HEBAT Bacaan BI
Unit 1
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UNIT 1
MOVIE TIME! NIGHT AT THE MUSEUM
What benefits can you
gain from watching
movies?
These are pictures from
a movie. What do you
think the movie is
about?
Have you ever been to
a museum?
Would you recommend
this movie to your
friends? Give reasons for
your answer.
What can you find in a
museum?
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.
Reading Strategy: KWLH
STRATEGIES/
APPROACHES
LOTS: Understanding
HOTS: Analysing
Evaluating
st
21 Century Learning
VALUES
LEARNING/
TEACHING AIDS
SITUATION
TEXT FORMAT
TEXT TYPE
Courage
Computer
Speakers
Picture
Personal
Single ,Continuous & Non Continuous
Descriptive
Scan and locate
Integrate and generate inferences
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
COGNITIVE
PROCESS
st
**refer to 21 Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom
STRATEGIES/
APPROACHES
SUGGESTED ACTIVITIES
STEP 1
LOTS:
Understanding
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).
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
similarities in their opinions.
and
identify the
HOTS:
Analysing
st
21 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
st
21 Century
Learning:
Exit Card
TEXT 1
Synopsis
WORKSHEET 1
KWLH CHART
Know
Want to know
Have Learned
How are you
going to learn
better/more?
HEBAT Bacaan BI
Unit 1
T
E
X
T
HEBAT Bacaan BI
Unit 1
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?
HEBAT Bacaan BI
Unit 1
PICTURE 1
TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL
BY THE END
OF THE
LESSON,
STUDENTS
CAN:
STRATEGIES/
APPROACHES
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.
Reading Strategy: SQ3R
LOTS: Understanding
HOTS: Analysing
Applying
21st Century Learning
i-THINK
VALUES
Respect
LEARNING/
TEACHING
AIDS
Movie synopsis
SITUATION
Personal
TEXT FORMAT
TEXT TYPE
Picture
Worksheet
Single Continuous
Description
COGNITIVE
Represent literal and gist meaning
PROCESS
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
st
**refer to 21 Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom
ACTIVITIES
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).
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).
STRATEGIES/
APPROACHES
LOTS:
Understanding
HOTS:
Analysing
i-THINK:
Double Bubble Map
HOTS:
Analysing
Reading Strategy:
SQ3R
c. Students present and justify their answers.
STEP 3
a. Prepare two separate columns Facts and Opinions
on the whiteboard.
HOTS:
Applying
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.
st
21 Century
Learning :
Gallery Walk
HEBAT Bacaan BI
Unit 1
PICTURE 2
SIMILARIT
IES
DIFFEREN
CES
DIFFERENCE
S
11
HEBAT Bacaan BI
Unit 1
TEXT 1
Below is a synopsis of the movie Night at the Museum. Study the synopsis and answer the
questions that follow.
Wild: uncontrolled or
unrestrained, especially in
pursuit of pleasure.
WORKSHEET 1
QUESTION
S
(a) (i) Do you think the word wild is a
suitable word to represent the movie?
Give reasons for your answer.
(b) (i) Who is the director of the movie?
(ii) Do you think the sentence naming the director is a fact or an
opinion?
(ii) Is this comment wild a fact or an
opinion from the writer?
(c)
(i) Do you think these words
HEBAT Bacaan
BI heart,
(kind-hearted,
heavy
Unit 1how the
and lowly) affect
readers see the night guard?
Give reasons for your answer.
(ii) Do these words turn the
sentences into facts or
opinions?
(e) Can you list down some facts and opinions from the excerpt below?
Facts
Opinions
(d) Can you state one fact present in the last sentence in the above excerpt?
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HEBAT Bacaan BI
Unit 1
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.
Reading Strategy: QAR
LOTS: Understanding
EDUCATIONAL
EMPHASES
HOTS: Applying
Analysing
Evaluating
21st Century Learning
i-THINK
VALUES
LEARNING/
TEACHING
AIDS
Patriotism
Movie reviews
Worksheet
SITUATION
Personal
TEXT FORMAT
Multiple, Non Continuous
TEXT TYPE
Argumentation
COGNITIVE
Integrate and generate inferences
PROCESS
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
st
**refer to 21 Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom
ACTIVITIES
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).
STRATEGIES/
APPROACHES
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.
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.
Reading
strategy:
QAR
st
21 Century
Learning
HOTS:
Analysing
HOTS:
Applying
Evaluating
PICTURE 1
PICTURE 2
Differences between Inferring, Making Predictions and Giving Opinions
INFERRI
NG
-Drawing logical conclusions from
given data
-Combining clues, evidence, and
background knowledge to form a
theory.
- Implicit analysis based on
evidence and clues
Example:
Jameela saw cookie crumbs on the
floor and
chocolate around her sons mouth.
GIVING OPINIONS
- Making or giving viewpoints
-Giving a personal view
from clues and evidence
- Statement that a person
believes to be true but cannot
be
measured
against
an
objective standard
Example:
Jenny is a girl with blue eyes
and blonde hair.
Jenny is pretty/Jenny is ugly.
Jameela can infer that her son ate the
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.
17
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.
ACTIVITIES
STEP 1
a. Recall and reflect on all the characters in the movie
Night at the Museum.
STRATEGIES/
APPROACHES
Action Oriented
Task
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.
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?
st
21 Century
Learning
HOTS:
Creating
* 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.
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
