YEAR 4 UNIT 1 THEME: Beautiful Borneo

Overview
During Year 4, themes continued to be used to create opportunities for the children to read, write and discuss texts. At this stage of their learning, the children should have a firm foundation of the 44 phonemes in the English language, having consolidated them throughout the Year 2 English programme and continued to practise them in the Year 3 programme. n !nit ", the theme is #eautiful #orneo. $ver the first wee% of this unit, teachers have the opportunit& to revise and prepare children for the upcoming wor% in the unit, using aspects of the Year 3 'elebrations unit as a focus. (rom wee% 2, children explore well %nown places of interest and festivals from each of the states of #orneo. Each state stud& utilises the principles of integration across the four language s%ills, uses concrete experiences and further develops independent reading and writing habits. A shared read is the focus of each state stud& from which listening, spea%ing, reading and writing tas%s are set. )he stress is on en*o&ment, communication and the needs of individual learners. )here is also a set librar& programme lin%ed to the unit of wor%, which will further develop children+s reading, writing, and stud& s%ills, including higher order thin%ing.

Overarching objectives: Although each activity undertaken within the English programme has its own specific objective, it is important to be aware of the overarching objectives of the scheme and what we, as teachers, are aiming towards with the children. The first overarching objective for the programme is to use the four skills listening, speaking, reading and writing to become more familiar with te!t types and to respond to them. The second overarching objective is to e!tend the children"s confidence, ability and stamina in reading, writing, speaking and listening. #This objective comes with the awareness that each child"s individual starting point in these areas in $ear % will differ and so we are working to e!tend them at their own level, hence the necessity for differentiated tasks&. The purpose'objective of each of the specific activities of the lesson is shown below within the e!planation and description of each activity.

UNIT OVERVIEW
WEEK
" 2/3 4/2 4/5 6/7 "8

THEME
'lassroom ,anagement, -ound and -tructure .evision and .ecap of #runei 'elebrations nteresting 0laces in #runei1 )emaro% nteresting 0laces in -abah1 0esta 3aamatan nteresting 0laces in -arawa%1 0esta #abulang nteresting 0laces in 3alimantan1 0era&aan Erau !nit .evision of text t&pes and genres

DAILY OVERVIEW
DAY
"94

A TIVITIE!
-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% < Da& " ?modelled and class dictated, Da& 2 ? group writing, Da& 3 / 4 ? independent writing=

TIMIN"
"8 mins 82 mins "8 mins "8 mins "8 mins "2 mins

DAY
2 ;ibrar&

A TIVITIE!

TIMIN"
38 mins

RE!OUR E! NEEDED
NO
" 2 3 0ictures / resources -#A wee% resources " -mall boo% for writing

RE!OUR E!

READIN" AND WRITIN" "ENRE!

WEEK
" 2 3 4 2 4 5 6 7 "8

READIN"
.evision of sounds, structures and #runei 'elebrations nformation nformation nformation nformation nformation nformation nformation nformation ,ixed genre .ecount

WRITIN"
Directions Description #rochure10oster <@' .eport= Diar& @ewspaper article @arrative Directions ;etter >riting ,ixed genre

E#$lanation an% %e&'ri$tion of t(e a'ti)itie&

Vo'a*ular+ ,ra'ti'e
Wor%& &$e'ifi' to t(e -ee./& -or.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and should be the focus of 2 minutes of each lesson in place of speed& sounds and speed& words for those children who can access them. )eachers can use ideas from the lower primar& programmes, or their own ideas, for games and activities which will support the children in becoming familiar with these words and their meanings. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4 Vo'a*ular+ ,ra'ti'e 5*len%in1 6for '(il%ren -(o &till nee% t(i& $ra'ti'e7 ,ur$o&eA to practise blending Material&A list of words to blend <these should come from the da&+s shared reading text or focus word list= ,ro'e%ure: ". >rite a word on the board e.g. important 2. As% the children to get their lips read& to start blending the word. )he& should not ma%e the sound itself. B;ips at the read&C+ 3. 0ut &our finger underneath the first letter of the word on the board and as &ou move &our finger under the word the children should blend it. 4. .epeat 2 times with different words. Vo'a*ular+ ,ra'ti'e 5 fin1er &$ellin1 ,ur$o&eA to practise segmentation Material&A list of words to spell <these should come from the da&+s shared reading text or focus word list= ,ro'e%ure: ". -a& the word Bparade+. 2. As% the children to sa& it. 3. -a& the word Bparade+ again. 4. Dold up left fist. 2. -egment sounds raising and touching the thumb and each finger for each sound. 4. -a& the word Bparade+ running index finger across the fingers <the word Bparade+= left to right. 5. -a& the grapheme Bp+ and write it on the thumb. 6. -a& the next grapheme Bar+ and write it on the first finger. 7. -a& the next grapheme Ba9e <Ba split e+= and write it on the next finger. "8. -a& the last grapheme Bd+ and write it on the last finger and sa& the whole word Bparade+ "". .epeat 2 times with different words.

!(are% rea%in1
-hared .eading ta%es place on da&s "94. )he text for the -hared .eading is included in the programme. ,ur$o&e: to read a text together as a class in order to discuss the content of the text and to model and practise reading s%ills including decoding, comprehension, retelling etc Material&A a large cop& of the -hared .eading text and smaller texts, where necessar&, for the children to loo% at independentl& or with a partner. @#. Dependent on the average abilit& of &our class, &ou ma& wish to differentiate the given shared text so that it meets the needs of the ma*orit& of &our readers.

,ro'e%ureA ". )he shared reading time is preceded b& a spea%ing and listening tas% to introduce it or to enable the children to reflect on the previous da&+s shared reading. 2. Displa& the large shared reading text. f &ou have a ver& large class, &ou ma& want to give the children the text in front of them so that the& can see it clearl&. 3. Eive the children time to read either all of the shared text in their heads or an element of it <e.g. 293 sentences=. 4. -upport less able readers in this tas% b& having them close to &ou and wor%ing with them to read a small element of the text. 2. @ext as% the children to read while &ou point to the words. 4. Expect the children to read the ver& common words without blending. 5. Encourage children to blend swiftl& where necessar&. 6. (or multi9s&llabic words it ma& be necessar& to help the children to brea% the word into s&llables before reading. 7. )he children will need extra help with some words. Encourage the children to use phonics as much as possible. )ell the children parts of the words that the& are not able to wor% out for themselves. "8. n Year 4 encourage the children to lead the reading rather than the teacher voice being dominant. "". >hen &ou+ve read the text through once, as% the children to read the text again. You might as% half of the children to read and then swap over. "2. )he spea%ing and listening tas% which follows the shared reading will enable the children to reflect on what the& have read and provides opportunit& for comprehension Fuestioning etc. In%e$en%ent rea%in1 ndependent reading ta%es place during da&s "94 in -ustained -ilent .eading, when the children are preparing to read the shared text as a whole class and on da& 2 in the ;ibrar& 0rogramme. Additional independent reading should ta%e place within homewor% tas%s. )he enrichment text <differentiated as necessar&= can be used for homewor%, as part of &our librar& time or as an extension for the more able children in the class. ,ur$o&e: to read a text <differentiated to meet the child+s level of reading abilit&= independentl& to practise blending, recognition of sight words and comprehension of a text Material&A differentiated texts to suit abilit& levels of children in &our class 'reate an atmosphere of Fuiet in order to allow the children to read independentl& without distraction.

Writin1 ta&.&
(our different t&pes of writing tas%s are suggestedA ,odelled writing 'lass dictated writing Eroup writing ndependent writing As the wee% progresses, the children wor% from best practice writing modelled b& their teacher towards independent writing tas%s. Mo%elle% -ritin1 ,ur$o&e: to demonstrate to the children the wa& in which to construct sentences including writing s%ills such as editing and correction. Material&: Eenerall&, the teacher will model the writing on a white board. 0rocedureA ". )he spea%ing and listening tas% prior to the modelled writing tas% often acts as an introduction to the writing. 2. )he teacher can write alone or with the use of a puppet. >here a puppet is used, the teacher and puppet can share the roles of writer and critiFue. 3. ntroduce the purpose of &our writing to the children e.g. am going to write a diar& as though were As&raf. 4. -pea% aloud &our thought process as &ou write, modelling to the class the wa& in which &ou are structuring the text as a whole and also at the sentence level.

E.g. -o, need to start with the date for the diar&. ;et+s sa&, B)hursda& 4 th ,arch+. @ow, because +m writing a diar& need to write about things which have alread& happened. -hall sa& B)oda& swim+ or B)oda& swam+G 2. As% the class for help in this wa& as &ou write in order to maintain their full engagement. 4. -pelling or punctuation errors could be made and the children in the class can help to correct these. 5. >hen the modelled tas% is complete, read through it encouraging the children to listen. 0erhaps stop at times and as% the children to help &ou to ma%e the writing better e.g. H#ig is Fuite a good word but is there a better word could useG ,a&be could sa& Benormous+ instead.I la&& %i'tate% -ritin1 ,ur$o&e: to involve the children in a shared and guided writing experience, demonstrating value for the ideas the& have and supporting them in constructing sentences accuratel& Material&: Eenerall&, the teacher will write the class dictated writing onto a white board. ". )he spea%ing and listening tas% prior to the class dictated writing tas% often acts as an introduction to the writing. 2. As% children to contribute their ideas for the writing as%ing prompting Fuestions to encourage their ideas e.g. >e+re going to wor% together to write ideas about an interesting place to visit in -abah. Dow do start an information reportG 3. f the ideas are not contributed in a grammatical sentence, suggest a suitable wording for the sentence. 4. Encourage the children to be involved in recognising where punctuation is needed. 2. As% the children to help spell onl& one or two words in each sentence. <)he ob*ect of this activit& is creating a written composition, not learning to spell.= "rou$ -ritin1 ,ur$o&e: to enable the children to wor% alongside peers to construct sentences Material&: )he children in each group will need a piece of paper <sometimes with a picture1pictures on it= to write their ideas onto. ". )he spea%ing and listening tas% prior to the group writing tas% often acts as an introduction to the writing. 2. 0ut children into groups of 3 or 4 children and as% one child to be the group leader. 3. 'hildren should ta%e turns to write ideas down on the paper. 4. Encourage collaborative thin%ing, support for the writer in terms of spelling and participation from all children. 2. 0raise good group wor% and use good groups as a model to rest of the class. In%e$en%ent -ritin1 ,ur$o&e: to enable the children to demonstrate their independent writing abilit& and to thin% for themselves about the content of their writing and the structures and vocabular& the& wish to incorporate Material&: )he children should generall& write in their exercise boo% although some independent tas%s might reFuire the use of paper in different formats e.g. a leaflet. ". )he spea%ing and listening tas% prior to the independent writing tas% often acts as an introduction to the writing. 2. 'hildren should sit comfortabl& at their des%s for independent writing and an atmosphere of Fuiet wor%ing should be encouraged to allow the children to thin% independentl&. 3. ndependent writing tas%s should be differentiated so that each child can experience success. 4. )his is a great opportunit& to use self and peer assessment as the children chec% and edit their own and each other+s wor%. Differentiation might ta%e the form ofA Differentiation b& outcome ? in some tas%s the content and amount of writing achieved b& the children will be the differentiating factor Differentiation b& support ? some children ma& wor% independentl& whilst others are supported b&

the teacher Differentiation b& resource ? some children ma& need cue cards, sentence starters to complete or pictures to prompt their ideas

,RO"RAMME
Wee. 1 5 la&&roo2 Mana1e2ent3 Re)i&ion of !oun%&3 !tru'ture& an% Brunei ele*ration&
Rea%in1 1enre 5 Infor2ation8 Writin1 1enre 9 Re'ount 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4 Wor%: ". celebration 2. parade 3. invited 4. performances 2. displa&s 4. success 5. sil% 6. traditional 7. dumplings "8. mass "". trailing "2. nightl& "3. recited "4. decorated "2. occasions Da+ Ele2ent& 1 ntroduction to -ustained -ilent .eading :ocabular& practice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing Meanin1: ". special time of the &ear 2. event where people march and perform 3. as%ed 4. dances, songs, marching, acting 2. shows, 4. doing well 5. a smooth, soft fabric 6. related to a countr& or people 7. finel& chopped meat and vegetables in a thin pastr& "8. man& all together "". following behind "2. each night "3. said aloud "4. made to loo% beautiful "2. events ontent --. ? )his is the ideal time, during wee% ", for teachers to set up their routines for --.. ,a%e sure there are plent& of English differentiated texts available in the class reading corner for children to select from. Encourage children to select a boo% that the& can read, not *ust loo% at the pictures, and understand. #e firm on the Bsilent+ aspect ? children should not be tal%ing to each other during this time, even when exchanging boo%s. -et a good example and read a boo% &ourself while the children are reading. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. As% the children what the& remember about the 'elebrations unit the& studied in Year 3. #rainstorm the celebrations the& can remember on the a large sheet of paper. As% the children if the& have a favourite celebration. Encourage the use of H li%e J..

<response to shared read= >riting tas% Da& " ? modelled and class dictated

-ustained -ilent .eading :ocabular& practice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& 2 ?group writing

because J.I or H don+t li%e J. because J.I. Displa& the brainstorm for future use this wee%. )his discussion can ta%e place in pairs or small groups, allowing the teacher to roam and listen to individual children+s responses. (ote )or Teachers: Teachers will need to check the Year 3 programme to ensure they know which celebrations children may suggest. There are many different celebrations in *runei. One of the first celebrations for the year is (ational +ay, on )ebruary ,- rd. On (ational +ay there is a special parade at Taman .OA. /adang. 0is 1ajesty, members of the royal family and invited guests watch the performances and displays. 1any children are involved in the dances and singing. 2hildren also celebrate (ational +ay in their schools, with marching, flag waving and singing national songs. As% the children to get into pairs. )he children should ta%e turns to as% each other Fuestions about their national Da& experiences Eg, >hat do &ou do on @ational Da&G JJ on @ational Da&. >here do &ou go on @ational Da&G go to the JJ on @ational Da&. Teachers may need to model this first, either with a puppet or an able child, and write suggested structures as prompts on the board for the children. ,odelled1'lass Dictated >ritingA ,odel a piece of first person recount writing on the whiteboard for the children, telling what &ou do on @ational Da& Eg, $n @ational Da& go to the )aman -$A0adang to watch the parade. t is alwa&s exciting to see the dancers and performers. As% children to suggest similar structures recounting their national Da& experiences. Encourage use of ad*ectives to ma%e the sentences more interesting. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. As% the children to retell which celebration the& read about &esterda&. .efer bac% to the brainstorm and as% them which celebration the& thin% the& might learn about toda&. Expect full sentence structure responses Eg thin% we will learn about JJ ,a%e a note of children who struggle to form their own sentences independentl&. 2hinese (ew $ear is also celebrated early in the year. 3t is usually at the end of 4anuary, or beginning of )ebruary. This is the biggest celebration for the 2hinese people in the whole year. 3t is a time to celebrate new beginnings and to wish success, good luck and happiness on each other. One of the main events for 2hinese (ew $ear is the dragon dance. 1en and boys dress in brightly coloured silk dragon costumes and parade down the streets. )amilies and friends get together to

eat traditional 2hinese foods, including dumplings, fish and spring rolls. As% the children Fuestions about the shared reading to see if the& can pic% out information from within the text. Eg, >hen is 'hinese @ew &ear usuall& celebratedG >ho ta%es part in 'hinese @ew Year celebrationsG >hat event is described in the reading textG Expect children to answer in full sentence structures Eg, 'hinese @ew Year is celebrated in Kanuar& or (ebruar&. Eroup >ritingA n groups of 394, children write a simple recount of the shared reading text, recalling the main points Eg, 'hinese @ew Year is the main celebration for the 'hinese people. ,en and bo&s dress in dragon costumes and dance etc. )eacher to monitor and prompt groups who are struggling to come up with ideas, or who are having difficult& with sentence structures. (ote )or Teachers: Children should be familiar with group writing from Year 2 and 3 however they may need prompting to remember how to complete the task successfully. Make sure you have read the roup !eading instructions before asking children to complete this activity. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. As% the class to tell &ou what the "th month of the &ear is, the ##th month of the &ear and so on. )ell the class that the celebration for toda& is in the 5th month of the &ear. >hich month is thisG .efer to the brainstorm from Da& ". >hich celebrations have been discussed alread&G 0redict which celebration will be learned about toda&., %eeping in mind the month *ust discussed. Eg, thin% we will learn about JJ Another very important celebration in *runei is 0is 1ajesty"s *irthday, on 4uly 56th. 0is 1ajesty"s birthday celebration begins with a mass 1aghrib prayer held at 4ame7Asr 0assanil *olkiah 1os8ue. At 0is 1ajesty"s birthday parade, people wave flags and cheer as 9oyal *runei Air )orce helicopters perform a fly past, trailing colourful smoke behind them. +uring the celebration period there are nightly performances, including traditional music, dancers and street markets. As% the children to discuss in pairs what the& do for their birthda& celebrations. Encourage children to as% and answer Fuestions in full sentence structures. Eg, >hat do &ou wear for &our birthda&G wear m& pin% ba*u %urong and special shoes for m& birthda&. >hat do &ou eat for &our birthda&G eat delicious piLLa and sweet birthda& ca%e for m& birthda&. >ho comes to &our part&G ,& special friends and famil& come to m& part&. >hat do &ou do for &our birthda&G go to Kerudong 0ar% with m& friends for m& birthda&.

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& 3 ?group writing

Eroup >ritingA Eet the children groups of 394. Appoint a group leader. Explain the group writing Brules+ to the children <as written in the programme=. Eive each group a piece of paper with birthda& ob*ects on it for the children to write inside eg balloons, ca%es, part& hats. 'hildren ta%e turns to write a recount of what the& do for their birthda&, answering at least 2 of the Fuestions practised during ;istening and -pea%ing above. )he rest of the group ma& prompt the writer b& as%ing the Fuestions. (ote )or Teachers: $t is a good idea to display e%amples of &uestions for the children to refer to on the board or working wall. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. -how the children some pictures of different things which happen during Dari .a&a Eg, bright clothing, special foods, families and friends gathering together, the palace. As% them to refer to the brainstorm and the pictures and predict what celebration is being learned about toda&. Again encourage full sentence responses H thin% we are learning about JI 0ari 9aya Aidil )itri is a special 1uslim celebration. 3t is celebrated after the fasting month of 9amadhan. +uring the month of 9amadhan 1uslims must not eat or drink between sunrise and sunset. 9amadhan ends when the new moon is seen. .pecial 0ari 9aya prayers are recited and people visit their family and friends to celebrate. +uring the month of 0ari 9aya, 0is 1ajesty welcomes the people of *runei to visit the palace to meet him and members of the royal family. The palace is always beautifully decorated with brightly coloured lights and flowers. 1any people also have an Open 0ouse, where friends and family are invited to come and eat and chat. These are happy social occasions. ;oo% together at the pictures again. As% the children to discuss in pairs 1 small groups which things the& do for Dari .a&a . As% them to thin% about how the& prepare for the events also eg H(or Dari .a&a we have an $pen Douse. #efore the $pen Douse we clean the house1 prepare the food1 send invitations. After the $pen Douse we than% our guests for coming1tid& the houseI etc ndependent >ritingA As% the children to write independentl& about what the& do for Dari .a&a, using the group discussion and pictures as prompts. --. ? children should be familiar with the routines for this b& now and teachers should onl& need to monitor boo% choices and behaviour. Eive each child a piece of paper with a simple two column table. n the first column as% the children to write down four different celebrations e.g. @ational Da&, 'hinese @ew Year, Dari .a&a Aidil

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& 4 ? independent writing

<

-ustained -ilent .eading ;istening and spea%ing

<recapping wee%= .eading1shari ng children+s writing from the wee% ;istening and spea%ing <summarising wee%= >riting tas% <comprehensi on, cloLe passage=

(itri, Dis ,a*est&+s #irthda&. )he children should mingle around the room as%ing their peers, B>hich celebration do &ou li%e the mostG+ )he& should record the responses with a tall& mar% next to that celebration in the second column. -pend time celebrating the writing achieved this wee%, reading together the class dictated writing, as%ing groups to read aloud their group writing and individuals to read aloud <or with a partner= their independent writing. As% the children to report on the findings of their surve&s individuall&. Dave a class tall& chart on the whiteboard to record their responses. 'hildren should use the structure H,ost children li%ed J.. the best.I $nce completed loo% at the class tall& chart and discuss which celebration is most li%ed b& children in the class. ndependent >ritingA Eive the children a cloLe passage to fill in from the shared readings carried out this wee%. Differentiate the cloLe passage <b& adding or omitting language= where necessar& to suit the abilities of &our class. -ome children ma& not need to have the words to use provided. <)ie permitting or this could be a homewor% tas%=.

Wee. : 5 Intere&tin1 ,la'e& in Brunei

Rea%in1 1enre 5 Infor2ation8 Writin1 1enre 5 Dire'tion& 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4
Wor%: ". Engraving 2. nspired 3. Artistic 4. (ormation 2. .efining 4. fauna 5. .ealistic 6. 0ortra& 7. .enowned "8. Dabitat "". 0rehistoric "2. 'hronological "3. 0receding Meanin1: ". Drawing in stone or metal 2. Eiven the idea from 3. 'reative 4. ma%ing of 2. cleaning out the dirt and unwanted parts 4. animals, birds, insects etc 5. made to loo% real 6. -how 7. (amous 1 well9%nown "8. Dome "". $lden da&s 1 ancient "2. n order of time "3. 0revious 1 earlier

Da + "

Ele2ent& -ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening

ontent .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. 0ut the children into small groups and as% them to brainstorm an& interesting places the& %now of in #runei. .eport bac% as a class. )he teacher should list ideas down so that other children are familiar with the names1places. )eachers can also provide pictures of some interesting places. As% them to choose from the list, places recommended for tourist to visit e.g. the #runei ,useum. -elect the #runei ,useum and as% the children where it is and what can the& see inside the museum.

and spea%ing <response to shared read= >riting tas% Da& " ? modelled 1class dictated

The *runei 1useum is located at :ota *atu, about 6 km from the capital. 3t was officially opened on )ebruary ,;, 5;<, by 0er 1ajesty =ueen Eli>abeth 33 of the ?nited :ingdom. The building stands on a hill top with a scenic view of the *runei 9iver. 3ts detailed engraving and patterns are based on traditional 1alay designs inspired by the Tomb of .ultan *olkiah, the )ifth 9uler #5%<- 56,5 A.+.& of the *runei .ultanate. 3t is widely known as one of the region"s most beautiful buildings. 3t has si! e!hibition galleries consisting of the 3slamic Arts , the Oil and @as,
the (atural 0istory, the *runei Traditional 2ulture and the *runei +arussalam Archaeology and 0istory. $ou can get to the museum

-ustained -ilent .eading :ocabular& practice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& 2 ? group

using public transport. -how an A3 siLe of a direction plan going to the #runei ,useum. nform the children that the& will go on a bus trip to the ,useum and the& need a direction map to go there. Discuss the vocabular& to be used. ;oo% at other details in the map for example the road, the *unction, the bridge, other buildings e.g. shops, houses, fuel station, embass& etc. 0ractise the use of HJnext, turn left, turn right, wal% straight, along, on &our left, over the bridge, J. &ou can seeJ., H etc ,odelled1'lass dictated >ritingA )eacher discusses with the children on writing the direction from their school to the #runei ,useum. As much as possible get the children to contribute on how to get to the ,useum b& bus. Encourage use of ad*ectives to add interest to their trip. Displa& on the wor%ing wall for future reference. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. .eview the wor% done on direction &esterda&. As% them what the& will do once the& reached the museum. >here should the& go first and what should the& not do once the& are in the museum. 3slamic Arts @allery @allery 5 This is the only gallery that is being guarded because this gallery shows the collection of 0is 1ajesty the .ultan and $ang +iA/ertuan of (egara *runei +arussalam. The collection has a wide range of objects covering the artistic production from the various 3slamic regions dated from the early 3slamic periods to the late 5;th century. The objects cover all parts of religious and daily life. The gallery was opened by 0is 1ajesty the .ultan and $ang +iA/ertuan of (egara *runei +arussalam as part of 0is 1ajesty"s %%th birthday on 56th 4uly 5;;B. Oil and @as @allery , Our state"s major industry can be seen in this gallery. The gallery describes on the beginning and formation of oil in *runei. 3t also shows the process of drilling and refining, its uses in the market, the history of the petrol industry in the country and has a map showing the current oil fields. /arts of

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the e!hibition have models with electric gadgets such as an ecoAfriendly car and an oil tanker. )eacher provides the children with a floor plan showing the main entrance of the museum, the lobb&, the registration counter, the six galleries i.e Ealler& ", 2 and 3 on the ground floor and Ealler& 4, 2 and 4 on the first floor. n groups the children discuss on the position and direction of the galleries to enrich the pupils+ vocabular&. < )he name of the six galleries ma& be written on the whiteboard= Eroup >ritingA Eive the children the floor plan of Ealler& " and 2 showing the main entrance, the lobb& and the registration counter. )eacher ma& include other details for example the rest rooms and also pigeon boxes for visitors to put their belongings in. As% each group to write down the direction from Ealler& " to Ealler& 2 starting from the main entrance. Displa& some children+s wor% on the wor%ing wall. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. )eacher can rearrange the children+s des%s to duplicate the wal%wa& from Ealler& " to Ealler& 2 in the museum. )eacher can also use the floor plan as a guide to as% children on directions within a galler& and wal%ing to another galler&. (atural 0istory @allery 3t has a wide range of natural history subjects, mainly the fauna of *runei +arussalam, in an e!citing and entertaining style. .ome of the e!hibits are presented in the form of -+ techni8ues to create a realistic e!ample of their natural habitat, for e!ample monkeys, deer. *runei Traditional 2ulture @allery % The *runei +arussalam"s material culture is presented in this gallery. These objects portray the customs and culture of the people, from the time of birth till marriage. There is also a fine collection of *runei bass wares especially canon, for which *runei has been traditionally renowned. !sing a white board, a teacher can simpl& draw the floor plan of the position of Ealler& " to Ealler& 4 with the main entrance as well as the lobb&. As% the children to describe the direction the& should wal% from the main entrance to the lobb& and going from Ealler& " to Ealler& 4. )his can be done in pairs before the children report bac% to the class on their ideas. ndependent >ritingA Eive the children each the floor plan of Ealler& 3 and 4 showing the main entrance, the staircase, the lobb& and the registration counter. Discuss the verbs and the vocabular& the children can use. As% the children to write down the direction from Ealler& 3 to Ealler& 4 starting from the main entrance.

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& 4 ? independent writing

.emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. )eacher can rearrange the children+s des%s to duplicate the wal%wa& from Ealler& 3 to Ealler& 4 in the museum. )eacher can also use the floor plan as a guide to as% children on directions within a galler& and wal%ing to another galler&. M allery ' is on the first floor above allery # *runei +arussalam Archaeology and 0istory E!hibition A @allery 6 This gallery shows the history of *runei +arussalam starting from the prehistoric up to independence in 5;C%. +isplays provide information on historical events using the chronological order of the .ultanate7s rulers as a guide. 3ndependence @allery @allery D This gallery continues from @allery 6. 3t shows the history of how the preceding .ultans tried so hard to gain independence from the *ritish until the day *runei +arussalam celebrated its independence in ,BB;. !sing a white board, a teacher can simpl& draw the floor plan of the position of Ealler& " to Ealler& 4 with the main entrance as well as the lobb&. As% the children to describe the direction the& should wal% from the main entrance to the lobb& and going from Ealler& " to Ealler& 4. ndependent >ritingA Eive the children each the floor plan of Ealler& 2 and 4 showing the main entrance, the staircase, the lobb& and the registration counter. Discuss the verbs and the vocabular& the children can use. As% the children to write down the direction from Ealler& 2 to Ealler& 4 starting from the main entrance. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !sing boo%s and1or information available in the librar& about (runei )assistance may be needed from the librarian in advance to select suitable books* as% the children to provide e!amples of different tourist attractions not alread& discussed that the& thin% would be en*o&able to go to. Each child should be given a wor%sheet to fill in on where the& want to visit in #runei. 'hildren select boo%s to borrow and complete the process once stud& tas% has been completed.

-ustained -ilent .eading ndependen t -tud& tas% ssuing of boo%s

Enrichment Te!t Eeek ,:

BRUNEI TE HNOLO"Y MU!EUM

#runei )echnolog& ,useum is located not far from the #runei ,useum at 3ota #atu, 5 %m from #andar -eri #egawan. )he building was contributed b& the .o&al Dutch1-hell Eroup of 'ompanies, in con*unction with the #runei DarussalamNs independence in "764. )he ,useum was officiall& opened b& Dis ,a*est& the -ultan and Yang Di90ertuan of @egara #runei Darussalam on 27th (ebruar& "766. )he fast development of modern technolog& in #runei Darussalam which penetrates local culture seems to suggest that indigenous technologies such as cottage industries and handicraft are ver& much on the brin% of extinction o will li%el& be lost forever. )he #runei )echnolog& ,useum is speciall& established to document1to collect1 and to exhibit these indigenous technologies for the benefit of future generations. ,ala& )echnolog& ,useum has three main exhibition hallA ". >ater :illage )raditional Douse Ealler& 2. >ater :illage )raditional )echnolog& Ealler& nland )raditional )echnolog& Ealler& "aller+ 1: Water Villa1e Tra%itional Hou&e "aller+ )his galler& shows the structure of houses in the water village in the late "7th centur& up to mid 28th centur&. -ix model houses are shown in detail, bac%ed up b& diorama, depicting the panoramic view of the water village. "aller+ :: Water Villa1e Tra%itional Te'(nolo1+ "aller+ )his galler& shows various t&pes of handicrafts and cottage industries found in the water village. )he displa& includes boat construction, roof9ma%ing, gold smithing, silver smithing, brass casting, iron smithing and cloth weaving. Examples of handicrafts products are also exhibited in this galler&, plus a diorama depicting

the panoramic view of >ater :illage to provide a more realistic loo%. "aller+ ;: Inlan% Tra%itional Te'(nolo1+ "aller+ )his galler& exhibits the indigenous technologies of the inland people. t shows models of the %eda&an, Dusun and ,urut houses and a 0unan hut. )echniFues of production for sago, brown sugar and handicrafts are also exhibited.
0lease chec% out the websites for photos

Wee. ; 5 Ta2aro. 0e&ti)al

Rea%in1 1enre 5 Infor2ation8 Writin1 1enre 5 De&'ri$tion 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4 Wor%: ". )amaro% 2. ritual 3. deities 4. originated 2. possessing 4. balian 5. trance 6. righteousness 7. *ustice "8. immortal "". purpose "2. reFuest "3. moulded "4. hallowed "2. offering "4. salver "5. cure "6. abducted "7. pardon 28. occupants Da+ Ele2ent& " -ustained -ilent .eading -peed& sounds and speed& words ;istening and spea%ing <intro to shared read= -hared reading ;istening and Meanin1: ". a Dusun ritual ceremon& 2. procedure 3. hol& beings 4. began 2. having control over 4. priestesses 5. deep sleep 6. goodness1 moral strength 7. lawful behaviour1 good conduct "8. living forever "". role1 *ob "2. as% for "3. shaped into a particular form or ob*ect "4. made hol& "2. a gift "4. a tra& "5. fix1 heal "6. ta%en awa& "7. forgiveness 28. people who live there ontent .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. As% the children if the& still remember the celebrations the& had learnt in Year 3. Elicit with Fuestions such asA B>hat do the ,uslims celebrate after .amadhanG+ B>ho celebrates the ;antern (estivalG+ Expect the children to answer A )he ,uslims celebrate Dari .a&a.+, B)he 'hinese celebrate the ;antern (estival.+ .emind children different cultures celebrate different festivals. Tamarok Tamarok is a ritual ceremony among the +usun community. 3t is a ceremony calling upon the +arato. The +arato or +awato refer to the major +usun deities that live in the upperAworld, called /agun +arato #the country of the +arato&. /agun +arato is the

spea%ing <response to shared read= >riting tas% Da& " ? modelled1 class dictated

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place where rice seeds originated. 2ommunication with these Fsuper" spiritual beings is only possible through trance by removing one"s soul from one"s physical body. The +arato take part in the Tamarok rituals by possessing the balian #priestesses&, while they are in trance. The +arato possess all the righteousness and justice that human beings lack, and are immortal. There are five types of the Tamarok ritual which are performed according to their own purposes. They are Tamarok *ulan, Tamarok /arai, Tamarok *ua, *agama or Tamarok (guru /anyakit and Tamarok (girang Alai. Ee are going to learn more on only three types of Tamarok. As% the children to get into pairs. )he children should ta%e turns to as% each other Fuestions about the )amaro% rituals, based on the shared reading, e.g. >hat is )amaro%G )amaro% is ... Dave &ou seen a )amaro% ritualG have1not ... a )amaro% ritual. >ho performs the )amaro%G )he ... perform the )amaro%. Teachers may need to model this first, either with a puppet or an able child, and write suggested structures as prompts on the board for the children. ,odelled 1 'lass dictated >ritingA -how a picture of a )amaro% ritual <from the web=. ,odel a piece of descriptive writing on the whiteboard for the children, telling what &ou see people do at a )amaro% ritual. E.g. )he women wear special clothes. )he&... can see ... etc. As% children to suggest similar structures describing the ritual. Encourage use of ad*ectives to ma%e the sentences more interesting. Displa& on wor%ing wall for reference during the wee%. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. As% the children to retell what ritual the& read about &esterda&. >hat are the different t&pesG .efer bac% to the shared read from &esterda& and as% them which t&pe the& thin% the& might learn about toda&. Expect full sentence structure responses, e.g. thin% we will learn about ... ,a%e note of students who need help in producing sentences independentl&. Tamarok /arai The Tamarok /arai is performed once a year after the riceA harvesting season. 3ts purpose is simply to re8uest blessings from the +arato, so that the newly harvested rice #parai& can be safely eaten. Tamarok /arai is performed in a grand way, attended by most of the villagers. This ritual is named according to the way in which rice is presented. 3t is called Tamarok /arai when the offering consists of plain rice only. The ceremony is called Tamarok *arayo #crocodile& when newly harvested rice is

group writing

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presented in the shape of a crocodile moulded from raw rice #barayo parai&. Ehen a pandanus mat is rolled to look like a hallowed treeAtrunk #punggur& where rice is kept, the tamarok is called Tamarok of /unggur. The Tamarok /arai is performed by a group of balian. The main offering of this ceremony includes newly harvested husked rice, placed on salvers. The number of salvers offered by each balian depends on the number of her followers. Also included are tiboo #rice wrapped in coconut leaves woven in the form of a chicken&G some taji #coconut cakes&G bananasG eggs and rice wine. Explain unfamiliar vocabular& from the shared read above. $n the whiteboard draw columns and write the heading for each column such as B)&pe+, B>hen+, etc. As% the children B>hat t&pe of )emaro% is itG+ B>hen is it performedG+ B>h& is it performedG+ etc. >rite the children+s responses under the appropriate column. .efer them to the shared reading when the& are not sure. Eroup >ritingA 0ut the class into groups of 3 to 4. 0rovide a piece of A3 paper for each group. !sing the columns as in the above activit& children draw the items needed for the )emaro% 0arai following the description in the shared read, e.g. hus%ed rice, salvers, woven coconut leaves in the form of a chic%en, etc. )hen the& will write about the ritual in their own words. under their drawings and describe each picture. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. As% the class to tell &ou what t&pe of )emaro% ritual the& learnt about &esterda&. )ell the class that the& are going to learn about another t&pe of )emaro% ritual. >hich t&pe of ritual is itG As% them to guess which one b& referring to the shared read on Da& ". >hich ritual has been discussed alread&G Each child will be as%ed individuall& and help them with the structure e.g. thin% toda& we will learn about )emaro% ... where needed. <Depending on class siLe, &ou might want to ma%e this a paired activit&=. *agama #Tamarok to cure one"s illness& The main purpose of the *agama ceremony is to cure illness. (ormally it is performed by balian who have special spiritual power that enables them to communicate with the +arato, who also have strong healing power. There are two ways in which one can be cured. )irst, by driving away the evil spirit that has possessed or cursed a person and caused the illness. .econd, by fetching back the sick person"s soul, which is thought to have wandered off or been abducted by the spirits of the dead. .ome illnesses are thought to be caused by the +arato because individuals are unable to do what is re8uired in Tamarok rites. 3n this case the balian will re8uest

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pardon from the +arato, and promise that all demands from the +arato will be fulfilled. Explain unfamiliar words. As% the children to discuss in pairs what the& do if the& are unwell or feel sic%. Encourage children to as% and answer Fuestions in full sentence structures. E.g. >ho do &ou seeG B see the doctor.+ >here do &ou go toG B go to the hospital.+ )ell the children that it is the scientific1modern wa& to treat illness. )hen discuss how the ritual in the above shared read is different from going to the hospital. ndependent >ritingA Eive each child a piece of paper with two columns on it. n one column write B)raditional+ while the other column is for B,odern+. 'hildren write a description of the traditional and modern wa& to treat sic%nesses or illnesses using the answers from the discussion above to fill in the columns. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. -how the children some pictures of different t&pes of houses. As% them to name each t&pe. )hen as% them to predict wh& &ou are showing the pictures. )he& would eventuall& guess the t&pe of )amaro% that the& will learn about toda&. Again encourage full sentence responses H thin% we are learning about JI )his supports -#Af; if the teacher then translates this into a learning outcome for the da&. Tamarok (gubas'(girang Alai +usuns believe that every new house re8uires a blessing #ngubas'ngirang&, so that the occupants can live in a peaceful state and be protected from illness, unhappiness, or failed crops. They are believed to happen because of a curse by the spirits. (ormally when one of the above problems happens, the leader of the house will call a balian to do a blessing #ngirang&. +uring the (girang Alai the balian will communicate with the +arato and get power so that she can drive away or calm the evil spirits. As% the children to discuss in pairs 1 small groups their experience moving into a new house. )his could either be their own experience with their new house or it could be their experience being invited to a similar function. As% them to thin% about how their famil& prepare for the events also. (or e.g. H#efore we moved to our new house we cleaned the house1 bought furniture 1 prepared the food. After the house blessing function we than%ed our guests for coming1tidied the houseI etc. Emphasis is on past tense description. ndependent >ritingA ndividual children write their experience moving to a new house 1 being invited to a Bmoving to a new house+ ceremon&. )he& ma& use the ideas from the discussion above. .emind children to use past

tense descriptions. 2 -ustained -ilent .eading ndependen t -tud& )as% ssuing of boo%s --. ? children should be familiar with the routines for this b& now and teachers should onl& need to monitor boo% choices and behaviour. !sing the shared read of the whole wee%, individual children write a summar& of the )amaro% rituals. -how them how to extract the information from the shared reads and to simplif& the information. Each child should be given a wor%sheet to fill in. 'hildren select boo%s to borrow and complete the process once stud& tas% has been completed.

Enrichment te!t Eeek #A; A@ )he tamarok practitioners are called balian and are all women. Each individual at some time in his or her life will reFuire the assistance of at least one balian. )he status of a balian is normall& transmitted b& descent and her main function is that of a mediator between human beings and the +arato. )he recruitment is normall& carried out at a &oung age. n #u%it !dal :illage, )utong, most of the women who became balian had gone through various illnesses. (or example, some of them experience a disturbed mind, or serious illness, which in these cases were cured after the& became balian. -ome balian inherited their status. )he recruitment is performed in a special Tamarok ceremon& or it can be performed at the same time with an& t&pe of ma*or Tamarok. )he process ta%es some time before a new balian masters the art of the rite. (irst, the (alian ,angiaw <life9giver= initiates the beginner in a number of rituals and graduall& lets her officiate b& herself. )he new balian will have her followers immediatel& after she begins to anticipate and meet the Tamarok reFuirements, although she ma& need more practice to master the rituals. )he balian pla& influential roles within the Dusun belief s&stem. t is apparent that the& are the dominant figures in Dusun spiritual life. (alian are divided into two status levels as observed in the Dusun Tamarok cosmolog&. )he higher level is what is called (alian ,angiaw. )he (alian ,angiaw is responsible for initiating ever& ma*or )amaro% in one or more villages. -he is recognised to be spirituall& powerful with the abilit& to diagnose illness. )he second level is called (alian biasa, the ordinar& balian.

Wee. 4 5 Intere&tin1 ,la'e& in !a*a(

Rea%in1 1enre 5 Infor2ation8 Writin1 1enre 5 Bro'(ure8,o&ter 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4 Wor%: Meanin1: ". capital cit& ". main cit& 2. population 2. number of people who live there 3. renamed 3. given a new name 4. surrounding 4. areas around 2. biological 2. to do with animals and plants 4. mammals 4. warm blooded animals 5. pea%s 5. tops <of mountains= 6. marine 6. sea1 ocean 7. terminal 7. end point "8. shallow "8. not deep "". snor%el "". swim with fins, mas% and snor%el "2. parasailing "2. parachuting in the air behind a "3. orphaned speedboat "4. educates "3. not having an& parents "2. endangered "4. teaches "4. conservation "2. at ris% of d&ing out forever "5. boardwal% "4. protection and ta%ing care of "5. wooden wal%wa& Da+ Ele2ent& ontent " .emind the children about the routines for --. and expect all -ustained children to be silentl& reading during this time. ,onitor boo%1 text -ilent choices and advise where needed. .emember to model good .eading :ocabular& reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the 0ractice vocabular& which will be used throughout the lesson which the ;istening children ma& not be familiar with. and As% the children where the& have been on holida& in the last &ear or spea%ing two. #rainstorm main places on the whiteboard. Explain to the <intro to children that the& are going to conduct a survey #science shared structure& to see where most people have been on holida&. 0rovide read= the children with a simple table and as% them to choose up to four of -hared the places listed on the whiteboard to record on their table. 'hildren

reading ;istening and spea%ing <response to shared read= >riting tas% Da& " ? modelled1 class dictated writing

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and

then move about the classroom as%ing each other, H>here have &ou been on holida&GI .esponse H have been to JI Ouic%l& share results of top 2 places as a class. Explain that over the next two wee%s the& will be learning about -abah. .abah is the East 1alaysia state which lies to the north of *runei on the island of *orneo. 3t has a population of about -.million. The capital city of .abah is :ota :inabalu. :ota :inabalu used to be known as 4esselton, after .ir 2harles 4essel. 3n 5;D<, 4esselton was renamed :ota :inabalu. Hocals now know it simply as ::, or Api Api. On one side of :ota :inabalu is the .outh 2hina .ea and on the other is the beautiful 1ount :inabalu. There are many e!citing and interesting places to e!plore in :ota :inabalu, and throughout .abah. /eople come from all over the world to e!perience the history and natural beauty of .abah. .efer the children to the shared reading. As% comprehension Fuestions about the text, eg >here can &ou find -abahG Dow man& people live in -abahG >hat is the name of the capital cit&G >h& do people visit -abahG etc. Ensure that the children have a sound understanding of the text through &our Fuestioning. As the children answer Fuestions, record the answers on the whiteboard as a mind map to demonstrate to the children how to find and record information. ,odelled1 'lass Dictated >ritingA !sing the information recorded on the board, demonstrate to the children how to begin ma%ing a poster1 brochure about -abah, using a template. You will need to explain that &ou need a title, border, and pictures to support &our writing, but that these can be added after the writing is finished. Encourage the children to participate in the selection of information to include in the writing, using full sentences, eg -abah is found to the north of #runei on the island of #orneo. Displa& template on wor%ing wall for future reference during the wee%. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. Ouic%l& recall &esterda&+s wor%. -how the children the map on the bac% of the brochure template. 0oint out 3inabalu @ational 0ar% and as% them what the& might find there. Encourage children to use full structures eg HYou might find JI n pairs, practice using the structures, H>hat might &ou find in 3inabalu @ational 0ar%GI HYou might find JI #rainstorm ideas on the whiteboard. )$f it was evident from yesterday that many children had not been to --, you may need to provide pictures of animals, plants etc to encourage ideas from the children. Make sure you have some things that would not be found

spea%ing <response to shared read= >riting tas% Da& 2 ? group writing

to challenge their thinking.* 1ount :inabalu is the highest mountain in the 2rocker 9ange. 3t is found to the northwest of :ota :inabalu. 3t stands %B;6 metres above sea levelI 1ount :inabalu and the surrounding areas are some of the most important biological areas in the world. There are over %6BB types of plants, -,D types of birds, and over 5BB different types of mammals, including the orangA utan. Another famous plant found here is the giant 9afflesia. /eople from all over the world come to :inabalu (ational /ark to see the beautiful nature, and to climb the mountain. 1ost people with good health can climb to How"s /eak, but most other peaks need rock climbing e!perience and e8uipment. 3f you want to climb the mountain, you must have a guide and be fit and healthy. As% the children comprehension Fuestions which draw the important points from the shared reading text. )his information should be recorded as a mind map on the whiteboard for the children to use in their group writing tas%s. Eroup >ritingA n groups of 394, children add information about 3inabalu @ational 0ar% to their brochure. <Each group will need a cop& of the template from &esterda& to write their information onto=. .emind the children that the& will be adding simple facts to their brochures but should not cop& directl& from the shared reading <it might be a good idea to remove the shared reading text once the mind map has been completed to avoid cop&ing=. During group writing time the teacher should be monitoring input b& all children and encouraging those having difficult&. Displa& group writing on the wor%ing wall for future reference in independent writing.

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing

.emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. -how a series of pictures of )ung%u Abdul .ahman 0ar%. As% the children if the& have ever been here, and what islands the& visited. >hat did the& do hereG >hat did the& seeG >hat did the& li%e best1leastG >hat else would the& have li%ed to do while the& were thereG Tungku Abdul 9ahman 1arine /ark is made up of a group of islands /ulau @aya, /ulau .api, /ulau 1anukan, /ulau 1umutik and /ulau .ulung. These islands are only a short boat trip from the 4esselton /oint )erry Terminal in :ota :inabalu and are surrounded by clear shallow water, with beautiful white

<response to shared read= >riting tas% Da& 3 ? independent writing

sandy beaches. /eople from all over the world visit the marine park to snorkel in the clear warm water amongst the brightly coloured coral, to dive with the ama>ing sea creatures, or to enjoy the sunny beaches and water sports. There is something for everyone at Tungku Abdul 9ahman 1arine /ark swimming, diving, snorkelling, parasailing, banana boat rides, fly fishing, trail walking or just spending time with family and friends in the tropical sun. 9emember your sunscreen and hat thoughI ,a%e a mind map with the children about the %e& points from the shared reading. You ma& need to as% comprehension Fuestions again if the& are not forthcoming with ideas. As% the children to discuss in small groups what the& would li%e to do if the& visited )ung%u Abdul .ahman ,arine 0ar%, using the structure H would li%e to ... and J but would li%e J best of all.I ndependent >ritingA !sing the mind map and class dictated and group writing examples on displa&, children begin to ma%e their own brochures, adding information about each of the areas the& have learned about this wee% , ie ntroduction, 3inabalu @ational 0ar% and )ung%u Abdul .ahman ,arine 0ar%. >hile the children will be %een to add pictures and details, insist that writing is completed to the reFuired standard first. Teachers may need to provide differentiated templates to suit the needs and abilities of the children in their classes. .emind the children about the routines for --. and expect all -ustained children to be silentl& reading during this time. ,onitor boo%1 text -ilent choices and advise where needed. .emember to model good .eading :ocabular& reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the 0ractice vocabular& which will be used throughout the lesson which the ;istening children ma& not be familiar with. and .ecap the attractions and information learned about this wee%. As% spea%ing the children to give e!amples of #science structure& tourist <intro to attractions in -abah. ;oo% at the blan% map of #orneo and label shared #runei, -abah, -arawa% and 3alimantan, then 3ota 3inabalu. As% read= the children if an& of them %now the second largest cit& in -abah. f -hared not &ou will need to tell them ? -anda%an. ;abel -anda%an on the reading map. ;istening .andakan is the second largest city in .abah. )rom .andakan and you can visit the .epilok Orang ?tan .anctuary. This was set up spea%ing in 5;D% to take care of baby orang utan which had lost their <response mothers, and can be found in the :abiliA.epilok )orest 9eserve. to shared The main purpose of this sanctuary is still to take care of sick or read= injured or orphaned orang utan, however researchers and >riting tas% tourists both visit to find out more about the orang utan, and to Da& 4 ? watch them in their natural environment. The sanctuary now independent also educates the public about other endangered species eg the writing rhinoceros, and about conservation of the environment. There is a boardwalk which leads to a viewing gallery where the orang utan are fed by park rangers twice a day. Jisitors must

stay on the walkways and are advised not to touch the animals. $ou can get there with a tour group, on a public bus or a ta!i from .andakan.

-ustained -ilent .eading ndependen t -tud& )as% ssuing of boo%s

.ecap the main points from the shared reading, using comprehension Fuestions where needed. n pairs have the children practice using the science structure H>hen &ou J &ou will JI with the followingA H>hen &ou visit -anda%an1-epilo% $rang !tan -anctuar& &ou will J.I )his can then be extended to include H>hen &ou visit 3ota 3inabalu JI and H>hen &ou visit -abah JI As a class the children can repeat some of their ideas using the complete structure. )his structure should be used in the independent writing tas% which follows. ndependent >ritingA 'hildren continue to wor% on their brochures using the structure practised in the ;istening and -pea%ing activit& above. Encourage children to begin with the structure H>hen &ou visit J. &ou will J and then list <using bullet points= the things that the& can do. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !sing boo%s and1or information available in the librar& about -abah )assistance may be needed from the librarian in advance to select suitable books* as% the children to provide e!amples of different tourist activities not alread& discussed that the& thin% would be fun to do. Each child should be given a wor%sheet to fill in <see resources=. 'hildren select boo%s to borrow and complete the process once stud& tas% has been completed.

Enrichment Te!t Eeek %: :: Adventure /ark f &ou love adventure and exciting activities, &ou reall& need to visit 33 Adventure 0ar%C You can find the par% in 3ampong #eringgis, 3inarut. )he par% is open dail& from 7am until 4pm. You can get there b& bus, taxi, shuttle bus, or in &our own car. t ta%es about half an hour to gt there from 3ota 3inabalu. )here are man& different activities to tr&, such as Fuad bi%ing, riding on the beach buggies, bungee trampolines, high rope challenges, %a&a%ing, doing the fl&ing fox, wall climbing, ta%ing the high ropes course challenge, giant chess, miniature golfing, as well as stri%ing it luc%& in 3en+s hidden treasure hunting.

Each activit& can be dangerous, or ris%&, so &ou will be as%ed to sign a form which sa&s that &ou understand this. )hen &ou are free to choose &our activities and en*o& &our da&. )here are a variet& of costs involved, depending on which activit& &ou choose. f &ou don+t want to spend too much mone&, &ou could tr& the Eiant 'hess, or the #asic $rienteering at a cost of .,"2.88 each. $r if having fun is more important to &ou than mone&, &ou could tr& >all 'limbing or the .opes 'ourse for .,48.88 each, or Kungle )re%%ing and 3a&a%ing for .,42.88 each. t is even possible to boo% a campsite and sta& at the par%, or *ust boo% a barbecue area to en*o& a delicious lunch. .efreshments are available for &ou to bu& and &ou can relax and en*o& them on the beach when &ou need a rest from all the adventure. >hatever gives &ou a thrill, there is something for ever&one to do at 33 Adventure 0ar%C

Wee. < 5 ,e&ta Kaa2atan

Rea%in1 1enre 5 Infor2ation3 !tor+8 Writin1 1enre 5 Diar+ 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4 Wor%: Meanin1: ". 0esta 3aamatan ". Darvest (estival 2. festival 2. celebration 3. throughout 3. all through 4. value 4. respect 2. consider 2. thin% 4. arrived 4. got to 5. luggage 5. suitcases 6. explained 6. told 7. traditional 7. special to a certain village or people "8. expect "8. wait for something to happen "". sacred "". ver& special and highl& respected "2. ensuring "2. ma%ing sure Da+ Ele2ent& ontent " .emind the children about the routines for --. and expect all -ustained

-ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& " ? modelled1 class dictated writing

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared

children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. -how the children a series of pictures related to 0esta 3aamatan. As% them to describe what the& can see in each of the pictures, and to predict what the& thin% what might be happening. ntroduce the topic of 0esta 3aamatan as the area of stud& for the wee%. /esta :aamatan is a very wellAknown rice harvest festival in .abah. The harvest celebration begins on 1ay 5st and is celebrated throughout .abah for the month of 1ay. At the end of 1ay there is a , day public holiday to celebrate the Fafter harvest" or F:a"amatan". This festival takes place because the people of .abah place a very high value on rice and consider it more important than just a food. They believe that rice is a special food, given to them by their god, :inoingan, so that they will never be hungry. This year, A>ri visited his friend, 1ino in :ota :inabalu during the /esta :aamantan festival in 1ay. As% the children to predict how ALri travelled to 3ota 3inabalu and how he felt about his upcoming trip. >ho do the& thin% would be travelling with ALriG >hat would he ta%e with himG etc. .ecord their ideas on the whiteboard for reference during writing tas% time. ,odelled1 'lass dictated >ritingA Explain to the children that the& are going to write diar& entries this wee% about ALri+s trip to 3ota 3inabalu. ,odel a simple diar& entr& to the children, beginning with the date eg, >ednesda& 27th ,a& 28"3 Dear Diar&, )he da& has finall& arrived. have been waiting for this holida& for a long time. )his afternoon m& mother, father, brother, two sisters and are going to fl& to 3ota 3inabalu to see m& friend JJ ,& mother told me to pac% J. <At this point have the children *oin in with ideas, based on the brainstorm previousl&. .efer children bac% to the listening and spea%ing tas% if the& have difficult& with ideas.= Displa& completed writing on the wor%ing wall for reference during the wee%. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. .ecap what happened &esterda& and revisit the ,odelled1 'lass Dictated >riting. As% the children if the& have ever travelled b& airplane. n pairs discuss where the& went, who with and how the& felt. Emphasise the use of first person past tense, ie went to J with

read= -hared reading ;istening and -pea%ing <response to shared read= >riting tas% Da& 2 ? group writing

m& J. felt J. A>ri and his family arrived in :ota :inabalu at 6.-Bpm. 1ino and his father were at the airport to meet them. Once they had collected their luggage, they all got into the car and drove through the city towards 1ino"s village. A>ri wondered why they were going to the village, when his friend normally lived in the city. 0is friend e!plained that his family always returned to their village each year for /esta :aamatan to join in traditional celebrations. 3n the village the people had already begun the celebrations. 3t felt like a carnival, with stalls selling food, people wearing traditional clothes and lots of singing and dancing. As% the children to predict which things ALri can see, smell, hear, touch and taste when he arrives in the village. Discuss which things would be similar and which would be different to other #runeian celebrations that ALri ma& have attended eg @ational Da&, Dari .a&a. ;ist the children+s responses on the whiteboard1 large paper for reference during writing. Eroup >ritingA 0rovide each group with a diar& template <see resources=
and have them record the next entr& in ALri+s diar&, using the writing from &esterda& to help where necessar&. Encourage the children to brainstorm their ideas at the top first before writing their diar& entr&. )he focus toda& should be on what ALri can see, hear, smell, taste, and touch when he arrives in the village. t doesn+t matter if it is correct or not, as long as the children are using correct structures for the genre, eg Dear Diar&, >e arrived in 3ota 3inabalu at 2.38pm and then J+s father drove us to the village in his car. As we drove through the village, saw man& people wearing beautiful costumes. could smell barbecue chic%en. )here was a big stage being built and people were tal%ing in excited voices. t reminded me of the night mar%et during Dari .a&a. This may need to be modeled again briefly first if children need support. Teachers will need to monitor group participation during this activity.

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and -pea%ing

.emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. n pairs have the children discuss a time the& have been Bexcited but not sure what to expect+. )eachers ma& need to give one or two personal examples of exciting new experiences to trigger discussions. 3e& structures to practice ma& include H went to J. and felt J.IP H>hen was J. &ears old, went to a J. t was J.IP H>hen went to the J. felt J. and J.I $f course there are man& wa&s for children to respond to this discussion. )eachers should monitor correct sentence structures. The ne!t morning 1ino told A>ri that they were going to be busy all day taking part in the /esta :aamatan celebrations. A>ri was

<response to shared read= >riting tas% Da& 3 ? independen t writing

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and -pea%ing <response to shared read= >riting tas% Da& 4 ? independen t writing

very e!cited but he wasn"t sure what to e!pect. 1ino e!plained that the harvest festival gives thanks to the gods and spirits for blessings and a good rice harvest. 0e said that the people in his village, the :ada>ans, believe that the spirit of the padi plant is part of their god, the *ambaa>on. This makes the rice plant not only a source of food, but a sacred plant, to be treated with high respect. The 0igh /riests and /riestesses would hold special rituals during the :a"amatan. One, which they would see today, would welcome the *ambaa>on home, ensuring a successful harvest if it is invited to live in the best ears of padi, selected for the ne!t year"s planting. The boys made their way into the village to watch the festivities. 3t was very interesting. ;oo% at the pictures <from earlier in the wee%= of the ceremonies performed. .eferring to the shared read, as% the children HDo &ou %now wh& this ceremon& is ta%ing placeGI Encourage children to discuss with their partners before giving answers in full sentences. ndependent >ritingA !sing the same template as &esterda&, the children brainstorm and write the next entr& for ALri+s diar&, using the prompts and shared reading to help them with ideas. Teachers may need to differentiate the template, making it simpler for those re&uiring e%tra support eg, adding sentences starters, making a clo.e passage. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. Dave some children share their writing from &esterda&. Discuss with the class what the& thin% ALri ma& have seen, heard, smelt, tasted, felt and touched while in the village. The ne!t day A>ri felt a little sad. Today was the last day of his holiday and he would be going home tomorrow. 1ino met him at breakfast to tell him that today they were going back to the village to see the 1agavau ceremony and the beauty contest. The 1agavau ceremony is when the 0igh /riests and /riestesses search for and gather the *ambaa>on which have been lost, or stolen, whether by floods, pests or careless harvesting. They recite a long prayer to encourage the *ambaa>on to return to the rice barns. A>ri forgot that he was feeling sad and began to get e!cited about the plans for the day. The boys watched the 1agavau ceremony then returned to the longhouse for lunch. After lunch they watched the beauty contest followed by dancing and singing performances. 3t was a great dayI As% the children comprehension Fuestions about the shared reading to ensure understanding. #rainstorm with the children how ALri ma& have felt, what he ma& have seen etc on the second da&. .efer to

pictures and toda&+s shared read. ndependent >ritingA !sing the same template the children brainstorm and write the next entr& for ALri+s diar&, using the prompts and shared reading to help them with ideas. Teachers may need to differentiate the template, making it simpler for those re&uiring e%tra support eg, adding sentences starters, making a clo.e passage. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. 0repare a comprehension tas% for the children to complete, based on this wee%+s theme. Either use the shared readings, or boo%s available from the librar& to support this. 'hildren select boo%s to borrow and complete the process once stud& tas% has been completed.

-ustained -ilent .eading ndependen t -tud& tas% ssuing of boo%s

Enri'(2ent te#t -ee. <: A ,e&ta Kaa2atan Le1en%: $ne da&, 3inoingan started a farm, but after ploughing he realised that he had no seeds to
plant. -o he set off in search of some seeds with his valuable brass gong which he carried ever&where on his shoulder. $n his wa&, he met birds and animals, and as%ed them if the& had an& seeds, to which the& replied that the& did not have an& &et, having *ust been created b& him. Even though 3inoingan %new that the& had none, he still as%ed this Fuestion to ma%e them all realise that the& would have to wor% hard to survive. #ecause there were no seeds in the world then, 3inoingan in the end had to sacrifice his onl&, beautiful daughter so that all his people would have seeds to grow food the& needed. Der head became coconuts, her flesh became rice padi, her blood <the most precious part= red rice, her fingers ginger, her teeth maiLe, her %nees &ams and other parts of her bod& man& more edible

plants. >hen the padi began to ripen, 3inoinganNs wife, -uminundu was as%ed to first pic% a little of it, thresh it, fr& it, mix it with coconut flesh and its water and share it with her people and pets. ;ater, when the harvest came and -uminundu cut the stems of the padi with her sic%le the voice of her daughter was suddenl& heard as%ing her to be careful. >hen the time came for 3inoingan and his wife -uminundu to go up to the heavens 3inoingan told his wife that the& had &et to perform some ceremonies, including a great feast for all the people he had created, as it was the reFuest of Duminodun that it be done to Qbestow their love and respect to her for the inheritance of the people of this worldQ. #ut first he wrote down the customs of each countr& to guide the people. (or those who could not read, he taught priestesses pra&ers for festive da&s and for curing sic%nesses. #ut when the time for the feast came, 3inoingan was not happ&. De felt a deep fatherl& longing for Duminodun and thought that she would surel& be leading the feast if she were to be alive. -adl&, he pla&ed a tune with his bamboo flute and called his daughterNs name. ,iraculousl&, Duminodun came out of a big *ar that was used to hold the remains of the threshed padi. Der return to life added huge *o& to the festivities. >hen the feast was over, 3inoingan, his wife and his daughter disappeared in the heavens, sa&ing farewell to their guests.

Wee. = 5 Intere&tin1 ,la'e& in !ara-a.

Rea%in1 1enre 5 Infor2ation8 Writin1 1enre 5 Ne-&$a$er Arti'le 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4 Wor%: ". located 2. ethnic 3. culture 4. heritage 2. exhibits 4. artefacts 5. statues 6. mummified 7. souvenirs Meanin1: ". situated 2. tribal 1 racial 3. wa& of life 4. handed down from the past 2. displa&s 4. man9made ob*ects 5. sculptures 1 figures 6. preserved Rbod&S 7. gifts 1 memento

"8. authentic "". replicas "2. legendar& "3. enchanting Da+ Ele2ent& " -ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& " ? modelled1 class dictated writing

"8. not original 1genuine "". imitation 1 model "2. famous 1 well %nown "3. fascinating ontent .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. )ell the children that December holida& has *ust ended. As% the children if the& have been to an& places, who the& were with and how long the trip was. )a%e note of the vocabular& used and the names of the interesting places. Encourage the children to share their stories, H>here did &ou go last DecemberGI, H;ast December went to...I )hen as% the children which countr& that the& wish to go for the next holida&, H>here do &ou want to go for the next holida&GI for e.g. to 3ucing, -arawa%. Explain that over the next two wee%s the& will be learning about -arawa%. .arawak, The Hand of 0ornbills .arawak A Hocated on the northAwestern shore of the island of *orneo, .arawak is the largest state in 1alaysia. 3t has an area of 5,%,%6B s8 km of land. 3t is also known as K*umi :enyalangL #the Hand of 0ornbills&. @enerally, .arawak has seven major ethnic groups namely 3ban, 2hinese, 1alay, *idayuh, 1elanau, Orang ?lu, and MothersM. 3t has a population of about %,B,BB;. The capital of .arawak is :ucing or rather 2ity of :uching. Other major cities and towns include 1iri, .ibu and *intulu. There are many interesting and e!citing places to visit in .arawak such as, *ako (ational /ark and @unung 1ulu (ational /ark and at the city itself such as, .arawak 2ultural Jillage and 0eritage 2entre, )ort 1argharita, .emenggoh Orangutan wildlife centre, 4ong7s crocodile farm and 2at 1useum. A visit to .arawak would be a wonderful journey of discovery into its culture, heritage and history. There are plenty of things for the whole family to see and do in .arawak. (ote for teachers: /0thers1 2 -edayan, ,unan (ah people and also non2(umiputera ethnic groups, which are the $ndian and 3urasian 9esources: #. Map of 4arawak

.efer the children to the shared reading. Discuss all the difficult words 9 as% the children what could be the meanings b& loo%ing at the context. )hen as% comprehension Fuestions about the text, e.g. >hat is the area of -arawa%G >hat is -arawa% %nown asG >hat is the name of the capital cit&G >hat are the interesting placesG etc. Ensure that the children have a sound understanding of the text through &our Fuestioning. As the children answer Fuestions, record the answers on the whiteboard as a mind map to demonstrate to the children how to record information. ,odelled1 'lass Dictated >ritingA !sing the information recorded on the board, demonstrate to the children how to begin ma%ing a newspaper article about -arawa%, using a template. You will need to explain that for newspaper article &ou need a title, border, and pictures to support &our writing, but that these can be added after the writing is finished. Encourage the children to participate in the selection of information to include in the writing, using full sentences, e.g. -arawa% is located o n the north9
western shore of the island of #orneo.

Displa& template on wor%ing wall for future reference during the wee%. E.g. of a newspaper article templateA

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared

9esources: #. 5ewspaper article templates .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. Ouic%l& recall &esterda&+s wor%. As% some Fuestions regarding -arawa% in general especiall& about the interesting places in the countr&. As% the children what could be the meaning of the cit& H3uchingI. )hen tell the children that the& are going to Bvisit+ 'at ,useum. As% them what %ind of museum it might be, what the& might find there. Encourage children to use full structures eg H might find JI 0ractice the structures with some children for a start and then as% them to as% their friend who sits next to them. H>hat might &ou find in 3inabalu @ational 0ar%GI H might find JI #rainstorm ideas on the whiteboard. )$f it was evident from yesterday that many children had not been to -uching 4arawak, you may need to provide pictures of Cat Museum to encourage ideas from the children. Make sure you

read= >riting tas% Da& 2 ? group writing

have some things that would not be found to challenge their thinking.* (ote for teachers: The name of the city, -uching, is thought to derive from the Malay word kucing, meaning cat. Many of the locals refer to -uching as the 6Cat City6 but it more likely comes after a tidal stream called -uching !iver )4ungai -uching* that ran between the present2day Tua ,ek -ong Temple, and Chinese 7istory Museum. The stream originated from Cat8s 3ye 7ill )(ukit Mata -uching* where there was an abundance of a local fruit called reen 9ongan which was also known as Cat8s 3ye or Mata -uching in Malay. 9esources: #. :rticles about Cat Museum 2. ,ictures about Cat Museum 2at 1useum A 1useum of 1eoww :uching A The :uching 2at 1useum is a museum about cat. 3t is believed to be the only one of its type in the world. 3t was founded in 5;;-. The museum is located in in the modern (orth 2ity 0all building on top of *ukit .iol, in /etra 4aya. There are ,BBB e!hibits, artifacts, statues about cats from all over the world. According to 1alaysian and 2hinese beliefs, the cat is a lucky animal. The museum displayed artefacts from countries all over the world. A mummified cat found at *eni 0assan in Egypt sometime between -BBB *2A-6BB *2 is displayed in the museum. One section of the museum is dedicated to the five species of wild cats found in *orneo. 3n fact, the museum claims it has the world7s rarest catA the )elis *adia. This cat is only found in *orneo7s rain forests. The 2at 1useum entertains cat lovers. At the end of the journey, the museum also sells souvenirs such as stationery and keychain which are all in the forms of catsI .efer the children to the shared reading. Discuss all the difficult words 9 as% the children what could be the meanings b& loo%ing at the context. )hen as% the children comprehension Fuestions which draw the important points about 'at ,useum. 'op& down the answer as a mind map on the whiteboard for the children to use in their group writing tas%s. Eroup >ritingA n groups of 394, children write another newspaper article and this time is about 'at ,useum. .emind the children to put the title, border and space for pictures. Encourage the children to use their own words to explain about 'at ,useum. During group writing time the teacher should be monitoring input b& all children and encouraging

those having difficult&. Displa& group writing on the wor%ing wall for future reference in independent writing. 9esources: #. 5ewspaper article templates .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. -how a series of pictures of -arawa% 'ultural :illage. As% the children if the& have ever been here or at least read about it. f the& have not been there as% for an& similar experience. >here was the placeG >hat did the& seeG Dow did the& thin% of living in those %inds of housesG <e.g. clue ? no ):, no air conditioner, round and small ladder, etc= 9esources: #. ,ictures of 4arawak cultural village .arawak 2ultural Jillage and 0eritage 2entre #Hiving 1useum& :uching A .arawak 2ultural Jillage is also popularly known as the Hiving 1useum. 3t is built on a si! hectares site at the foothill of the legendary 1t .antubong and is -6 kilometres from :uching 2ity. The 2ultural Jillage has a manmade lake at the centre surrounded by < authentic replicas of ethnic houses: the *idayuh centre house and longhouse, the Than longhouse, the /enan hut, the Orang ?lu longhouse, the 1elanau 9umah Tinggi, the 1alay house and the 2hinese farmhouse. There are displayed artefacts in each house. +emonstration of arts and crafts like beadworks, begs making, pua and straw weaving can be seen while touring the houses. The rich cultural heritage in the form of dances and music are also presented by various ethnic groups. The grand cultural show lasts about one hour and is performed in the Jillage airAcon theatre, which is the official venue for the worldA renowned 9ainforest Eorld 1usic )estival. The .arawak 2ultural Jillage is a showcase for .arawak7s rich cultural diversity. Jisitors to the Jillage can sample instantly .arawak all in one single place. Discuss all the difficult words first 9 as% the children what could be the meanings b& loo%ing at the context. )hen infer important points from

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& 3 ? independent writing

the shared reading. f necessar& as% comprehension Fuestions in order to retrieve the information. ;ist down all the information on the whiteboard. n groups as% the children to discuss more on what the& can thin% of the -arawa% 'ultural :illage based on the shared reading and the pictures. 9esources: #. ,ictures of 4arawak cultural village and 7eritage centre ndependent >ritingA !sing the list of information on the whiteboard and the group discussion, as% the children to write a simple and short newspaper article about -arawa% 'ultural :illage. >hile the children will be %een to add pictures and details, insist that writing is completed to the reFuired standard first. 9esources: #. 5ewspaper article templates 2. ,ictures of 4arawak cultural village .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. As% the children briefl& about the interesting places that the& learnt so far <this wee%=. )hen as% them where else the& want to go if the& are visiting other countries. Explain to the children that the& are going to conduct a surve& to see where most of their friends would li%e to visit when the& are visiting other countries. 0rovide clues in case some of the children haven+t been to an& countr&, for e.g. Loo, water par% etc. 0rovide the children with a simple table and as% them to choose " of the place listed on the whiteboard to record on their table. 'hildren then move about the classroom as%ing each other, H>here do &ou want to visitG .esponse H want to visit JI )hen share results of the top place that the class want to go. )ell the children that the next interesting place that the& are going to read is 'rocodile (arm 1 Too. 9esources: #. 4urvey table 4ong"s 2rocodile )arm :uching A .ituated ,; kilometers from the capital, on the :uchingA.erian highway almost %B minute leisure drive from :uching Town, boasts one of the largest and the only crocodile breeding farm in the country called 4ong"s 2rocodile )arm. The farm provides a perfect sanctuary for over a thousand crocodiles, saving the species from e!tinction. There are huge

-ustained -ilent .eading :ocabular& practice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& 4 ? independent writing

and deep concrete ponds and natural breeding grounds for the crocodiles to mate and multiply. The best time to visit is during feeding times at 55am and -pm daily. Once the feed is in place, the crocodiles would emerge from the water and take aim. Ehen it is ready it would leap out from the water and take a huge snap at the feed. Then you can see the Fjumping crocodile". The entire feeding session would last for about ,B minutes. 4ong"s 2rocodile )arm also houses F*ujang .enang"s" or 0appy *achelor"s remains. 3t was a legendary crocodile lived in *atang Hupar 9iver in .ri Aman area. 3t was a huge crocodile that grew to 5; feet and % inches. The crocodile is notorious as a manA eating Fmonster". F*ujang .enang" was well known back in 5;;-. Apart from crocodiles there are also numerous rare species of birds and animals found only in the *orneo 3sland. Jisitors can have the enchanting e!perience of walking freely among the monkeys, leopardAcats, sunbears, bearcats, pheasants, civets, barking deers, sambar deers, turtles, fruit bats, monitor li>ards, pythons and even hornbills. 9esources: #. ,ictures of ;ong8s Crocodile <arm Discuss all the difficult words first 9 as% the children what could be the meanings b& loo%ing at the context. )hen recap the main points from the shared reading, using comprehension Fuestions where needed. As% the children in pairs to write down the information in their own words. (or e.gA HKong+s crocodile (arm is in...I, H t has ...I HYou can see...I. As% the children to come up at least with 4 sentences. )his structure should be used in the independent writing tas% which follows. ndependent >ritingA !sing the list of information from discussion in pairs, as% the children to write a simple and short newspaper article about Kong+s 'rocodile (arm. >hile the children will be %een to add pictures and details, insist that writing is completed to the reFuired standard first. 9esources: #. 5ewspaper article templates 2. ,ictures of ;ong8s Crocodile <arm (ote for teachers: f time permits, as% the children to create a newspaper front page 9 arrange all the 4 da&s+ articles on an A3 paper. >rite the name of the newspaper and the titles of the articles. )he teacher might suppl& the pictures to accompan& the articles. Encourage the children to be

creative. 2 -ustained -ilent .eading ndependen t stud& tas% ssuing of boo%s .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !sing boo%s and1or information available in the librar& about -arawa% )assistance may be needed from the librarian in advance to select suitable books* as% the children to loo% for other interesting places or details about 'at ,useum 1 -arawa% 'ultural :illage 1 Kong+s 'rocodile (arm . 'hildren select boo%s to borrow and complete the process once stud& tas% has been completed.

Enrichment Te!t Eeek D: Eunung Eading @ational 0ar%

Eunung Eading @ational 0ar% is a beautiful stretch of mountainous onl& two hours awa& from 3uching t consists of rugged mounted pea%s9 Eunung Eading, Eunung 0erigi, Eunung -ebuluh and Eunung ;undu.. ;ocated near ;undu, a pleasant little town in south9west -arawa%. nitiall&, the par% was a closed conservation Lone for the spectacular .afflesia, the largest flower in the world that can grow up to one metre in diameter. Dowever, the @ational 0ar%s Department has decided that Eunung Eading is a treasure that should be shared with the public. t was gaLetted as a @ational 0ar% in "763 and was opened to the public in "774. )here are numerous rare plants in the par%, the most notable being the .afflesia tuan mudae <bunga pa%ma= which is reputed to be the worldNs largest. t was discovered b& the "7th centur& talian botanist, $doardo #eccari and named in honour of the 2nd >hite .a*ah, )uan ,uda 'harles #roo%e. )he .afflesia can grow up to " metre in diameter and ta%es 7 months to mature. insects. >hen in bloom, the flower gives off nast& smell which attracts flies and other

$ther attractions in the par% include a series of challenging *ungle trails and a number of waterfalls with excellent bathing spots. )he waterfalls in the upper reaches of -ungai ;undu in fact have become a popular recreational destination for both local and foreign visitors. )he more adventurous visitors can ta%e a hi%e right up to the pea% of ,ount Eading which is 788 meters high.

Wee. > 5 ,e&ta Ba*ulan1

Rea%in1 1enre 5 Infor2ation8 Writin1 1enre 5 Narrati)e 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4

Wor%: ". 2. 3. 4. 2. 4. 5. 6. 7. "8. "". "2. "3. "4.

$riginated Ancestor Deceased Annuall& !niFue -&mbol Erandest .ituals Dandicrafts Dilarious .ela& Attire Accessories @ervous

Meanin1: ". came from 2. someone who is related to &ou who lived a long time ago 3. departed1 dead 4. once a &ear 2. onl& one of its %ind 4. sign 5. biggest 6. ceremonies 7. craftwor% "8. ver& funn& "". pass on to the next person "2. clothes "3. *eweller& "4. *ump& 1 worried ontent .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. .emind the children about the different ethnicities who live in -arawa%. As% them if the& can remember the ethnic groups. -how the children a picture of #isa&ah people. )ell them a little bit about #isa&ah people, for e.g, the& live mostl& in ;imbang -arawa%. As% them to describe what the& can see in the picture, for e.g the traditional costume of #isa&ah people. ntroduce the topic of #isa&ah people and their traditional festival B0esta #abulang+ as the area of stud& for the wee%. 9esources: #. ,ictures of (isaya people 3n .arawak, there is a group of people known as *isaya. They mostly live in separate houses near the *eaufort district and along the banks of the Himbang 9iver. The *isayas are said to have originated from an ancestor named Orang :aya @unang, a Jisaya. 0e fled from the /hilipines after he had an argument with his brothers and sisters over their deceased father7s property. Ehen he came to Himbang he married a tenggara woman and they had a number of children who called themselves *isaya, after the race of the father. The *isaya community celebrates *abulang )est or F/esta Adau @ayo *abulang" annually in *atu +anau, .arawak near the *runei border. *abulang )est is a uni8ue symbol of identity for the *isaya community that should be preserved and maintained.

Da+ Ele2ent& " -ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& " ? modelled1 class dictated writing

9esources: #. 3nlarged 4hared !ead 2. ,ictures of (isaya people As% the children to identif& all the difficult words and discuss the possible meaning of each from the context. )hen as% comprehension Fuestions about the text, e.g. >hat is the name of a group of people who lived in ;imbangG, >here were the& originated fromG, >hat was the fight all aboutG, etc. Ensure that the children have a sound understanding of the text through &our Fuestioning. .ecord their ideas on the whiteboard for reference during writing tas% time. Encourage them to use their own words to narrate about the #isa&a people. (or e.gA #isa&a people live in ;imbang. )he& originated from 0hilippines. )heir ancestor was %nown as $rang 3a&a Eunang...etc ,odelled1 'lass dictated >ritingA Explain to the children that the& are going to narrate about #isa&a people from the shared reading and the pictures shown. ,odel a simple narrative to the children. (or e.gA #isa&a people live in #eaufort district and ;imbang. )he& originated from 0hilippines. )heir ancestor was %nown as $rang 3a&a Eunang. Ever& &ear, #isa&a people celebrate #abulang (est in #atu Danau. )he ladies wear blac% blouses and red s%irts...etc. 9esources: #. 4hared read 2. ,ictures of (isaya people .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. .ecap about &esterda&+s lesson and read the ,odelled1 'lass Dictated >riting. )ell the children that toda& the& are going to read about #abulang (estival. Discuss with the children what the festival could be all about. -how some of the pictures of #abulang festival to assist the children. .ecord brainstorm ideas on the whiteboard1large paper. *abulang )est or /esta Adau @ayo *abulang is the largest and the grandest of the many rituals, ceremonies and festival of the traditional *isayah of Himbang, .arawak. (ormally it is carried out for three days in *atu +anau village, Himbang. The festival is listed in the country tourism calendar and attended by

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and -pea%ing <response to shared

read= >riting tas% Da& 2 ? group writing

thousands of tourists who want to e!perience the festival. 3t is a joyful occasion, involving many people displaying colourful traditonal costumes, decorations and handicrafts. 3t is only during 7*abulang )est7 that these *isayah dances, songs, handicrafts and hospitality to their guests are on display. The highlights of the event are the Eater *uffalo 9ace and 1iss *abulang N9atu Agak and 9atu :ebaya *edoroO competition. 9esources: #. 3nlarged 4hared !ead 2. ,ictures of (abulang <estival. Discuss all the difficult words and the possible meaning of each from the context. )hen as% comprehension Fuestions about the text, e.g. >here is the festival being carried outG >hat do the #isa&ahs do during the festivalG Encourage the children to use their own words to describe. ;ist the children+s responses on the whiteboard1 large paper for reference during writing. Eroup >ritingA 0rovide each group with an A4 paper and as% them to narrate about #abulang festival in their own words. Encourage the children to brainstorm their ideas first before writing about the festival. .emind the children that the& ma& use the %e& points from the shared read and the pictures but to have them narrated in their own words1wa&s of understanding. (or e.gA #abulang festival is the largest festival of the #isa&a people. t is carried out for three da&s. t occurs in #atu Danau, ;imbang. t involves man& people. )he& wear colourful costumesJetc 9esources: #. 3nlarged 4hared read 2. ,ictures of (abulang <estival. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. .ecap &esterda&+s lesson on H0esta #abulang+. 0rovide hints about the water buffalo race to the children. n pairs have the children discuss what to expect in a water buffalo race. )eachers ma& need to give one or two related vocabular& words to trigger discussions, such as race, run / won etc. 3e& structures to practice. H can...I $f course there are man& wa&s for children to respond to this discussion. )eachers should monitor correct sentence structures. )hen, show them the pictures of water buffalo races. 9esources: #. ,ictures of water buffalo races.

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and -pea%ing <response

to shared read= >riting tas% Da& 3 ? independen t writing

Eater buffalo races were the highlight of the *abulang )estival, celebrated by *isayah"s community at *atu +anau, Himbang .arawak. Hast year, there were twentyAfive buffaloes and their riders took part in five races. The races included a straight race, a twoAlap race for small and large buffaloes, and also a relay. There were hilarious moments when several riders fell off their mounts and some buffaloes ran in the wrong direction. Hast year"s participation in the buffalo race was the biggest ever since the festival was first held in ,BB%. 3n addition, there was also a contest for the best decorated buffalo cart or M:untul *erhiasM, which was used in the past by the *isayah to transport rice. 9esources: #. 3nlarged 4hared read 2. ,ictures of water buffalo races. ;oo% at the pictures of the water buffalo races. Encourage the children to describe the pictures. Encourage children to discuss with their partners before giving answers in full sentences. ndependent >ritingA 0rovide the children with writing template. As% them to narrate about the water buffalo races in their own words. )ell the children that the& ma& use the %e& words provided in the writing templates. .emind them to write what the& can remember from the discussion and the shared read. )herefore, encourage the children to brainstorm their ideas together again. 9esources: #. +ifferentiated writing templates 2. 3nlarged 4hared read 3. ,ictures of water buffalo races .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. Dave some children share their writing from &esterda&. As% them to list down the different points that the& have on the whiteboard. t would be better if the writing is not corrected &et. Explain to the children that their writing will be corrected together. )ell them that the idea is to ac%nowledge the common mista%es in the writing without demoraliLing an&one. )hen, move on to the other competitions which occur during the 0esta

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening

and -pea%ing <response to shared read= >riting tas% Da& 4 ? independen t writing

#abulang. As% the children what the other competitions might be in the 0esta #abulang beside the water buffalo races. As% them to discuss what can be expected from the ,iss #abulang competition. As% Fuestions based on their discussion to provo%e further conversation. The other events which attract the crowd are the 1iss *abulang and the local food cooking competition. The 1iss *abulang competition is divided into two competitions: 9atu Agak and 9atu :ebaya *edoro. 9atu Agak is open to the young ladies where they compete among each other wearing traditional attire to win the title F=ueen of *abulang". The objective of the competition is to display the uni8ueness of the traditional accessories and attire of *isaya"s community. The F9atu :ebaya *edoro" competition is for the mothers. 3n order to win the title of F9atu :ebaya *edoro" they need to wear Fkebaya" with complete accessories. (ormally they feel nervous before they go out to the stage. 0owever, it is a fun and enjoyable competition to join in after allI 9esources: #. 3nlarged 4hared read 2. ,ictures of Miss (abulang competitions. As% the children comprehension Fuestions about the shared reading to ensure understanding. #rainstorm with the children about the events which occur during #abulang (est. As% the children if the& have ever ta%en part in a big competition. #rainstorm what the& had to do, how the& felt, who was watching etc. >rite down the points and the vocabular& used on the whiteboard. .efer to pictures and toda&+s shared read for further hinting. ndependent >ritingA 0rovide the children with a writing template. As% them to narrate about ta%ing part in competitions. As% the children to refer to the points on the whiteboard. Allow them to discuss more with their partner about the topic. )ell the children that the& ma& use the %e& words provided in the writing templates. 9esources: #. +ifferentiated writing templates 2. 3nlarged 4hared read 3. ,ictures of Miss (abulang competitions. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. #ased on this wee%+s theme, as% the children to find more information about other festivals in -arawa%. !se boo%s available from the librar& to support this.

-ustained -ilent .eading ndependen t -tud& tas% ssuing of boo%s

'hildren select boo%s to borrow and complete the process once stud& tas% has been completed.

Enri'(2ent te#t Wee. >: )he histor& of #abulang (estival started in ancient times. According to the information from the elderl&, #abulang festival was first made b& rich people to prove their wealth. (or example, if in the village there were two rich men the& would ma%e the #abulang festival in turn. f the first rich man made the festival he would invite ever&one in the village including the other rich man. f during the festival the food was not enough then the person could not prove his wealth. #ut if he could provide enough food until the end

of the festival, then his wealth is confirmed. )he other rich man would ma%e #abulang festival on the next &ear so that he could compete and prove his wealth too. )oda&, #abulang festival is created as an annual festival for #isa&a+s communit&. )he festival is usuall& carried out in Kune at #atu Danau, ;imbang. )he result is ver& livel& and overwhelming each time. )he festival is not onl& to gather the people from ;imbang but also from all over -arawa% in particular. )he festival is also attended b& the #runei+s Dusun tribe and -abah+s #isa&a. )he festival also attracts tourists from neighboring states, such as, >est ,ala&sia, #runei and even from continental Europe. #esides featuring events such as ,iss #abulang and >ater #uffalo racing, the festival is also attended b& local and invited artists who perform. A local dance %nown as B)arian Anca&au+ is also performed b& the #isa&as.

t is such a uniFue and pleasant festival to attend together with families. (ote for teachers: 0ther resources mentioned that the dance is called =Tindak :lu8 and the music is called =:ncayau8.

Wee. ? 5 Intere&tin1 ,la'e& in Kali2antan

Rea%in1 1enre 5 Infor2ation8 Writin1 1enre 9 Dire'tion& 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4 Wor%: ". fascinating Meanin1: ". beautiful and interesting

2. remar%able 3. diverse 4. exotic 2. destination 4. located 5. uniFue 6. goods 7. purchase "8. situated "". accessible "2. ecos&stems "3. endangered "4. protected "2. rehabilitation "4. inhabited "5. coast "6. isolated "7. pristine Da+ Ele2ent& " -ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& " ? modelled1 class dictated .eading assessment

2. amaLing 3. different 4. tropical 2. end point 4. found 5. onl& one of its %ind 6. things 7. bu& something "8. found "". eas& to get to "2. environments "3. d&ing out1not man& left "4. %ept safe from harm "2. help ma%e something better1health& "4. animal or people who live there "5. beach "6. out of the wa&1cut off "7. perfect ontent .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. ;istening and -pea%ingA Displa& a map of #orneo. Discuss and locate the places1countries covered alread& in unit ". Explain to the students that this wee% the& will be learning about 3alimantan. 'hec% to see if the students have an& prior %nowledge of1or have ever visited 3alimantan. As% the students H>hat are we learning about this wee%GI and expect them to answer H>e are learning about 3alimantanI <.epeat these structures throughout the wee%=. E#$lorin1 Kali2antan 3alimantan is the ndonesian part of #orneo sland. 3alimantan is made up of five provincesA >est 3alimantan, 'entral 3alimantan, -outh 3alimantan, East 3alimantan and @orth 3alimantan. )here are man& interesting places to explore in 3alimantan. $ne such place is the fascinating floating mar%et of #an*armasin in -outh 3alimantan. )an*ung 0uting @ational 0ar% is another remar%able place. t is also in -outh 3alimantan and is home to a diverse and exotic range of flora and fauna. Another stunning destination in 3alimantan is the Derawan slands. )he& are located in the east province and are excellent for diving, fishing and swimming. ;istening and -pea%ingA n preparation for the reading assessment, tal% about the location of each of the provinces <referring to the map=. )his could be first modelled b& the teacher and then have the students practice in pairs. !se the structures H>here is J.. 3alimantan locatedG HJJ3alimantan is next to1to the left of1below1between1above J..3alimantanI.

Rea%in1 A&&e&&2ent: Eive each child a cop& of one version of the reading assessment <A9D=. )r& to ma%e sure that children sitting beside each other have different versions <A9D= to avoid cop&ing. Explain to the children that the& will have different papers to those near them. )he assessments are not differentiated but have different instructions regarding the placement of the cities. 'hildren are to read the 2 sentences. )hen cut out the cities and glue them in the correct position on the map. E.g. Elue .antau in -outh 3alimantan. 2U of the total "8U is allocated for each correctl& placed item. ,odelled1class dictated writingA Displa& the map illustrating how to get from )ara%an to 0onitana%. Discuss and list on the board the vocabular& that might be needed for writing the directions e.g. drive, straight, through, around, turn etc. >ith the help of the class model the written directions. .emind the children about the routines for --. and expect all -ustained children to be silentl& reading during this time. ,onitor boo%1 text silent choices and advise where needed. .emember to model good .eading :ocabular& reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the 0ractice vocabular& which will be used throughout the lesson which the ;istening children ma& not be familiar with. and ;istening and spea%ingA .ecall the interesting places in 3alimantan spea%ing from Da& ". As% the students which interesting place in 3alimantan <intro to the& thin% we will be learning about toda&. Dave students respond shared using the structure H thin% we will be learning about J.I )ell the read= students that the& will be learning about the floating mar%et. Discuss -hared mar%ets and where the& are normall& heldG -ee if the children can reading describe what a floating mar%et might be. 0rompt them with Fuestions ;istening li%e HDo &ou thin% a floating mar%et is on the landGI Discuss what Assessment goods are normall& sold at a mar%et. >here possible introduce?use >riting tas% the vocabulary from the reading in the discussion e.g. uni&ue, Da& 2 ? goods?household goods, purchase etc. group Ban@ar2a&in/& 0loatin1 Mar.et writing 3alimantan+s largest cit& is called #an*armasin. )he 3uin .iver, which flows through the cit&, is where &ou will find the famous floating mar%et. :isiting this mar%et is a uniFue experience because goods are bought and sold from small traditional boats called *u%ung. Ever& morning villagers come to the mar%et bringing vegetables, fruits, spices, chillies, fish and man& other household goods to sell at the mar%et. #u&ers also come to purchase their dail& household goods. :isitors will have to be up ver& earl& in the morning to see the mar%et because it begins at sunrise. #& nine o+cloc% the mar%et is over and the river is Fuiet again. Histening Assessment: ,ultiple choice listening. Eive each student a cop& of the recording sheet for the assessment. Explain that &ou will read the narrative for the children to listen to and then &ou will read the Fuestions from &our master sheet and the options for the children to select their answers from. f necessar& the reading ma& be repeated 293 times, especiall& if &ou have a high number of low

abilit& students in &our class. <)his is not a reading assessment, so the teacher will read the choices out for the children=. .ead the narrative and then read out the first Fuestion and the answer options for the children to select. Allow time for the children to choose their answer b& circling the letter which corresponds to their choice. !se &our professional *udgement to decide whether &ou need to read the narrative after each Fuestion, or less often. Each correct answer is worth "U V )otal "8U ". >here did ALri go on holida&G 2. >hat was the name of the hotelG 3. Dow did the& travel to the floating mar%etG 4. >hat did ALri+s mum bu&G 2. >hat did ALri+s sister bu&G 4. Dow much did his sister+s bracelet costG 5. >hat time did the& leave the mar%etG 6. >h& did the& have a raceG 7. >ho came first and second in the raceG "8. >ho came last in the raceG Eroup >ritingA Eive the students a map1diagram illustrating how to get from the spices to the fish. Discuss and list the vocabular& needed on the board for the students to refer to e.g. from, then, next wal%, straight, until, turn, left, right, past, around etc. .emind the children about the routines for --. and expect all -ustained children to be silentl& reading during this time. ,onitor boo%1 text -ilent choices and advise where needed. .emember to model good .eading :ocabular& reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the 0ractice vocabular& which will be used throughout the lesson which the ;istening children ma& not be familiar with. and ;istening and spea%ingA .ecall and discuss the different t&pes of spea%ing interesting places covered so far in the unit " e.g. a national par%, a <intro to marine par%, a museum, a village etc. )ell the students that toda&+s shared shared read is about )un*ung 0uting @ational 0ar%. )al% about what read= species of animals might live there. !se the structures H>hat animals -hared do &ou thin% might inhabit1live in the par%GI H thin%J.might reading inhabit1live in the par%I. -pea%ing Tan@un1 ,utin1 National ,ar. Assessment )an*ung 0uting @ational 0ar% is situated within the 'entral >riting tas% 3alimantan province and is one of the most accessible national par%s Da& 3 ? in 3alimantan. >ithin )u*ung 0uting are a variet& of ecos&stems independent including tropical heath forest, peat swamp forest and mangrove writing forest. )he forests of )an*ung 0utting are inhabited b& man& endangered and protected species of animals including orangutans and proboscis mon%e&s. )here is an orangutan rehabilitation center within the par%. $ver two hundred different bird species are found in the par% including hornbills. )an*ung 0utting also has two species of crocodiles and man& species of moths and butterflies. .peaking Assessment Task: #directions & n preparation for the assessment displa& the diagram1map of

)an*ung @ational 0ar% and discuss or model the directions for getting from the crocodiles to the orang9utans. -tudents then complete this in pairs using the Fuestion structure HDow do &ou get from the crocodiles to the orangutansGI (ollowed b& the other partner producing the directions. )hen swapping roles. Assess as man& students as &ou can during this and assess the remaining students during independent writing time.
#Histen to each student"s dialogue and record a percentage out of CP for each child in terms of the language they produce. 1ake a professional judgement about whether the child should be awarded the higher or lower P in each category&. ;A5BPAproduce the directions with accuracy and fluency <ACP A produce the directions with accuracy 6ADP A produce the directions with general accuracy -A%P A produce the directions with the need of some support 5A,P A re8uiring support to be able to produce the directions

ndependent writingA Eive each student a small cop& of the map from the spea%ing assessment. -tudents are to write the directions from the above spea%ing assessment. .emind the children about the routines for --. and expect all -ustained children to be silentl& reading during this time. ,onitor boo%1 text -ilent choices and advise where needed. .emember to model good .eading :ocabular& reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the 0ractice vocabular& which will be used throughout the lesson which the ;istening children ma& not be familiar with. and .efer bac% to the shared read from Da& " discuss the interesting spea%ing places read about on da& 2 and 3 and as% the students H>hat <intro to interesting place in 3alimantan do &ou thin% toda&+s reading will be shared aboutGI )he students should be able to tell &ou which place the read= reading will be about. )al% about what species of animals might live -hared there. !se the structures H>hat animals do &ou thin% might reading inhabit1live on1around Derawan slandGI H thin%J.might inhabit1live >riting on1around Derawan slandI. Assessment Dera-an I&lan%& )he Derawan slands lie in the 'elebes -ea off the coast of @orth 3alimantan. )he& are beautiful, warm, isolated islands with soft white sand& beaches, pristine seas that change colour from green to deep blue, and an amaLing underwater life of giant turtles, dolphins, manta ra&s, dugongs and barracudas. Divers come from all over the world to experience the vast range of marine life, including over 488 different species of coral. )he islands are also home to four uniFue species of stingless *ell&fish, one of which can swim upside down. )he Derawan slands are ndonesia+s largest nesting ground for the rare and endangered giant green turtles. :isitors to the island can watch turtles la& their eggs in the sand or even swim in the sea with the turtles. Eriting Assessment Task: n preparation for the writing assessment displa& the map and discuss the directions for getting from the *ell&fish to the dolphins.

Dictate the following directions for the children to write.

4tart from @ellyfish and walk straight ahead. Then walk around the sharks. 5e%t turn right and walk through the manta rays. <inally walk straight ahead and then you will find the dolphins. T(ere i& no $ro*le2 in %i'tatin1 t(e &enten'e& to t(e2 a& 2an+ ti2e& a& it ne'e&&ar+ a& it i& t(e a''ura'+ of t(eir -ritin1 t(at i& *ein1 a&&e&&e%4 T(e -ritin1 -ill *e a&&e&&e% in ter2& of &$ellin1 an% $un'tuation4 T(e &enten'e& (a)e ;1 -or%& alto1et(er 5 one 2ar. i& 1i)en for ea'( 'orre'tl+ &$elt -or%3 one 2ar. i& 1i)en for a 'a$ital letter an% a full &to$ in ea'( &enten'e &o for t(e 4 &enten'e& t(ere i& a $otential total of 4A 2ar.&47 A-ar%in1 a $er'enta1e out of 1A:
1ABi& 1i)en for ;>94A 2ar.& CBi& 1i)en for ;;9;= 2ar.& ?B i& 1i)en for :C9;: 2ar.& >B i& 1i)en for :<9:? 2ar.& =B i& 1i)en for :19:4 2ar.& <B i& 1i)en for 1>9:A 2ar.& 4B i& 1i)en for 1;91= 2ar.& ;B i& 1i)en for C91: 2ar.& :B i& 1i)en for <9? 2ar.& 1B i& 1i)en for 194 2ar.&

-ustained -ilent .eading ndependen t stud& tas% ssuing of boo%s

.emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. Dave the children draw a simple map <similar to the maps used on da&s ", 2 and 3= and write simple directions to go with it. ;oo% for maps and sets of directions in boo%s. 'hildren select boo%s to borrow and complete the process once stud& tas% has been completed.

Enrichment Te!t Eeek C:

The Dayak People of Kalimantan

The Dayak people are the native inhabitants of Kalimantan. The Dayak population living in Kalimantan is estimated to be between two to four million. There are six main Dayak tribes: Kayan-Kenyah-Bahua, T Danum, !ban, "urut, #unan and

Klemantan. $a%h of these tribes inhabits a different part of Kalimantan. The Dayak people make their living by fishing, hunting, farming and making handi%raft. They are very %lever hunters be%ause they %at%h animals by trapping them. The Dayak people burn some of the forest to %lear land for farming and growing %rops. They are renowned for their rattan weaving, beadwork and %arved furniture. &ot all of the Dayak people remain in the traditional villages, some of them move to the towns and %ities of Kalimantan to make their living. The Dayak people live in long houses, whi%h have more than one family living in them. There is a large outside area in front of the long houses where, in the evening, the %hildren sit and listen to their parents tell stories. During the day the %hildren help their parents with the hunting, fishing and farming. 'lthough the all of the Dayak tribes share many similarities there are also differen%es between them. $a%h tribe has their own diale%t, %ustoms, laws and %ulture.

Wee. C 5 ,era+aan Erau

Rea%in1 1enre 5 Infor2ation 8Writin1 1enre 9 Letter 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4 Wor%: Meanin1: ". biennial ". happening ever& second &ear 2. province 2. an& of the parts into which a countr& is 3. coronation divided for the purposes of government 4. crowned 3. a ceremon& at which a crown is 2. courtiers formall& put on the head of a new %ing 4. livestoc% or Fueen 5. gratitude 4. introduced as the new leader at a 6. reign public ceremon& 7. autonomous 2. a companion or adviser to a %ing "8. .egenc& 4. the animals %ept on a farm for use or "". mandated profit "2. exercise 5. the feeling of being than%ful "3. literall& 6. to rule as %ing or Fueen "4. agilit& 7. independent "2. thrive "8. the period of government "". instructed "2. to practice "3. exactl& "4. the abilit& to move Fuic%l& and easil& "2. to continue well Da+ Ele2ent& ontent " .emind the children about the routines for --. and expect all -ustained children to be silentl& reading during this time. ,onitor boo%1 text -ilent choices and advise where needed. .emember to model good .eading :ocabular& reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& 0ractice which will be used throughout the lesson which the children ma& not ;istening be familiar with. and As% the children to retell which countr& the& learnt1read about the spea%ing previous wee%. .efer bac% to the brainstorm and as% them which <intro to celebration the& thin% the& might learn about toda&. Expect full shared sentence structure responses Eg thin% we will learn about JJ read= ,a%e a note of children who struggle to form their own sentences -hared independentl&.

Erau is an 3ndonesian biennial cultural festival, which takes place in the city of Tenggarong, :utai :artanegara, East :alimantan. The word erau comes from the :utai word eroh, meaning crowded, noisy and joyful. The festival is celebrated in Tenggarong town, 1ahakam 9iver, /rovince of East :alimantan. 3t is celebrated around the end of .eptember. Every coronation of the :utai :artanegara .ultans, since the time that the first .ultan was crowned, had been celebrated and remembered with an Erau ceremony. Erau ceremonies then changed from being about the .ultan7s coronation to a celebration remembering the important people and things they did for the kingdom. The length of the ceremony would depend on how much money the :utai /alace"s had, it ranged from < days to a ma!imum of %B days continuously. reading ;istening and spea%ing <response to shared read= >riting tas% Da& " ? modelled1 class dictated -uggested websiteA httpA11erau.%utai%artanegara.com1index.phpG %ategoriV(estivalWErau/menuVAsalW,ulaWErau !se the information from the shared read to wor% together to collect information for the content of a letter to be sent bac% home. As% the children B>here have &ou beenG+ B>hat festival did &ou seeG+ )he children should use the correct tenses in their response. ,odelled 1 'lass Dictated >ritingA )ell the class that &ou are visiting 3alimantan during the Erau festival. You are going to send a letter to a friend bac% home. ,odel to the class the wa& in which to write a letter. -how clearl& the wa& in which the letter opens with BDear <ALam=+. )he content of the letter would be the information from the above shared read. As% Fuestions such as B>hat is Erau festivalG+ B>hen is it celebratedG+ etc. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. Ouic%l& recall &esterda&+s wor%. As% some Fuestions regarding 3alimantan and the Erau festival. .efer bac% to the brainstorm and as% them what the& thin% the& might learn further on BErau+ toda&. Expect full sentence structure responses e.g. thin% we will learn about JJ ,a%e a note of children who struggle to form their own sentences independentl&. The Erau ceremonies were traditionally organised by the :utai palace courtiers, who would invite the kingdom7s community leaders. The leaders would bring supplies of food, animals, fruits, and also artists for entertainment. The .ultan and his

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing

courtiers would then provide free meals to the kingdom7s people to show them he was thankful for their loyalty. The last known traditional Erau ceremony was in 5;D6, for the remembrance of the sultan"s coronation. The traditional Erau ceremony ended along with the end of the :utai :artanegara .ultanate reign, when East :alimantan was changed into the independent region of :utai :artanegara #:ukar& 9egency. <response to shared read= >riting tas% Da& 2 ? group writing )rue or false activit&. Distribute two cards with different colours <one colour indicating B)rue+ whilst the other indicating B(alse+= to each pupil. As% )rue or (alse Fuestions regarding the passage read earlier. As% the pupils to raise either the B)rue+ or B(alse+ card accordingl&. Eroup writingA ;etter9writing -tudents can do the running dictation tas% as contents for their letters. )he teacher provides a short text regarding the Erau festival. n the letter9writing activit&, ma%e sure the pupils use the present tense and to practice using con*unctions. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. #e a spea%er )ell the pupils that one person from each group from &esterda&+s group writing is going to ta%e turns to be a museum guide while others be visitors. )he guide is going to tell the visitors about the Erau (estival. )he museum guide is allowed to refer to the group+s letter from &esterda&. )hen tell them to guess what %ind of activities will the& learn more from the erau festival. Mo%ern Erau 3n the effort of saving the cultural traditions of :utai, the holder of power of the local government of :ukar 9egency government, said that the Erau )estival should be celebrated every two years to remember the building of the capital Tenggarong on ,; .eptember 5<C,. This new festival was first held in 5;<5. The :ukar7s last .ultan said that, the district government was only allowed to e!ercise some traditional ceremonies, and not others such as thetijak kepala # step on head& and the giving of titles. ,ix and match activit&A Distribute some sentences for the pupils to match. )he pupils will need to re*oin the sentences and match them into a complete paragraph that explains the reading that the& have read.

-ustained -ilent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& 3 ? independen t writing

-ustained silent .eading :ocabular& 0ractice ;istening and spea%ing <intro to shared read= -hared reading ;istening and spea%ing <response to shared read= >riting tas% Da& 4 ? independen t writing

ndependent writingA ;etter9writing 0upils will write a letter on their own but with helping words. Encourage the use of the correct tense and to include con*unctions, ad*ectives, prepositions etc. .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which will be used throughout the lesson which the children ma& not be familiar with. #e a spea%er )ell the pupils that some of them are going to practice &esterda&+s activit& i.e. the& are going to ta%e turns to be a museum guide while others be visitors. )he guide is going to tell the visitors about the modern Erau (estival. )he museum guide is allowed to refer to his letter from &esterda&+s independent writing. < Teachers are to make sure that new set of pupils be the guide.= Mo%ern Erau 6'on/t7 The activities that are allowed to be included in the new Erau festival are art and sport or agility performances, such as 1enjamu *enua, 1endirikan Tiang Ayu, ?pacara /enabalan, .eluak 1udik, 1engulur (aga and *elibur. The traditional tribal ceremonies that are allowed to be included are from the +ayak tribe, such as /apaer 1aper, :uangkay, 1umutn, Hemakan *alei, ?man ?ndad, /asek Truit and Erau Anak. There are also special 1alay arts such as Tarsul and *adendang seen at the festival. The Erau festival, held every .eptember, has now been included in the 3ndonesian national tourism calendar of events. 3t is no longer associated with cultural tradition of the :ukar .ultanate palace, but rather to showcase the arts and culture that e!ist and thrive across the regency. -uggested websitesA httpA11indahnesia.com1indonesia13A,E.A1erauWfestival.php httpA11indahnesia.com1picture13A,18841dragonWduringWtheWerauWfesti val.php -how some pictures <from the web= showing the activities from the Erau festival. )al% about what the pupils can see. As% Fuestions such as B>hat do the& wearG+ H>here is the festivalG+ BDow do &ou thin% the& feelG+ Encourage the pupils to use correct tenses and ad*ectives. ndependent writingA ;etter9writing 0upils will write a letter on their own but with helping words. )he& should describe an& of the pictures. Encourage the use of the correct tense and to include con*unctions, ad*ectives, prepositions etc.

.emind the children about the routines for --. and expect all -ustained children to be silentl& reading during this time. ,onitor boo%1 text -ilent choices and advise where needed. .emember to model good .eading ndependen reading behaviour. 0repare a Eap (ill tas% for the children to complete, based on this t -tud& wee%+s theme. Either use the shared readings, website articles or )as% boo%s available from the librar& to support this. ssuing of 'hildren select boo%s to borrow and complete the process once stud& boo%s Enrichment Te!t Eeek ;: has been completed. tas%

1ahakam 9iver

,aha%am .iver is the largest river in East 3alimantan. )he 7689%m9long river flows from the district of ;ong Apari in the highlands of #orneo, to its mouth at the ,a%assar -trait. )here are about 54 la%es spread in the ,aha%am river basin and about 38 la%es are located in the middle ,aha%am area including the three main la%esA ;a%e KempangP ;a%e -ema&angP ;a%e ,elintang. Downstream of the connection with the -ema&ang and ,elintang la%es, the ,aha%am meets three other main tributaries 9 the rivers #ela&an, 3edang 3epala, and 3edang .antau 9 and flows south9eastwards through the ,aha%am delta distributaries, to the ,a%assar -trait. ,aha%am .iver has great flora and fauna diversit&. A total of "45 indigenous freshwater fish species had been identified. )he ,aha%am hosts the freshwater dolphin rrawadd& Dolphin, a criticall& endangered fish species. )he ,aha%am river basin is also an important breeding and resting place for 276 bird species, among them 58 protected and five endemic species. ,aha%am is also the main river s&stem on where the indigenous Da&a% resides for generations while preserving their ver& native wa& of life and culture.
Adapted fromA httpA11baliwww.com1hotel1tips1#ali%papan177.html

Wee. 1A 5 Unit Re)i&ion

Rea%in1 an% Writin1 "enre 9 Mi#e% 0o'u& -or%& 6an% 2eanin1&7 t(i& -ee.: )hese can be practised for homewor%, be used to ma%e a picture dictionar&, be displa&ed in the classroom with picture prompts and could be the focus of the first 2 minutes of each lesson along with games and activities which help consolidate understanding of the vocabular&. 0or t(o&e nee%in1 to 'ontinue 'on&oli%atin1 &oun%& an% &i2$ler )er&ion& of t(e -or%&3 $lea&e ena*le t(e2 to %o &o4 Wor%: )eachers are to create their own selection of vocabular& from !nit ". Try to focus on words that have been used repeatedly e.g festival, celebration, location. The selection of vocabulary will depend on the ability of the students, the level of differentiation used by the teacher and the te%t teachers select for use during the week. Da+ "9 4 Ele2ent& -ustained -ilent .eading :ocabular& 0ractice Meanin1:

ontent .emind the children about the routines for --. and expect all children to be silentl& reading during this time. ,onitor boo%1 text choices and advise where needed. .emember to model good reading behaviour. !se a variet& of games or activities to Fuic%l& rehearse the vocabular& which has been used throughout !nit ".

Dere are some suggested ideas for activities to use during the revision wee%A ;istening and spea%ing <intro to shared read=
0repare a grid with the title #orneo with the headings, -abah, -arawa%, #runei and 3alimantan. As% pupils to name all the places1festivals the& have learnt and record these on in the appropriate places on the grid. !se the grid to discuss 9 interesting places 9 the places the& have visited

9 which place the& prefer best 9 describe what the& have seen in each place )he pupils ma& also draw the place the& are fond of f the& were to travel or visit which place will the& go first and wh&G? use ordinal numbers

-hared reading

;istening and spea%ing <response to shared read=

'hoose texts from the !nit which &ou thin% need revising. 'onsolidate vocabular& and structures rather than content. )eachers ma& choose to focus on a cross section texts b& using one or several sentences from different text during one lesson. Eroups could select a text to practice reading aloud, focussing on fluenc&, pronunciation and pace and present it to the class. <Teachers will need to provide differentiated versions for the students. : simple sentence may be all a very low ability group is re&uired to practice and present.* As% pupils comprehension Fuestions related to the shared readings. Again, teachers ma& choose to select one or several sentences from different text to focus on during one lesson. Encourage the use of proper tenses and structures. -tudents could wor% in groups to write Fuestions for a text to as% the class. )eachers could direct groups b& telling them to as% a particular t&pe of Fuestion eg B want this group to as% a Bwhere+ Fuestion+.
-eFuence writing using ordinal numbers, for e.g. (irst will go to 3ota 3inabalu -abah. am going to visit the J . -econd, will go to J etc. 'reating their own diar& about all the places the& learned about Do seFuential writing b& using seFuencers <first, next, later onJ= -tudents could help the teacher create a simple map of how to get from one point to another and then write a simple set of directions. 'ut up sentences, from the shared text, could be used for individual or group wor%.

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