kinaesthetic
90
EVENTS IN THE STORY

LS 4.2.1 (a), (b)
4. Each group has to plan,
prepare and stage a
performance of one of
these events:
ACTIVITY 4: SIMILAR BUT NOT IDENTCAL

Steps:
1. Recall the story with the pupils.
2. Select 5 events from the story:
a. Akbar
telling his
Grandfather saved enough money for the train fare
to Agra
grandfather about
b.
Grandfather supports Akbars pursuit of his dream by bringing Akbar to
his dream
the Taj Mahal
b. Preparation for the
c.
Akbars feeling of excitement and awe when he visited
Taj Mahal
tripthe
to Agra
c. The the
trainTaj
journey
d.
Akbars sense of achievement and awe when he visited
Mahal
d.
The
visit
to
the
e.
Akbars sense of achievement when he made the most beautiful silkTaj
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?
a.
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?
Thinking Skills
Analysing
Intrapersonal
91
Appendix 1
Events in the story
How about you?
Grandfather saved enough

money for the train fare to
Agra
Grandfather supports
Akbars pursuit of his
dream by bringing Akbar to
the Taj Mahal
Akbars feeling of
excitement and awe when
he visited the Taj Mahal
Akbars sense of
achievement and awe when
he visited the Taj Mahal
Akbars sense of
achievement when he made
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.
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.
Thinking Skills
Evaluating
Analysing
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 Akbars friend.
3. Elicit their feelings as Akbars 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.
Thinking Skills
Evaluating
Creating
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
Akbars
determination?
95
Suggested Answers
Dear Akbar,
Go for it! I know you can do it!
All the best.
XXX
96
MORAL VALUES
LS 4.2.1 (a) (c)
ACTIVITY 3: TEACH ME IN A SONG
Steps:
1. Ask the pupils to state examples of good values shown by the characters in the
story Akbars Dream.
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 singers personality traits with Akbars.
Thinking Skills
Evaluating
Analysing
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.
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
Evaluating
Analysing
Verbal Linguistic
Interpersonal
Intrapersonal
100
Appendix 1
SITUATION
RESPONSE
When Akbar was in Omars

stall, he saw a lady trying to
steal a piece of sari. If you
were there, what are you going
to do?
Assuming youre 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.
Thinking Skills
Creating
Visual Spatial
102
Appendix 1
Images retrieved from http://www.photos-public-domain.com/
103

ACTIVITY 2: A PLACE I WISH TO VISIT
LS 4.2.1
Steps:
1.
2.
3.
4.
5.
6.
Show the class the map of India.

Display the picture of the Taj Mahal.
Identify the location of the Taj Mahal on the map.
Pupils name a place they wish to visit.
Divide pupils into groups.
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.
Thinking Skills
Analysing
Creating
Verbal Linguistic
Visual Spatial
Interpersonal
104

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 Akbars 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.
Thinking Skills
Creating
Verbal Linguistic
Intrapersonal
Interpersonal
105

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.
Thinking Skills
Applying
Creating
Verbal Linguistic
Interpersonal
Intrapersonal
106
SAMPLE LESSON 1 (SK)
Theme
World of Stories
Topic
Akbars 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
Teaching Aids
60 minutes
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

and Shah Jahan.
Akbars dream of making

became a reality.
113
During the summer holidays,

wove long lengths of silk
cloth.

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
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
Time
Teaching Aids
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.

60 minutes
Pictures of well-known young Malaysians and short
descriptions (Appendix 1), Akbars 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 wellknown 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 Akbars 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 Decades 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
Akbars
determination?
122
SAMPLE LESSON 3 (SJK)

Theme
World of Stories
Topic
Akbars 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
Multiple intelligences (Verbal linguistic, Bodily Kinesthetic)
Thinking skills (Analysing)
Steps :
Set Induction
1.
Brainstorm some events in Akbars 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
A little boys dream
A dream to weave
A silk masterpiece
Roses and tulips

Precious, precious
stones
Walls of white marble
Four towers and a
dome
A grandfather who is
so loving
Caring and supporting
An uncle who is kind
Generous and giving
Designs in his head

Colourful silk threads
Woven together
Into something great!
125
INDIVIDUAL ASSESSMENT SHORT STORY (AKBARS DREAM)
Name: ___________________________
Class: _______________________
Activity: _________________________
Tick the appropriate box.
Excellent
Very Good
Good
Satisfactory
Presentation
i.
ii.
iii.
Creativity
Physical Expression
Overall Performance
Contents/Ideas
i.
ii.
iii.
Design
Creativity
Knowledge and understanding
Language Delivery
i.
ii.
iii.
Pronunciation/Enunciation
Stress/Intonation
Fluency
Teamwork
i.
ii.
Participation
Cooperation
Teachers comment:
_________________________________________________________________
_________________________________________________________________
Areas for improvement:
_________________________________________________________________
_________________________________________________________________
126
GROUP ASSESSMENT SHORT STORY (AKBARS DREAM)
Groups name: ____________________________ Class: ____________________

Activity: ________________________________
Tick the appropriate box.

Excellent
Very Good
Good
Satisfactory
Presentation
iv.
v.
vi.
Creativity
Physical Expression
Overall Performance
Contents/Ideas
iv.
v.
vi.
Design
Creativity
Knowledge and understanding
Language Delivery
iv.
v.
vi.
Pronunciation/Enunciation
Stress/Intonation
Fluency
Teamwork
iii.
iv.
Participation
Cooperation
Teachers comment:
_________________________________________________________________
_________________________________________________________________
Areas for improvement:
_________________________________________________________________
_________________________________________________________________
127
Self-Reflection
Fill in the blanks with
the appropriate
responses.
3 things I have
learned
1. __________________
__________________
__________________
__________________
2. __________________
__________________
__________________
__________________
3. __________________
__________________
__________________
__________________
3 things I find interesting

about the story
1. _____________________
_____________________
_____________________
2. _____________________
_____________________
_____________________
3. _____________________
_____________________
_____________________
128
Certificate of
Achievement
129
130
_________________
Signature
______________
Date
__________________________________
for
_________________________
This certificate is awarded to:
Glossary
1
dream
n. a wish to have or be something, especially one that seems

difficult to achieve.
silk
n. a type of fine silk cloth made from silk thread
loom
n. a machine for making cloth by twisting threads between

other threads which go in a different direction .
patterns
n. a design
beautiful
adj. having beauty, very pleasant to look at
colour
n. a substance used to give something a particular colour
journey
n. an act of travelling from one place to another:
palace
n. A large and impressive building forming the official

residence of a ruler
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
131

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1

WHAT IS A SHORT STORY?

ELEMENTS IN A SHORT STORY

STAGES OF WORKING WITH THE TEXT

INTRODUCING THE SHORT STORY

REVOLVING AROUND THE TEXT

SYNOPSIS OF EACH CHAPTER

MORAL VALUES AND MESSAGES

ALL ABOUT THE STORY

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?

VOICE YOUR THOUGHTS

TAJ MAHAL POP UP CARD

A TRIP TO THE MARKET

GUESS THE LOCATION

EVENTS IN THE STORY

AKBARS DREAM TRIVIA

SIMILAR BUT NOT IDENTICAL

MESSAGE/MORAL OF THE STORY

BEYOND THE TEXT

A PLACE I WISH TO VISIT

A BRAND NEW FUTURE

SAMPLE LESSON PLANS

What is a Short Story?

It is a brief work of literature,

It has a simple plot.

It has specific settings.

About Short Stories

Elements of a short story:

Elements of AShort Story

A central message, concern, or insight into life expressed through a

Author's thoughts about a topic or view of human nature. It is the

It can be expressed by one or two sentence statement about human

It may be stated directly or implied

The time and location in which a story takes place.

A plot tells the series of events in a story.

Characters are the people, animals or objects found in the story.

Why are we using short stories in

Theme of the story relates to pupils interests and

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,

Working with the

Stages in Teaching A Short Story

Connect background knowledge to the

information in the text ***

Discuss and respond

Revolving Around the Text

Synopsis of Each Chapter

Characters are the people,

One day soon, I will make the most beautiful

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

Why We Say This

He knew he could make the most beautiful

if you will give us a good price we will go

Akbar's Dream Short Story Year 6

Akbar's Dream Short Story Year 6