KELANTAN

MACHANG

SISC+ NAME:
KAMILAH BT IBRAHIM
TEACHERS NAME:
NOOR FAIZAH BT. AHMAD RAMLI
TEACHERS SCHOOL:
SMK ABDUL SAMAD, 16600 PULAI CHONDONG, KELANTAN
TITLE OF REPORT:
DATA DRIVEN APPROACH:
INTERVENTIONS FOR ENGLISH GAGAL SILANG STUDENTS

INTRODUCTION
The English paper has always and will always be the eyesore to many
hotspot schools every time a post-mortem meeting is held, be it UPSR, PT3 or
SPM. In line with the ministrys aim to make English a must-pass subject for the
SPM examination, many plans have been developed to help teachers and
students to improve in this paper. Thus, The School Support Plan was commence.
The School Support Plan is an initiative by ELTC to support the PPPBISM in
hopes to help out students to prepare for the SPM examination. The plan is a
direct approach in helping teachers design pedagogical interventions that foster
cycles of student improvement.
Its targeted to hotspot schools across the nation. This year, 2016 is the
second year of this plan to be established in the selected schools with aims to
enable teachers to apply a data-driven approach in designing context- and
needs- based interventions to foster students improvement.
The objectives of the School Support Plan is to:
o

enable teachers to use various types of data to support pedagogical

o
o

decision making.
enable teachers to analyse and interpret students knowledge and skills.
give the teachers the opportunity to develop and implement effective
interventions to address these gaps.

THE CONTEXT OF SCHOOL AND STUDENTS

2.1 THE SCHOOL
This School Support Plan initiative was conducted in SMK Abdul Samad.
The school is located in Pulai Chondong, Machang in the state of Kelantan. This
school is among ten secondary schools in the district and ranked last for its
English performance in the previous 2015 SPM result. Its one of the oldest
school in Machang located in the border of Kota Bharu and Machang. There are
1021 students with 95 educators on board. Being the only school in the area of
Pulai Chondong, SMK Abdul Samad hosts students from more than 15 feeder
schools with students mainly offspring of paddy farmers and rubber tappers.
Each forms consist of 8 classes with approximately 20 to 30 students per class.
For upper secondary, there are 5 art stream classes, 2 vocational classes and

only one science class due to weak science and mathematical skills of students.
The English panel consist of 7 teachers with 4 teachers teaching the upper
forms; 2 classes per teacher.
2.2 THE STUDENTS INCLUDED IN THE SCHOOL SUPPORT PLAN
The participants chosen for this initiative are 20 students from 4 SC 1.
They consist of 5 boys and 15 girls; all of whom achieved well in their 2015 PT3
examination especially for their Science and Mathematics paper. Unfortunately,
60% of the students only achieved C in their PT3 for English and 2 of them failed
their paper.
As per demographic, there is only one Siamese student while the rest are
of Malay ethnicity. The students are from various background stretching from a
well-off principals son to a very poor orphan. Still, despite the numerous
background differences, they share a similar view towards the command of
English in their life. English has always been considered a burden. Kelantan being
a state so passionate about their mother tongue, perceives Bahasa Melayu as
their second or third language thus rule out English as a foreign language all
together. This stigma among the Kelantanese has become the main reason for
them including these students to perform weakly in the language both written
and spoken.
Though this plan is targeted for the HALUS and GALUS students, these
participants are specifically chosen for this initiative because they are GAGAL
SILANG students; they are excellent in pure science subjects however failed or
merely passed their English paper. In order to achieve holistic excellence for
these students, a more sturdy approach needed to be implemented in the
classroom hence the School Support Plan.

DATA ANALYSIS PRE-TEST

Prior to Phase 1 of the School Support Plan, I had a heads up regarding the
plan from my SISC+. As Phase 1 only started in late April, the students have
already been briefed about the different type of essays often tested in the SPM
examination. Initially, these students were given diaries to do writing exercises
mainly as practise for the Continuous Writing section in Paper 1. These diary
entries were about familiar topics and the students only needed to write 50-100

words per entry. Attributable to their weakness in writing narratives, I chose this
type of essay as my test focus. I administered the pre-test throughout two
double-period lessons. The pre-test question (Appendix 1) was a narrative
where the students has to continue the given short paragraph When I woke
up on Wednesday morning, I thought it was just another day, as usual I
got dressed, ate my breakfast, and prepared to go to school. When I
went

outside,

however,

realised

that

something

is

very,

very

different.. The main aim of this task is to see students ability in producing a
narrative essay with elements of surprise. The first two periods were primarily to
give an overview of the topic where students were permitted to work in groups of
four. The students were given time to create a storyline. They were allowed to
use the same storyline as their group members but write their essay individually.
The next two periods roughly around 70 minutes were used to write their essay.
After collecting the samples, I analysed the scripts thoroughly; underlining
all the mistakes and jotting the errors identified at the end of each script. I also
repaired the errors and given the scripts to the students. I took the time with
them as a whole, to discuss the common errors made in the essays. I later
recollected the scripts to use as basis for this plan. The grading took around a
week. The marks allocated for each script was over 100 and overall the students
only got 40 to 45 marks. Refer to Table 1 for the complete mark sheet for pretest.
STUDENT

PRE-TEST

S1

45

S2

58

S3

30

S4

35

S5

25

S6

43

S7

30

S8

38

S9

43

S10

42

S11

43

S12

40

S13

43

S14

44

S15

42

S16

45

S17

50

S18

30

S19

45

S20

44

Table 1: Pre-test mark sheet

After much analysis of all the scripts, I found that there were abundance of
errors both grammatical and construction. Based on Chart 1, we can the
percentage of gaps occurring in all the pre-test scripts.
Percentage of the Gaps occurring

in Pre-Test scripts

Idea Expansion; 22%

Tenses; 37%

Word Choice; 15%

Pronoun; 7%
Sentence Connectors; 6%

Article; 13%

Chart 1: Percentage of Gaps in Pre-test scripts

In Chart 2, we will be able to see the frequency of the gaps appearing in all the
pre-test scripts.

FREQUENCY OF GAPS OCCURED IN PRE-TEST SCRIPTS

Chart 2: Frequency of Gaps in all Post-test scripts

From the data collected, the gaps that emerged were tenses (mainly presentpast tense), articles, conjunctions, pronouns, word choices, sentence connectors
and expansion of ideas. For the past few years of teaching this school with
different batch of students, these errors are pretty much common. However, for
the benefit of this study, I only focused on 4 gaps to be treated. The gaps chosen
were tenses, word choice, sentence connectors and expansion of ideas. Being
the prominent and glaring errors in most of the scripts was the reason these
gaps were chosen for the intervention plan.

DESCRIPTION OF INTERVENTION
The framework of the plan from the get go took about 7 weeks. I started
the plan on 25 April 2016. Before the intervention took place, the students were
already fill in about the framework and also my implementation plan during the
course of the 7 weeks, taking into account, that the lessons will still be held as
any other lessons but being more focused. The framework of the action plan is
inserted in Appendix 3.
The interventions were coordinated to fix the 4 prominent errors found in
the students pre-test samples. The errors chosen for the interventions are

tenses, word choice, sentence connectors and expansion of ideas. For the
purpose of this report, I will explain it independently.
Based on Chart 2, we can see that errors in tenses usage were identified
in all the scripts collected. The common mistake was the wrong use of simple
present and simple past tense. Due to the fact that this error became the most
glaring among all, I allocated more time from the framework to do my
intervention. I took 3 weeks from the initial plan of 2 weeks to complete my
interventions. There were 5 activities done with the aim of ensuring that the
students will be able to differentiate present tense from past tense. Tenses is
part and partial of writing a narrative. However, students tend to use simple
present tense when writing instead of the usual past tense. To raise awareness of
this gap, I made the students watch a few new casting clips from YouTube. I
chose clips from Singapores Channel 5 news as their news broadcast is always
accompanied by English subtitles. By watching this, my aim was to make the
students see that news, being happened in the past will be narrated in past
tense. At the same time, they will also know the correct pronunciation for the
words too. Later, I played a game with the students called Pop em & Match
em. This activity is for students to find the past tense for each given words in its
present form. To reinforce their understanding, I did an activity called Timeline
Rope. Each students were given a sentence with difference tense form. They
needed to rearrange themselves according to the timeline; past or present. While
doing this activity as a formal assessment on their understanding, I also
assessed them informally though speech. As these students are always
encourage to use English in class, I will ask them about their activities the day
before to check on their use of past tense. I can see some progress in them when
I did a simple activity with them using the song I will Survive by Gloria Gaynor.
The students were able to identify the present and past tense form correctly.
Next, the second gap addressed in this plan was word choice. Based on
Chart 2, 10 out of 20 students had made mistakes in their choice of words when
writing. When I viewed this problem, I realised this error occurred because
students were too dependent on the dictionary. Having weak dictionary skills
contribute to students just picking words that has the meaning in Malay without
looking at its context. Another issue is students kept using the same word to the
point that the sentences become redundant. Furthermore, instead of looking up
for new vocabulary, they only add the word very or so in front of an adjective

to highlight its degree. I took a weeks lesson to do intervention on this gap. After
discussing with my SISC+, I decided on doing group work because it will benefit
everyone instead of just the 10 error makers. There were 2 activities done;
Another Way to Say it (AWSI) and Running Dictation. For AWSI, students
had to move around the classroom to search for words that has the same
meaning. Subsequently, they also had to find the context suitable for each word
to be used in a sentence. Addition to the activity, I asked them to write a simple
paragraph incroperating all the words they got. Sample of students work is
attached in Appendix 4. As for the second activity, I tweaked a bit as I wanted it
to be a more formal assessment of their understanding. Instead of doing a
running dictation as planned, I gave each group the poem and ask them to be
seated in their group to do the word replacement. By changing it, I saved time
and students were able to understand the dictionary markers as well.
The final gap that I did intervention is idea expansion. Writing narratives
require not only language ability but also a creative mind. Having to write 350
words for continuous writing was a big shocker for my students the first time I
told them about it. As compared to PT3 that requires only a write up of 150
words plus the provided stimulus, a 350 words-no-stimulus-provided essay is a
nightmare

for

all.

Students

need

to

be

able

to

describe

situation

comprehensively by using a lot of adjectives and descriptive phrases. Another

concern was students being too ambitious in writing when they see an easy topic
without doing any outline. This leads to stories being half-told or not reaching the
required word count. Consequently, I came up with a 2 weeks intervention plan
mainly focussing in teaching them the importance of planning an essay and also
the benefits of using plotlines in writing narratives.
Before I went in detail about the plotline, I did a simpler activity targeting
students to use as many adjectives to describe an object. My intervention is a
cumulative approach where I touch on word level to phrase to storyline. I believe
that when students are able to come up with numerous descriptive words, they
will be able to create a much stronger, more interesting story. Lesson A was
called Sense Me!. The objective is for students to produce as many descriptive
words thats related to their 5 senses (touch, sight, smell, hearing and taste). The
students had fun doing this poison-box activity. They had to touch random items
from fluffy clothing, a hard rock and ice cubes and list down words that they can
think of in relation to the mystery item. I feel that this activity was successful as

the students were able to list down voluminous words about each item. They
even took the liberty of using the dictionary in helping them find the exact words
to explain it. As a plus point, they had fun doing it too!
From tackling word level, I continued with phrase level by doing the
Wacky Headlines. Here, students need to write creative newspaper headlines
and also incorporate 6 given words by me. The students who now, have a bigger
collection of descriptive vocabulary from previous activity, wrote longer
sentences to describe the 6 given words and also aiming to make the wackiest
headlines among all. Besides writing longer, descriptive sentences, students
were also assess on their use of tenses which was my earliest intervention
implementation. Students really enjoyed this lesson and their feedback is seen in
Appendix 5.
After a week of treating the word level and phrase level of this
intervention, I moved to a bigger scale; the plotline. Before intervention,
students had no idea of a story plotline. Therefore, for Lesson C, I introduced
them to a simple plotline using Cinderellas story as an example to explain the
parts of a plotline; exposition, rising action, climax, falling action and resolution. I
reminded the students of the importance of a well-planned story. Since it is a
new thing for them, I focused on the creation of the exposition (introduction of
characters), climax (plot twist/turning point) and whether they wanted a happy
or sad ending. Once understood, the students created their own plotline using 5
pictures that I provided. I reminded them that the storyline is limitless and they
can be as creative as they wanted. For a weeks task, they manage to created
many interesting plots. From their presentation, I can conclude that they
understand the importance of mapping out a story. Based on my assessment on
their storyline, they were able to write better and more descriptive than before.
Amongst all three interventions done, I personally see a major change in
overcoming the idea expansion gap. The students were more participative and
looking at the formal and informal assessment on all 3 interventions, this gap
has shown significant change. On the other hand, personally I think these
intervention needed more than 7 weeks to really see its effect. I strongly believe
that if the interventions are done much earlier, students might come up with
longer sentence patterns to explain their plotline than just 1 or 2 sentences
which they did.

Moreover, one main problem I can see is student-readiness. As studied by

Howard Gardner, our intelligence is differentiated into specific (primarily sensory)
'modalities', rather than seeing intelligence as dominated by a single general
ability. Everyone has different intelligent skills, however, most of the target group
are classified under the logical-mathematical intelligence. They perceive
information

being

specific

with

no

exaggeration.

These

students

also,

unfortunately are very exam-oriented as other subjects are not as elaborated in

lessons as much as English. Having students commenting of reasons why a
particular gap is being highlighted for so many lessons, shows that the students
prefer exam structured questions directly without actually going in-depth in
understanding the usage of the language, outside the SPM paper. Some entities
in school (mainly elective subject teachers) dont share the same pedagogical
view as this initiative. They dont see the potential of this program in increasing
the grades of these students. Thus, when students see the other subjects
syllabus keeps progressing in every single lesson compared to our repetitive
explanation and interventions of the same gap for so many lessons, they felt
bored and unwilling to cooperate in the activities.

DISCUSSION OF OUTCOMES AND INTERVENTIONS

As

planned,

the

intervention

came

to

an

end

after

weeks

implementation. To measure the effectiveness of this initiative, a post-test was

administrated between the dates
of 18-20 July 2016. The question was I just woke up from my sleep feeling
very cold. I walked to the closet to look for a blanket. I realized the
house was very quiet. So, I went out of my room and head down to find
the others but there was no one.. My post-test (Appendix 2) is pretty
much parallel with the pre-test. I tried constructing a similar themed essay which
has the element of surprise and suspense. I also stick to the format where
students had to write their essay by continuing the given short paragraph. The
students were also given the liberty to discuss similar plotlines with their group
members and writing completing the essay individually. I believe that by having
a parallel post-test question, I can benefit a more significant result in producing
the report for this initiative.

For the post-test, I analysed the scripts thoroughly; underlining all the
mistakes and jotting the errors identified at the end of each script. The process
done is basically the same as my pre-test but this time, my SISC+ helped with
my analysis of errors. The mark sheet of the post-test can be seen in Table 2
below.

STUDENT

POST-TEST

S1

60

S2

80

S3

32

S4

48

S5

40

S6

43

S7

35

S8

48

S9

52

S10

50

S11

48

S12

50

S13

55

S14

46

S15

44

S16

46

S17

30

S18

45

S19
S20

53
50

Table 2: Post-Test mark sheet

From the comprehensive analysis, I see an improvement in the students
marks. In contrast with the pre-test results where mostly students were around
the 40-45 mark range, for the post-test, the common mark range were between
45-50 marks. Student S2, made tremendous progress in getting the highest

score of 80 per 100 marks. Another leap in marks was student S1 whom
achieved 60 marks compared to the previous 43 marks in pre-test. S1 and S2 are
the schools target students and this progress is considered great news in the
efficiency of this initiative. The gaps identified previously were also reduced. In
Chart 3, we can see the difference in each students marks pre-test and posttest.

DIFFERENCE IN PRE-TEST AND POST-TEST MARKS

Chart 3: Differences in Pre-test and Post-test marks of all students

Holistically, there were improvement in the students marks. In general,
students marks increased within a 5-15 marks difference from pre-test. There
was only 1 case of stagnancy in S6 as the students mark didnt change.
As per gaps intervened, idea expansion shoed a tremendous improvement
as students essays become more organised and there is a flow in their writing.
However, the gaps in tense, there are still a handful of errors made by the
students but the numbers in data has slightly improve. Word choices also
improved in post-test. Students rarely used the words very and too in

explaining degree and opt for better choice of vocabulary. However, there are
still blunders here and there especially among the boys. Chart 4 will show the
percentage of gaps that occurred in post-test and Chart 5 will show contract in
frequency among the three gaps in pre-test and post-test.

Percentage of the Gaps occurring

in POST-Test scripts

Idea Expansion; 24%

Tenses; 40%

Word Choice; 20%

Pronoun; 8%

Article; 8%

Chart 4: Percentage of the Gaps occurring in post-test scripts

As seen in Chart 4, no more students made mistakes in post-test and the
rest shows a significant decrease of errors made.

FREQUENCY OF GAPS OCCURED IN

PRE-TEST AND POST-TESTSCRIPTS

Pre-test
Post-test

Chart 5: Difference in frequency of gaps occurred in pre-test and posttest scripts

In Chart 5, we can see that all gaps identified including the three that
were given interventions has decreased in amount; the improvement in results.
Still, tenses didnt show much difference compared to idea expansion and word
choice. I believe that tenses needs more than just the mere two weeks
intervention to get better results.

CONCLUSION
After completing the 7 weeks intervention plan, I saw that there were
more gaps that needed to be address such as pronouns and articles. These gaps
were identified even before the post-test. I saw it during the execution of the
interventions especially during the plotline activity that required them to write
longer sentences. Students were always confused between the use of he and she
and also the possessive pronoun. Due to lack of time, I didnt plan out any
interventions for these gaps. But, having a proper guideline now, I will definitely
address these gaps in further cycle of interventions.

In applying this approach in my teaching really helped me in fostering

students improvement. I see a more confident written essays especially among
the girls. The only set back of this approach will be time. With all the extra work
already given, to plan out a proper written intervention like this might be tedious.
Ideally, if this was introduced way earlier in the year and incorporated with our
schools scheme of work, this definitely can be a useful tool for us teachers in
hotspot schools.
Since my early teaching days, I always believe that problems or gaps
should be tackled in isolation but I never had a tool or a proper guideline in doing
so. Now, with this initiative, I guess it will make things easier. By touching on one
issue at a time too, will make students understand the English language not only
for exam purposes but also they will be able to understand why such hard fast
rules are created for this language. For good students, they might be able to help
their weaker friends because they have learned from their own mistakes. Im
always a believer in changes for the better, and The School Support Plan is one
change that will definitely benefit students proficiency in English.

APPENDIX 1

Self-Access learning

CONTINUOUS WRITING (NARRATIVE)

Write a story of minimum 300 words starting with the given sentences.

When I woke up on Wednesday morning, I thought it was just another day,

as usual I got dressed, ate my breakfast, and prepared to go to school. When I
went outside, however, I realised that something is very, very different

1. Individual task
2. You can discuss the idea of a storyline with your friends BUT you must
write your own piece.
3. The essay should be around 300-350 words
4. Submit the essay on my table by 30 March 2016 (2.00pm)

APPENDIX 2
POST-TEST QUESTION

CONTINUOUS WRITING (NARRATIVE)

Write a story of minimum 300 words starting with the given sentences.

I just woke up from my sleep feeling very cold. I walked to the closet to
look for a blanket. I realized the house was very quiet. So, I went out of my room
and head down to find the others but there was no one.

1. Individual task

2. You can discuss the idea of a storyline with your friends BUT you must
write your own piece.
3. The essay should be around 300-350 words

APPENDIX 3
FRAMEWORK OF ACTION PLAN
DO WHAT?

AREA OF FOCUS

Implementation of
intervention 1

Past tense

WHEN?
24 April 5 May
2016

RESOURCES

Students
script
Youtube
videos
Flashcards
A4 paper

Assessment

8 12 May 2016

Worksheet

Implementation of
intervention 2

15 19 May 2016

Worksheet

22 26 May 2016

Worksheet

5 10 June 2016

Words cards
Worksheet

12 16 June 2016

Worksheet

19 30 June 2016

Newspapers
Worksheet
Box of random
objects
A4 paper
Worksheet

Assessment

Linkers

Implementation of
intervention 3
Assessment

Vocabulary word
choice

Implementation of
intervention 4

Note expansion
Assessment

10 14 July 2016

Post test

18 20/7/2016

APPENDIX 4

BEAUTIFUL

EASY

STUDENTS SAMPLE WORK FOR WORD

CHOICE INTERVENTION
APPENDIX 5

STUDENTS PERSONAL RESPONSE TOWARDS THE ACTIVITY

APPENDIX 6

S18

PRE-TEST SCRIPT OF S18

APPENDIX 7

S18

POST-TEST SCRIPT OF S18

APPENDIX 8

S9

PRE-TEST SCRIPT OF S9

APPENDIX 9

S9

POST-TEST SCRIPT OF S9
APPENDIX 10

S16

PRE-TEST SCRIPT OF S16

APPENDIX 11

S16

POST-TEST SCRIPT OF S16

APPENDIX 12

DAY
CLASS/TIME
THEME
GAP

MONDAY
DATE
7.30
4 SC 1
SUB
8.20
GRAMMAR
PRESENT TENSE PAST TENSE

25 APRIL 2016
ENGLISH

Discussion
Group Work
Simulation
Outside
Classroom
HOTS
I-Think
Others :

INTERVENTION I WILL SURVIVE!

LEARNING
OBJECTIVE

ACTIVITIES

STUDY MOD

Students will be able to:

1. Differentiate the use of present and past tense
1. Students read the lyric of the song I will Survive
2. Teacher plays the song while doing the lesson
3. While listening, students circle the present tense and
underline the past tense.
4. Teacher discuss the message of the song to show
students the connection of the singers action

TEACHING AID
Textbook
Worksheet
Others : Gloria
Gyanor I Will
Survive song and
lyrics

REFLECTION

DAY
CLASS/TIME
THEME
GAP

19 JUNE
2016
4 SC 1
11.00 12.10
SUB
SOCIAL ISSUES
LACK OF IDEAS (NOTE EXPANSION)

MONDAY

DATE

STUDY MODE
ENGLISH

INTERVENTION PICTURE WALK - Carousel

LEARNING
OBJECTIVE

ACTIVITIES

Students will be able to:

1. Write a storyline with cohesion

1. Introduce the form of plotline to students (exposition,

rising action, climax, falling action, closure / anticlimax)
2. Ask students to choose 5 random pictures from the
newspaper and arrange it into a sequence
3. Create a storyline using the picture sequence.
4. (CAROUSEL) Each group will walk around to other
groups and compare their storyline with others. Giving
stars to their favourite storyline.
5. Most creative and appealing storyline is consider the
winner!

Discussion
Group Work
Simulation
Outside
Classroom
HOTS
I-Think
Others : 21st
learning
TEACHING AID
Textbook
Worksheet
Others :
1. Newspap
2. Mahjong
paper

REFLECTION

SAMPLE OF LESSON PLAN

APPENDIX 13

WEEK 1-2
Intervention Activities/Lesson Notes

Worksheets/Other
Resources

Gap Identified : Present tense and past tense

Learning Objectives :
By the end of the intervention, students will be able to:
1. Differentiate the use of present and past tense
2. Write sentences using the correct tense
Awareness Raising Strategies:
1. Watch a video of the news with its news text
2. Underline verbs used by the newscaster
3. Inform students the use of past tense when narrating
a

SPOT THE VERB!

Youtube video
(Channel 5 news)

story.

POP EM & MATCH

EM
(TEACHING TOOL 1)
Balloons
Small A4 paper

TIMELINE ROPE
(TEACHING TOOL 3)
Rope / string / red

tape
A4 paper

Intervention Activities:
LESSON A
1. Teacher prepare 20 balloons containing word cards
(present and past form)
2. Each student gets a balloon to pop and discover the
word inside.
3. Students move around the class to find their partner.
4. Pairs who have found each other paste the words on
the board.
LESSON C
1. Teacher puts a rope in the class with label today and
yesterday
2. Students will be given sentence with different tenses
3. Students stand on the rope base on the timeline of
the given sentence.

SAMPLE OF INTERVENTION PLAN (GAP: TENSE)

APPENDIX 14

WEEK 5-6
Intervention Activities/Lesson Notes

Worksheets/Other
Resources

Gap Identified : Lack of ideas (Note Expansion)

Learning Objectives :
By the end of the intervention, students will be able to:
1. Expand sentences using adjectives
2. Write a storyline with cohesion
Awareness Raising Strategies:
1. Give 5 samples of storyline taken from authentic data
2. Each group arrange the storylines that appeals most
to them
3. Students give reasons for their choices
4. Explanation of the importance of a good storyline
when writing

STUDENTS PRETEST ESSAY

Intervention Activities:
LESSON A
1. Students close their eyes and listen to several sounds
(beach, market, classroom etc)
2. List down words or phrases that explains the sound
3. Students touch random items in the magic box
(fluffy clothing, rocks, ice cubes etc)
4. List down words or phrases that explains what they
felt
5. Show pictures of several places
6. List down the things they can see in the picture.

LESSON B
1. Students are given 6 random words
2. Create an interesting headline which incorporate all
words.
3. The headline must be creative and interesting.
Logical sense is not important.

LESSON C
1. Introduce the form of plotline to students (exposition,
rising action, climax, falling action, closure / anticlimax)
2. Ask students to choose 5 random pictures from the
newspaper and arrange it into a sequence
3. Create a storyline using the picture sequence.
4. (CAROUSEL) Each group will walk around to other
groups and compare their storyline with others.
Giving stars to their favourite storyline.
5. Most creative and appealing storyline is consider the
winner!

SENSE ME!
WHAT??
Worksheet
Snippets of
noise
Pictures of
places
Box containing
random objects

WACKY HEADLINE
(TEACHING TOOL
8)
A4 paper
Mahjong paper

PICTURE WALK
(TEACHING TOOL
9)
Newspaper
Mahjong paper

SAMPLE OF INTERVENTION PLAN (GAP: IDEA EXPANSION)