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SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH

(SCoPE) 2.0

1.0 INTRODUCTION

SCoPE 2.0 is a 10-week programme divided into 1 week of introductory sessions


and 3 major project-based assessment cycles. Each cycle will encompass enriched
input and instruction, production and oral/written progress reporting, and
teacher/peer presentation. There will be no assessment at the end of the 10 weeks
as students are assessed in each cycle.

1.1 COURSE OBJECTIVES

1.1.1 To prepare learners positively and culturally for language learning by:
Developing a positive attitude towards language learning.

Learning to communicate using the language.

Developing sensitivity to social conventions and norms.


1.1.2 To acquire comprehension skills as a result of:
Engaging with oral, visual and written language effectively in a range of
contexts.
1.1.3 To communicate effectively, using appropriate language by:
Writing, speaking and listening on a wide range of topics for different
purposes and audiences (groups, class).
1.1.4 To develop presentation skills by:
Using a range of Information and Communications Technology (ICT)
tools

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1.2 RATIONALE

The Input Stage is to help bridge any differences in students prior knowledge
so they can start on an almost equal ground at the beginning of the project. It
will help students to plan and produce work of a higher standard when
teachers give examples of good and quality work that is expected of them.
The Production Stage is to provide students ample time for planning, creating
and practising. Directed and one-to-one consultation can also be carried out
to ensure that a task is completed correctly and effectively. Teachers will also
be able to scaffold, guide and give constructive feedback to help students
produce a more quality work.
The Presentation Stage is to provide time and space for students work to be
presented and displayed appropriately. Students will be able to feel a sense of
accomplishment when their work is presented, assessed and acknowledged
by an audience. Teachers will also be able to assess students work and give
constructive feedback so students can improve in their next task.

Why start with a team project?

1. Students will learn to support, negotiate and cooperate with each other
through team projects and pair work, before attempting to work on their own.
2. Students will be able to build their confidence in using the language and
presenting in front of audience with guidance and support from teacher and
peers.
3. Students will get opportunities to share their creative ideas with others
through team project.
4. Students will be able to become leaders, planners and team players while
doing the project with their group.
5. Students will be able to think critically about their work and learn to make
critical decisions.

Why use pair work after team project?

1. Students will be able to work on their confidence with support from their
partner and teacher.
2. Students will learn to share burden of task and responsibility with their partner.
3. Students will learn to do work more efficiently and effectively by choosing the
items they want to include in their end product.

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4. Students will be able to explore and try more innovative approach in
completing the task.

Why do individual work at the end?

1. Students should be more confident after completing the earlier projects where
they receive support from peers and teachers, and so they will be able to
create products that are of quality.
2. Students can demonstrate their individual ability and language competency.
3. There will be opportunity for teachers to assess students individual capability
and gauge whether the course learning objectives are achieved.

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH


(SCoPE) 2.0

2.0 WHY SCoPE 2.0

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SCoPE 2.0 applies project-based learning method as it centres on the learners.
Through the construction of a personally-meaningful artifact, which may be a play, a
multimedia presentation or a poem, learners represent what they've learned (Harel &
Papert, 1991; Kafai & Resnick, 1996)1. In addition, learners typically have more
autonomy over what they learn, maintaining interest and motivating learners to take
more responsibility for their learning (Tassinari, 1996; Wolk, 1994; Worthy, 2000) 1.
Hence, project-based learning and the outcome of products enable the expression of
diversity in learners, such as interests, abilities and learning styles.

SCoPE 2.0 consists of activities that promote receptive skills (Listening and
Reading) which lead to productive skills (Speaking and Writing). Students present
activities based on the situations and resources which are intrinsically interesting,
culturally embedded and cognitively engaging. Effective use of Information &
Communications in Technology (ICT) is integrated in SCoPE 2.0 to promote 21 st
century learning skills.

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https://www.ncsu.edu/meridian/win2002/514/project-based.pdf

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH


(SCoPE) 2.0

3.0 COURSE OUTLINE

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10-WEEK PLAN
INTRODUCTION 1ST CYCLE 2ND CYCLE 3RD CYCLE
WEEK 1 WEEKS 2 4 WEEKS 5 7 WEEKS 8 10
- ICE-BREAKING INPUT, INPUT, INPUT,
SESSIONS PRODUCTION, PRODUCTION, PRODUCTION,
- COURSE PRESENTATION PRESENTATION PRESENTATION
REQUIREMENTS

SUMMARY

i) Cycle 1: Team Project


ii) Cycle 2: Pair Work
iii) Cycle 3: Individual work

CYCLE 1 (Weeks 2-4)


NO. OF STUDENTS 4 or 5 students per group
THEME Manners Maketh Man
ACTIVITIES Videos, short stories, poems, songs
Practice, oral feedback, preparation time
Role-play, short sketch, demonstration, skit (short
comedy sketch)

CYCLE 2 (Weeks 5-7)


NO. OF STUDENTS 2 students (pair work), or 3 students per group (odd-
numbered class)
THEME #WhoAreYou
ACTIVITIES Things related to interviewing skills (i.e. how to ask
questions, manners, constructing questions, note-
taking, summarising etc.), written interviews, short
biography
Conducting an interview (i.e. a teacher/a staff
member), oral progress report
Biography poster (A3-sized) to be put up on
classroom walls

- Peer assessment (Gallery Walk, Post-It


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comments etc.)

CYCLE 3 (Weeks 8-10)


NO. OF STUDENTS 1 (individual work)
THEME Family Ties
ACTIVITIES Video-making lessons or slideshow presentations
(Windows Movie Maker/ Microsoft Power Point)

- Students are informed to bring relevant pictures


(hard copies or saved in USB drives) from
home at least a week prior to the start of the
cycle
- Download songs/ sounds from the Internet
- Google Drive
Making videos
Video or slideshow presentation

- Peer and teacher assessment


- Suggested enrichment: awards for best videos,
neatest work etc.

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH


(SCoPE) 2.0

4.0 ICE BREAKING

4.1 LESSON PLAN WEEK 1 (INTRODUCTION)


INTRODUCTION
THEME Greetings!
SUMMARY In this week, students will have an ice-breaking
session.

Students will get to know each other through games


and role plays.

Students will fill in a needs analysis questionnaire.

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Students will be briefed on course requirements.
OUTCOME(S) - Getting familiar with each other
- Needs analysis questionnaire data collection

RESOURCES - Needs analysis questionnaire (Appendix F)


- Ice breaking games (Worksheet 1)

SET OF ACTIVITIES/LESSON PLANS


WEEK 1 Lesson 1:

- Teacher introduces herself/himself.


- Teacher sets the class rules and distributes the
needs analysis questionnaire (Appendix F).
- Students answer the questionnaire.
Lesson 2:

- Teacher and students play Human BINGO:

Give each student a bingo sheet (Worksheet 1)


and have the students move around the room
asking their fellow students if they fit any of the
categories. Once a match is found, the student will
initial the box.
- Teacher elicits students responses on values
they learn when playing the game.
- Teachers are free to use other ice-breaking
activities.

Lesson 3:

- Teacher briefs students on course requirements


for the semester.

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4.2 NEEDS ANALYSIS QUESTIONNAIRE

Needs Analysis Questionnaire


------------------------------------------------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------

Name : Class :

1. Name your previous school(s).


2. Do you use English outside of the classroom? If
yes, where? (E.g. home, social media, shopping
malls etc.)
3. Do you think English is challenging? Why?

4. How important are the following skills in English:

Least Very important


important
1 2 3 4 5
Having daily conversation
Interacting on social media
Talking on the telephone
Writing (Letters, Email, etc.)
Reading Newspapers / Magazines
Speaking to foreigners

5. The list below shows the skills you need to have to use English effectively. How important are the
skills to you?
Least Very important
important
1 2 3 4 5
Speaking
Listening
Writing
Grammar
Pronunciation
Vocabulary
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Reading

6. What would you like to learn in English class this year?

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SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH
(SCoPE) 2.0

5.0 WEEKS 2 4 CYCLE 1: MANNERS MAKETH MAN

5.1 SCHEME OF WORK


A. LEARNING ACTIVITIES
Lesson Name Duration Learning Activity Resources Assessment /
Progress
1 Introduction Double Introductory explanation of the topic Appendix A (sample Students reflect on good
to Manners Period 1. Viewing video clips poems) and bad manners or
and Social 2. Reading poem Appendix B (sample social behaviours (oral
Behaviours 3. Discussing manners/ etiquette/ social videos) feedback)
behaviours
2 Identifying Single/ Listing down good/bad manners Appendix C (mind Students come up with a
good social Double 1. Recapping previous lesson map template) list of good/bad social
behaviours Period 2. Creating mind map/ list behaviours

Explanation Double Group discussion for sketch performance Appendix D (progress Students choose at least
of project Period 1. Assigning roles to group members checklist) three good social
requirement 2. Deciding on the good social behaviours to behaviours to highlight
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highlight in the sketch in the sketch.
3. Explaining project requirement and
assessment criteria.

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4 Planning for Double Group discussion for sketch performance Appendix D (progress Students fill up
sketch period 1. Writing plot and dialogues for sketches checklist) Appendix D and E in
performance Appendix E (sample their group.
dialogues)
Appendix F (sample
plot diagrams)

5 Practice Double Group discussion for sketch performance Appendix D (progress Students review
sketch period 1. Submitting final draft of sketch checklist) checklist and get
performance feedback from teacher
(Appendix D)

6 Practice Single Group discussion for sketch performance Appendix D (progress Students review
sketch period 1. Practising sketch and reporting progress to checklist) checklist and get
performance teacher. feedback from teacher
(Appendix D)

7 Presentation Double Presentation of sketch Appendix G (peer Students fill up the peer
of sketch period 1.Group presentation evaluation form review form
individual or group) (Appendix G).
Appendix H (teacher Teacher evaluates
evaluation form) presentation with
Appendix H

8 Presentation Double Presentation of sketch Appendix G (peer Students fill up the peer
of sketch period 1.Group presentation evaluation form review form
individual or group) (Appendix G).
Appendix H (teacher Teacher evaluates

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evaluation form) presentation with
Appendix H
9 Class Single Writing class pledge Appendix I (samples The class pledge is
pledge period 1.Making reflection on students presentation of class pledge) pasted on the classroom
2.Deciding on 10 best social behaviours to wall.
be included in the class pledge

*NOTE:
Teachers may modify the learning activities to fit the students proficiency level as well as classroom environment.
The final product (Class Pledge) can include more than 10 items.

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5.2 LESSON PLAN

CYCLE 1 (Weeks 2-4) : TEAM PROJECT


NO. OF STUDENTS 4 or 5 students per group
THEME Manners Maketh Man
WEEKS 2 4 Videos, short stories, poems, songs
INPUT, PRODUCTION, Practice, oral feedback, preparation time
PRESENTATION
Role-play, short sketch, demonstration, skit (short
comedy sketch)

CYCLE 1 (WEEKS 2 4)
THEME MANNERS MAKETH MAN
PROJECT SUMMARY 1. In this cycle, students will work in groups of 4 or 5
and learn to plan, practise and perform a 5 to 7-
minute short sketch based on the theme.
2. They will learn the conventions of social
interactions, manners, social etiquette, as well as
acceptable ethical behaviours.
3. Due to time and setting constraints, it is advisable
for teachers to narrow down the scope to
acceptable social behaviours / cues in school.
4. Each group will be assigned to different social
settings in school including the classrooms,
office/staffroom, dining hall, hostel, surau and
other school amenities (field, restrooms, and
library). Each group will choose good social
behaviours or etiquette of the assigned setting to
highlight in their sketch, plan and practise before
performing in front of the class.
5. Their sketch will be assessed through peer and
teacher evaluation process.

6. Finally, the class will discuss and agree on 10


good social behaviours to include in their class
pledge.
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PROJECT OUTCOME(S) 1. A 5 to 7-minute sketch / role-play / skit (short
comedy skit) based on the theme
2. A class pledge
PERFORMANCE STUDENTS MUST KNOW STUDENTS WILL
OBJECTIVES
i. Examples of good and i. Choose examples of
bad social interactions, good social behaviour
manners, social or etiquette (or more:
etiquette, and up to teachers
acceptable ethical discretion) to include
behaviours in their sketch
ii. How to plan and write ii. Plan and write
dialogues for a sketch dialogues and
iii. How to negotiate and
scenarios for a sketch
agree on a decision iii. Practise and perform
appropriately their sketch in front of
iv. How to ask for help
the class
and feedback from iv. Assess their peers
peers and teachers work appropriately
v. How to resolve conflict v. Agree on 10 good
(if there is any) social behaviours to
appropriately include in the class
pledge
vi. Write the pledge and
put it up on
classroom walls

RESOURCES - Videos
- Short stories/poems/songs related to the theme
SET OF ACTIVITIES/LESSON PLANS
WEEK 2 Lesson 1:

i. Teacher elicits examples of good and bad social


interactions, manners, social etiquette, and
acceptable ethical behaviours
ii. Teacher shows videos, and/or distribute poems,
short stories or songs related to the theme
(Appendix A - sample poems, and Appendix B -
sample videos)
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Lesson 2:

i. Teacher elicits students feedback on the videos


they have watched and/or the reading materials
they were given in the previous lesson.
ii. Students discuss what they think are good and
bad social behaviours they can see around them
and share with the class.
iii. Teacher lists the behaviours on the board and
highlights any important social etiquette that
students might have missed mainly social
etiquette within the school (e.g. greeting your
teachers, offering to help others in need, talking
politely, respecting others belonging and privacy,
and cleaning up after yourself).
iv. Students fill up good social behaviours in the form
of mind maps (Appendix C mind map template).
Lesson 3:

i. Teacher explains the project requirement and


assessment criteria which is the 5 to 7-minute
sketch.
ii. Students are divided into groups of 4 or 5.
iii. Students negotiate roles recommended by the
teacher and divide task/responsibility.
(Option: teacher can assign roles to the students
if necessary).
iv. Students decide on the good social behaviours
they want to highlight in their sketch (with
teachers guidance).
v. Each group is assigned to different social setting
in school including the classrooms,
office/staffroom, dining hall, hostel, surau and
other school amenities (field, restrooms, library).
vi. Then, teacher provides checklist of the sketch
performance to each group (Appendix D -
progress checklist).
vii. Allow some time for ice-breaking session within

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the group.
viii. Teacher can show more clips or sample dialogues
for sketches if needed. (Appendix E sample
dialogues).
Lesson 1:

In their group, students will:

i. plan their sketch using Appendix F samples of


plot diagram
ii. write their dialogues
Lesson 2:

In their group, students will:


WEEK 3 i. complete the final draft and report the progress to
the teacher using Appendix D progress
checklist
ii. start practising their sketch
Lesson 3:

In their group, students will:

i. practise their sketch


ii. report the progress to the teacher using Appendix
D progress checklist
WEEK 4 Lesson 1:

i. Students perform their sketch


ii. Peer assessment (Appendix G peer evaluation
form) and teacher evaluation on each groups
performance (Appendix H teacher evaluation
form )
Lesson 2:

i. Students perform their sketch


ii. Peer assessment (Appendix G peer evaluation
form) and teacher evaluation on each groups
performance (Appendix H teacher evaluation
form)
Lesson 3:

i. Students and teacher discuss the feedback


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received on the project.
ii. Teacher discusses the theme as a whole with the
students.
iii. Students come up with a class pledge comprising
of 10 good social behaviours that have been
agreed on (Appendix I samples of class pledge)
iv. The pledge is to be written on a manila card and
put up on classroom walls.
Notes:
* In the last class of Cycle 1, teacher MUST remind students to bring
pictures/materials related to the topic of Family Ties to be used for individual project
in Cycle 3
5.3 APPENDICES

NO APPENDIX TITLE
1 A SAMPLE POEMS
2 B SAMPLE VIDEOS
3 C MIND MAP TEMPLATE
4 D CHECKLIST
5 E SAMPLE DIALOGUES
6 F PLOT DIAGRAM
7 G PEER EVALUATION FORM (INDIVIDUAL / GROUP)
8 H TEACHER EVALUATION FORM
9 I EXAMPLES OF CLASS PLEDGE

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SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH
(SCoPE) 2.0

6.0 WEEKS 5 7 CYCLE 2: #WhoAreYou

6.1 SCHEME OF WORK


A. LEARNING ACTIVITIES
Lesson Name Duration Learning Activity Resources Assessment / Progress
Appendix A
Introductory explanation of the tasks
1. Interviewing guidelines Appendix B Teacher refers to
Introduction Double
1 2. WH questions Appendices A, B and C
to Interview period Appendix C
3. Examples of questions when briefing students.
4. Videos Appendix D

Planning for the interview


Preparation 1. Choosing a person to interview
Double Teacher checks students
2 for the 2. Arranging suitable time and place Appendix E
period questions
Interview 3. Drafting interview questions
4. Themes for biography

Conducting Single Conducting the interview


3 1. Teacher monitors students - Interview sessions
the Interview period

*Interviews can also be conducted outside class time

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Categorising information according to themes Appendix F
Summarising Double Introduction to report and biography poster Teacher checks on the
4 1. Report sample Appendix G
points period categories
2. Biography poster and presentation guidelines Appendix H
3. Biography poster samples
Double Writing a report Teacher checks on the
5 Report Appendix F
period 1. Report sample report

Biography Single Preparing biography poster Appendix G Teacher checks the


6 1. Biography poster and presentation guidelines
Poster period Appendix H biography poster
2. Biography poster samples
Double Teacher assesses
7 Presentation Presentation Appendix I
period presentations
Double Teacher assesses
8 Presentation Presentation Appendix I
period presentations
Single Students give feedback to
9 Gallery Walk Peer feedback using Post-It notes -
period other pairs/groups

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6.2 LESSON PLAN

CYCLE 2 (Weeks 5-7) : PAIR WORK


NO. OF STUDENTS 2 students (pair work), or 3 students per group (odd-
numbered class)
THEME #WhoAreYou
WEEKS 5 7 Things related to interviewing skills (i.e., how to ask
questions, manners, constructing questions, note-
INPUT, PRODUCTION,
taking, summarising etc.), written interviews, short
PRESENTATION
biography
Conducting an interview (i.e., a teacher/a staff), oral
progress report
Biography poster (A3-sized) to be put up on
classroom walls

- Peer assessment (Gallery Walk, Post-It


comments etc.)

CYCLE 2
THEME #WhoAreYou
PROJECT SUMMARY In this cycle, students will work in pairs (or threes for
odd-numbered classes) and learn how to conduct
interviews, write short biographies and design posters.

They will learn skills required when conducting


interviews and summarising points for biographies and
posters.

Their biographies and posters will be assessed


through peer and teacher evaluation process (Rubrics
for both will be provided).
PROJECT OUTCOME(S) A short interview report and a biography poster on the
person they interviewed.
PERFORMANCE STUDENTS MUST KNOW STUDENTS WILL
OBJECTIVES
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- How to build WH- - Choose a suitable
questions candidate to be
- How to conduct
interviewed
effective interviews - Come up with a list
- How to write a short
of appropriate
biography
interview questions
- How to plan and design
- Conduct an
a poster
interview
- How to ask for help and
- Write a short
feedback from peers
biography on the
and teachers
interviewee
- How to resolve conflict
- Design a poster on
(if there is any)
the person they
appropriately
interviewed
- Assess their peers
work constructively
and appropriately
(gallery walk)
RESOURCES Interviewing guidelines, videos of interviews, sample
of biography, samples of posters, notes for WH
questions
SET OF ACTIVITIES/LESSON PLANS
WEEK 5 Lesson 1:

- Teacher introduces interviewing guidelines, tips,


WH-questions and examples of questions.
- Teacher shows samples of interview videos.

Lesson 2:

- Students form pairs.


- Students choose a person to interview and they
propose to the person. The teacher must make
sure that different pairs will not interview the
same person.
- Students arrange for suitable time and place.
- Students draft a maximum of 15 interview
questions (according to set themes) and

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teacher checks the questions.
*Make sure students dont get too personal with the
questions.
Lesson 3:

- Students conduct the interview

*Students must conduct the interview in English but


the interviewee may answer in other languages.

*Students may also conduct the interview outside


class time depending on their appointment.
Lesson 1:

- Students categorise the information according


to the themes.
- Teacher introduces interview report and
biography poster.
- Teacher gives guidelines and samples.
Lesson 2:
WEEK 6
- Students start working on their report.
- Teacher checks and makes necessary
correction.

Lesson 3:

- Students produce the biography poster.


- Teacher checks and makes necessary
correction.
WEEK 7 Lesson 1:

- Students make final touches to posters.


- Students present their biography posters.
Lesson 2:

- Students present their biography posters


(continued).
- Students put up posters on class wall gallery
walk.
Lesson 3:

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- Students go around giving written comments on
the posters using Post-It notes.
- Summary.

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6.3 APPENDICES

NO APPENDIX TITLE
1 A INTERVIEW GUIDELINES
2 B WH NOTES
3 C WH-QUESTION EXAMPLES
4 D SAMPLE VIDEOS
D1 HOW TO CONDUCT AN INTERVIEW
D2 PRINCE WILLIAM INTERVIEWS ON FATHERHOOD,

BABY GEORGE
5 E INTERVIEW THEMES
6 F INTERVIEW REPORT SAMPLE
7 G BIOGRAPHY POSTER GUIDELINES
8 H BIOGRAPHY POSTER SAMPLES
H1 BIOGRAPHY POSTER SAMPLE 1
H2 BIOGRAPHY POSTER SAMPLE 2
H3 BIOGRAPHY POSTER SAMPLE 3
9 I BIOGRAPHY POSTER PRESENTATION ASSESSMENT

FORM

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SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH
(SCoPE) 2.0

7.0 WEEKS 8 10 CYCLE 3: FAMILY TIES

7.1 SCHEME OF WORK


Lesson Name Duration Learning Activity Resources Assessment / Progress

Introductory explanation of the tasks Video clips Students fill in Appendix A


1. Viewing video clips after watching videos.
Appendix A - Map
2. Analysing videos
Introduction Teachers refer to Appendix
3. Briefing on video production Appendix B - Note
1 to Video B and C when briefing.
4. Briefing on assessment criteria
Production Double Appendix C
Evaluation

Create an effective storyboard Appendix D - Students fill in Appendix D


1. Creating a Storyboard Storyboard assisted by Teachers.
Mapping out
2 Double Appendix E - Teachers check students
Storyboard Save files on Google Drive
Checklist work by filling in Appendix
1. Setting up Google Drive
E.

Check storyboard Appendix D Students continue


1. Working on the storyboard completing storyboard
Mapping out Appendix E
3 Single 2. Teachers monitor students
Storyboard Teachers assist students

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Video Create video using Windows Movie Maker Family pictures Teachers assist students
production: 1. Inserting titles creating folders in Google
Appropriate songs
2. Inserting pictures and sounds Drive.
Titles, 3. Create folders Windows Movie
4 Images, Students insert pictures
4. Import pictures, songs, clips etc. Maker
Sounds/ Double and songs to the video.
Songs, Appendix E
Animation,
Transition

Edit video Windows Movie Students edit the videos


Video 1. Using movie maker Maker assisted by teachers and fill
5 production: Double in Appendix E.
Editing Appendix E

Final touches Windows Movie Students upload the videos


1. Uploading to Google Drive Maker in Google Drive.
Video
6 production: Single Google Drive Teachers monitor
Finishing Appendix E

Presentation: Peer Evaluation and Teacher Google Drive Students present the
Evaluation videos and evaluate their
Windows Movie
7 Presentation Double 1. Watching the completed video friends videos Teacher
Maker
2. Students assess their friends videos evaluates the videos.
3. Teacher evaluates students videos Appendix C
Presentation: Peer Evaluation and Teacher Google Drive Students present the
Evaluation videos and evaluate their
Windows Movie
8 Presentation Double 1. Watching the completed video friends videos Teacher
Maker
2. Students assess their friends videos evaluates the videos.
3. Teacher evaluates students videos Appendix C

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Feedback Appendix C Teachers give feedback
9 Feedback Single 1. Teachers give feedback on the videos and suggest for
2. Students take note improvements in the future

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7.2 LESSON PLAN
CYCLE 3 (Weeks 8-10) : INDIVIDUAL WORK
NO. OF STUDENTS 1 (individual work)
THEME Family Ties
ACTIVITIES Video-making lessons or slideshow presentations
(Windows Movie Maker/ Microsoft Power Point)

- Students are informed to bring the relevant


pictures (hard copies or saved in USB drives)
from home at least a week prior to the start
of the cycle
- Download songs/ sounds from the Internet
- Google Drive
Making videos
Video or slideshow presentation

- Peer and teacher assessment


- Suggested enrichment: awards for best videos,
neatest work etc.

CYCLE 3
THEME FAMILY TIES
PROJECT SUMMARY In this cycle, students will be working independently to
produce 3-minute video presentations of their self,
family or friends.
They will learn the necessary skills in order for them to
come out with a video presentation such as planning a
storyboard, deciding on songs and pictures to include,
mixing and editing.
Their videos will be assessed through peer and
teacher evaluation process (Rubrics for both will be
provided).
PROJECT OUTCOME(S) A 3-minute video presentation of their self, family or
friends.
PERFORMANCE STUDENTS MUST KNOW STUDENTS WILL
OBJECTIVES - How to plan a story - Come out with a
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board selection of pictures
- How to choose suitable
from home.
songs - Select pictures to
- Editing processes
be used in their
- Presentation skills
video.
- Assess their peers
work constructively
and appropriately.
RESOURCES - Video-making notes.
- YouTube videos on how to make a video
presentation.
- Songs in mp3 format.
- Windows Movie Maker
- Google Drive
- Internet connection
- Pictures
- Computer.

SET OF ACTIVITIES/LESSON PLANS


WEEK 8 Lesson 1:
- Teacher shows 3 sample videos of appropriate
length:
a. Advertisement
b. Movie trailer
c. Music video
- Teacher elicits responses on:
a. criteria or features that make the videos
interesting
b. values instilled in the videos
- Students fill in Appendix A while watching the
videos.
- Teacher briefs on video production (Appendix B)
and assessment criteria (Appendix C).

Lesson 2:
- Teacher introduces students to storyboard.
- Teacher shows a video (Maryams video) and a
storyboard to describe the storyboard.
(Appendix D).
- Teacher helps students creating storyboard.
(Appendix D).
- Students fill in Appendix E and get signature
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from teacher for Appendix E.

Lesson 3:
- Teacher assists students with storyboard.
- Teacher checks students storyboards.
(Appendix E)

Lesson 1:
- Teacher books multimedia room / computer lab.
- Teacher checks how many computers are
available to be used in this project with
Windows Movie Maker installed.
- Students create folders in Google Drive
(Appendix B).
- Students start creating video using Windows
Movie Maker.
- Students import pictures and songs for their
videos. They can get pictures from the Internet.
WEEK 9 - Students apply effects to the video
animations and transitions.
Lesson 2:
- Students edit their video.
- Teacher monitors students progress.
- Students fill in Appendix E.
Lesson 3:
- Students complete the video.
- Students complete video check list. (Appendix
E)
- Teacher checks final product.
- Students upload their videos to the Google
Drive.
WEEK 10 Lesson 1:
- Teacher distributes peer evaluation form.
(Appendix C).
- Teacher gets ready with Appendix C too.
- Students present their video according to the
name list in the class.
- After each presentation teacher allocates 1
minute for Q&A and the audience to fill in their
comments in the peer assessment form

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(Appendix C)
Lesson 2:
- Presentation continues.
Lesson 3:
- Teacher gives feedback on the videos created
by students.
- Students take note on the comments.

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7.3 APPENDICES

NO APPENDIX TITLE
1 A BUBBLE MAP
2 B STUDENTS NOTE
B TEACHERS NOTE
3 C PEER EVALUATION
C TEACHER EVALUATION
4 D STORYBOARD TEMPLATE
5 E CHECKLIST
6 F SAMPLE VIDEOS

SCHOOLWIDE COMMUNICATION PROGRAMME FOR ENGLISH


(SCoPE) 2.0

8.0 OLYMPIAD KAT1

8.1 ASSESSMENT GUIDELINES

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TASK A reflection of the students experience during the first
semester in MRSM.
INSTRUCTIONS Students will present to the class a reflection of their
experience during the first semester in MRSM.

They can:

work in pairs OR groups


present their reflection as a sketch OR a poster

Students will be given time to prepare and practise


their presentation.

Materials needed by the students must be provided


by the schools (students may also use their own
materials if necessary). Examples of materials are
mahjong papers, manila cards, marker/magic pens,
coloured papers and crayons.
ASSESSMENT Students will be assessed individually using the
CRITERIA following criteria:

Creativity
Task fulfilment
Presentation skills and manner
Note: Refer to the assessment form attached for the
rubric and marking details.

8.2 ASSESSMENT FORM

Students Name: Class: ..

Category Scoring Criteria Score


Attention getting and catchy.
The presentation is imaginative and evokes a
Creativity
lively audience response.
35
(25 marks)
Presentation contains accurate information.
Content is relevant to the overall
Task Fulfilment
message/purpose.
(25 marks)
Length of presentation is within the assigned time
limit.
Greet the teachers / judges and audience.
Use a clear, audible voice.
Presentation
skills Maintain good eye contact with the audience and
displays good body language.
and Manner
Use good language skills and pronunciation.
(50 marks) Prepare sketch / visual aids informatively and
effectively.
Communicate information well.

Score /100

Assessed by: .

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