HEBAT Bacaan BI

Unit 1
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UNIT
1

MOVIE TIME! NIGHT AT THE MUSEUM

What benefits can you

gain from watching
movies?

These are pictures from

a movie. What do you
think the movie is
about?

Have you ever been to

a museum?

Would you recommend

this movie to your
friends? Give reasons for
your answer.

What can you find in a

museum?

HEBAT Bacaan BI
Unit 1

TEACHING AND LEARNING STRATEGIES FOR BEGINNER LEVEL

BY THE END OF
THE LESSON,
STUDENTS CAN:

i. Read and find similarities between two texts.

ii. Complete mind map with important values found in a passage.
iii. Give opinions about the movie.

Reading Strategy: KWLH

LOTS: Understanding
STRATEGIES/
APPROACHES

HOTS: Analysing
Evaluating
st

21 Century Learning
VALUES
LEARNING/
TEACHING AIDS
SITUATION
TEXT FORMAT
TEXT TYPE

Courage
Computer
Speakers
Picture
Personal
Single ,Continuous & Non Continuous
Descriptive

Scan and locate

Integrate and generate inferences
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
COGNITIVE
PROCESS

**refer to 21st Century Learning: Cooperative Learning Structures

***refer to Guide to Using HOTS in a Reading Classroom

HEBAT Bacaan BI
Unit 1
STRATEGIES/
APPROACHES

SUGGESTED ACTIVITIES
STEP 1

LOTS:
Understanding

a. Students read the synopsis (TEXT 1) and watch a

trailer from the movie.
https://www.youtube.com/watch?v=WeBy3_xqYtM
b. Students fill in KWLH* sheet (WORKSHEET 1).

HOTS:
Analysing
Evaluating
Reading Strategy :
KWLH

STEP 2
a. Students read the movie reviews from a parent and a
teenager (TEXT 2).
b. In groups, students fill in the Table Cloth** with
opinions about the movie trailer (WORKSHEET 2).
c. Students share their answers
similarities in their opinions.

and

identify the

HOTS:
Analysing
21st Century
Learning:
Table Cloth

STEP 3
a. Assuming students have watched the movie, teacher
poses questions for students to answer
(WORKSHEET 3).
b. Students write their responses in an Exit Card **
(PICTURE 1).

HOTS:
Evaluating
21st Century
Learning:
Exit Card

HEBAT Bacaan BI
Unit 1
TEXT 1

Synopsis

WORKSHEET 1

KWLH CHART
Know

Want to know

Have Learned

How are you

going to learn
better/more?

HEBAT Bacaan BI
Unit 1

TEXT 2

HEBAT Bacaan BI
Unit 1
WORKSHEET 2

WORKSHEET 3

1. What is your favourite scene in the movie? Give

reason/s for your choice.
2. Which line or dialogue from the movie left an
impact on you?
3. Who is your favourite character? Explain why.
4. If you were given the opportunity to edit any parts
of the movie (intro, climax, ending), which event
would you want to change? How would you change
it?
5. What do you predict will happen in the sequel?

HEBAT Bacaan BI
Unit 1
PICTURE 1

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HEBAT Bacaan BI
Unit 1

TEACHING AND LEARNING STRATEGIES FOR INTERMEDIATE LEVEL

BY THE END
OF THE
LESSON,
STUDENTS
CAN:

STRATEGIES/
APPROACHES

i. Compare and contrast between fact and opinion and write

sentences to demonstrate the differences.
ii. Give short response orally or in writing to questions about facts
and opinions.
Reading Strategy: SQ3R
LOTS: Understanding
HOTS: Analysing
Applying
21st Century Learning
i-THINK

VALUES

Respect

LEARNING/
TEACHING
AIDS

Movie synopsis
Picture

SITUATION

Personal

TEXT FORMAT
TEXT TYPE

Worksheet

Single Continuous
Description

COGNITIVE
Represent literal and gist meaning
PROCESS
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom

HEBAT Bacaan BI
Unit 1
ACTIVITIES
STEP 1
a. Discuss:
(i) Definitions and examples of facts and opinions
(PICTURE 1).
(ii) Find similarities or differences between facts and
opinions using the Double Bubble Map***
(PICTURE 2).

STEP 2
a. In pairs, students read a synopsis about the movie
(TEXT 1).
b. Students use SQ3R* (Survey, Question, Read,
Record, Review) method to guide understanding and
answer questions (WORKSHEET 1).

STRATEGIES/
APPROACHES

LOTS:
Understanding
HOTS:
Analysing
i-THINK:
Double Bubble Map

HOTS:
Analysing
Reading Strategy:
SQ3R

c. Students present and justify their answers.

STEP 3
a. Prepare two separate columns Facts and Opinions
on the whiteboard.

HOTS:
Applying

b. On a piece of paper, students write down a

statement about a movie that they have watched.
eg. The first Star Wars movie was produced in 1981
c. In a Gallery Walk** session, students paste their
statements in the Facts or Opinions column
accordingly. Students view, discuss and reflect.

21st Century
Learning :
Gallery Walk

HEBAT Bacaan BI
Unit 1
PICTURE 1

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HEBAT Bacaan BI
Unit 1
PICTURE 2

SIMILARITIES

DIFFERENCES
DIFFERENCES

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HEBAT Bacaan BI
Unit 1
TEXT 1
Below is a synopsis of the movie Night at the Museum. Study the synopsis and answer the
questions that follow.

WORKSHEET 1
Wild: uncontrolled or

QUESTIONS

unrestrained, especially in
pursuit of pleasure.

(a) (i) Do you think the word wild is a

suitable word to represent the movie?
Give reasons for your answer.

(b) (i) Who is the director of the movie?

(ii) Is this comment wild a fact or an

opinion from the writer?

(ii) Do you think the sentence naming the director is a fact or an

opinion?

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(c)
(i) Do you think these words
HEBAT Bacaan
BI heart,
(kind-hearted,
heavy
Unit
1
and lowly) affect how
the
readers see the night guard?
Give reasons for your answer.

(ii) Do these words turn the

sentences into facts or
opinions?

(e) Can you list down some facts and opinions from the excerpt below?

Facts

Opinions

(d) Can you state one fact present in the last sentence in the above excerpt?

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HEBAT Bacaan BI
Unit 1

TEACHING AND LEARNING STRATEGIES FOR ADVANCED LEVEL

BY THE END
OF LESSON,
STUDENTS
CAN:

i. Identify meaning of reading text by asking questions.

ii. Infer correctly based on contextual clues in a text.
Reading Strategy: QAR
LOTS: Understanding
HOTS: Applying

EDUCATIONAL
EMPHASES

Analysing
Evaluating
21st Century Learning
i-THINK

VALUES
LEARNING/
TEACHING
AIDS

Patriotism
Movie reviews
Worksheet

SITUATION

Personal

TEXT FORMAT

Multiple, Non Continuous

TEXT TYPE

Argumentation

COGNITIVE
Integrate and generate inferences
PROCESS
*refer to HEBAT Bacaan Bahasa Inggeris Reading Strategies
**refer to 21st Century Learning: Cooperative Learning Structures
***refer to Guide to Using HOTS in a Reading Classroom

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ACTIVITIES
STEP 1
a. Discuss:
(i) definition, features and characteristics of inferring
using a Bubble Map*** (PICTURE 1).
(ii) table on differences between inferring and giving
opinions (PICTURE 2).

HEBAT Bacaan BI
Unit 1
STRATEGIES/
APPROACHES

LOTS:
Understanding
i-THINK:
Bubble Map

STEP 2
a. In groups, students read the reviews about the movie
(WORKSHEET 1).

Reading
strategy:
QAR

b. Students may use QAR* (Question Answer

Relationship) method to guide understanding.
c. Each group chooses a question from one of the boxes
to answer.
d. Students present and justify their answers.

STEP 3
a. In groups, students write short comments about the
movie Night at the Museum.

21st Century
Learning

HOTS:
Analysing

HOTS:
Applying
Evaluating

b. Students present their comments for the class to

guess or infer the intended meaning of the comment.

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HEBAT Bacaan BI
Unit 1

PICTURE 1

PICTURE 2

Differences between Inferring, Making Predictions and Giving Opinions

INFERRING
-Drawing logical conclusions from given data

GIVING OPINIONS
- Making or giving viewpoints

-Combining clues, evidence, and background -Giving a personal view from clues and
knowledge to form a theory.
evidence
- Implicit analysis based on evidence and clues - Statement that a person believes to be
true but cannot be measured against an
objective standard
Example:

Example:

Jameela saw cookie crumbs on the floor and

chocolate around her sons mouth.

Jenny is a girl with blue eyes and blonde

hair.

Jameela can infer that her son ate the cookies.

Jenny is pretty/Jenny is ugly.

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HEBAT Bacaan BI
Unit 1

WORKSHEET 1

How does this watching guide

help parents?

If you have watched this movie,

would you change any part of
the watching guide?

Based on the review, does the

writer like or dislike the movie?
What justification does the
writer give for his/ her
preference?

What actual reason does the

writer give for not liking the
movie?

After reading his/ her comment

here, what does this writer think
of the movie?

From the context, guess the

meaning of the word iffy.

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HEBAT Bacaan BI
Unit 1

ASSESSMENT PROJECT
In the movie Night at the Museum, various museum exhibits come to life when the
sun sets because of the Tablet of Akhmenrah. This can be a great opportunity for
students not only to learn about the language and the values, but also the history of
various cultures around the world.
ACTIVITIES
STEP 1
a. Recall and reflect on all the characters in the movie
Night at the Museum.

STRATEGIES/
APPROACHES

Action Oriented
Task

b. Explain to students that they are to come up with a

project entitled Night at the Museum: Asian Edition.
* Teachers can do this as a whole class project or divide
class into two large groups.

STEP 2
a. Have students consider these questions in their
discussions for the project:

Which historical figures would they choose?

What would be the reasons for those figures as their
choice of exhibits?
What could the visitors learn from the figures when
they visit the museum?
Would there be conflict among the exhibits if they
were to come to life like in the movies?
If there are problems, what would be suitable
measures taken to solve/handle those problems?

21st Century
Learning

HOTS:
Creating

* Encourage students to discuss other considerations

about the project besides the questions above.

b. Have students consider how they are going to arrange

the exhibits in the museum.

STEP 3
a. Students present their answers.
* Other groups are welcome to give comments and
opinions (if there is more than one group).

HOTS:
Applying

b. Student carry out assessment project according to

time frame given by teacher.

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HEBAT Bacaan BI
Unit 1

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