Textbook:

The Wonderful Wizard of Oz

Teaching Focus:

Reading strategies

Product:

A tour guide page

Resources

1. Introduce the book and strengthen students’ book concept by showing them the information they can get from the book cover.
2. Ask students to identify the characters shown on the book cover.  Elicit from them the possible names of these characters.
3. Introduce the characters in the story to students and ask them to make predictions about whether they are good or bad. 
4. Conduct a matching activity, in which students need to match pictures of the characters with their descriptions.

• 1.1_Pre-reading_ppt
• 1.2_MatchingActivity

Resources

1. Chapter 1
1. Students make predictions about this chapter by looking at the chapter title and pictorial clues.
2. Read the first paragraph to students using the shared reading approach.  Demonstrate how to infer unfamiliar words (like cellar, lifted) by thinking aloud.
3. In the worksheet, students read descriptions of 2 scenes (Kansas and Oz) and visualise them by drawing pictures.  They then compare the two pictures and write about the differences.
4. Draw students’ attention to the last line of the chapter and show them how to infer the meaning of 'exclaimed' from contextual clues.

2. Chapter 2
1. With the help of pictorial clues in the book, ask students to make predictions about the chapter with guided questions.
2. Read aloud the beginning paragraphs for students.
3. In the worksheet, students then predict the development of the story by sequencing dialogues that follow.
4. Ask students to look at questions 3 and 4 in the worksheet.  They then read on to find out the answers. 
5. Show students how to infer the reason why Dorothy cried using PowerPoint.
6. Students role play 1-2 excerpts in the chapter.

• 2.1SharedRead_Ch1_ppt
• 2.2Worksheet_Ch1
• 2.3Worksheet_Ch2
• 2.4Inferencing_Ch2_ppt

Resources

1. Chapter 3
1. Students look at the pictures and the chapter title to make predictions about what a scarecrow is.
2. Elicit from students that ‘scarecrow’ is composed of 2 smaller words.  Explain the meaning of the two ‘small’ words and have students guess what the word means.
3. While-reading activity I (supported reading): Give students some picture and text cards.  Ask them to match the pictures and the texts, and then sequence the events in the correct order.
4. While-reading activity II: Students read on to find out 1) what Scarecrow wanted most and 2) what Scarecrow was afraid of.  They need to draw them and label their pictures.
5. Explain to students that ‘scarecrow’ is an example of ‘compounding’, which is an important vocabulary building skill.
6. Elicit/Introduce more compound words and ask students to write down 3 examples in the worksheet.


2. Chapter 4
1. Before reading, ask students to look at the 2 pictures provided in this chapter.  Ask them about what characters they can see in the pictures and guess the story development.
2. Read the first part of the chapter with students.  Elicit from them Dorothy’s personal qualities and support their findings with evidence.
3. Using PowerPoint, illustrate how to make pronoun references with excerpts from the chapter.
4. Students read the rest of the chapter and find out what each character wants from the Great Oz.
5. After reading the chapter, draw students’ attention to the reporting verbs in the chapter and have them underline the verbs in the text.  In the worksheet, students try to match these verbs with their meanings.
6. Given various reporting verbs, conduct a speaking activity with students in which they need to demonstrate dialogues with different voices/emotions.

• 3.1Matching Activity
• 3.2Worksheet_Ch3
• 3.3MakingRef_Ch4_ppt
• 3.4Worksheet_Ch4

Resources

1. Chapter 5
1. Ask students to look at the pictures in the chapter and help them make predictions by asking the following questions:
• Do you see any new face in the pictures?  Who is that?
• What do you think the lion has done to Scarecrow and Tin Man?
• What adjectives would you use to describe a lion?  Can you use this adjective to describe this lion when you look at the second picture?
• How is the lion feeling?  Can you guess why he has such a feeling?
2. Read the first 2 paragraphs with students and ask them to draw a 4-panel comic strip in the worksheet according to the text.
3. Read on with students and demonstrate how to infer meanings of unfamiliar words with contextual clues using the example ‘coward’.
4. For post-reading, talk about symbolism with students.  While ‘lions’ usually symbolise courage, what do the following animals represent?
• fox (cunning, wicked)
• pig (lazy, fat)
• sheep (kind)


2. Chapter 6
1. Ask students to look at the chapter title and tell them that ‘emerald’ is a kind of precious stone.  Have them guess the colour of emeralds after looking at the pictures in the chapter.
2. Ask students to think about why the characters needed to wear green glasses.
3. Students read the first half of the chapter.  While reading, they need to identify the green objects mentioned and jot them down in a worksheet.
4. In pairs, students role-play and read the dialogues.  They then fill in a table about solutions provided by the guard in Emerald City in the worksheet.
5. For post-reading, discuss with students the colours associated with precious stones, i.e. amber, ruby, and sapphire.

• 4.1Worksheet_Ch5
• 4.2Inferencing_ppt
• 4.3Worksheet_Ch6

Resources

1. Chapter 7
1. Distribute the worksheets to students.  Ask students to look at the pictures in the chapter and fill in the table for Dorothy and Scarecrow about what form of the Oz each of them saw.
2. Ask students to close their books.  Students fill in the dialogues of the characters while reading the text in the worksheet.  Check answers with students.
3. While they are reading the rest of the chapter, ask students to complete the table (in step 1) for the Tin Man and the Lion.
4. Elicit from students the mission that the Great Oz gave them.
5. Post-reading discussion:
   Ask students to predict whether the four characters would do what the Oz asked them to. 
6. Elicit from them an adjective to describe the four characters.


2. Chapter 8
1. Read paragraphs 1 and 2 with students.  Ask students whether they would kill the Wicked Witch or not if they were Dorothy and why.
2. Look at the first picture in the chapter with students and ask them to describe the witch and the monkeys orally.  Draw their attention to the cap that the witch was wearing and the wings of the monkey.
3. Read the first part of the chapter.  Ask students to find out more about the cap and the monkeys that they’ve seen in the pictures.  Elicit from students the descriptions of the cap and the monkeys according to the text.
4. Read the rest of the chapter with student.  Show them how to make reference to some pronouns in the text.
5. Students then jot down the three things that the wicked witch was scared of in a table in their worksheet.

• 5.1Worksheet_Ch7
• 5.2Worksheet_Ch8

Resources

1. Chapter 9
1. Students look at the first picture in the chapter and make predictions about the development of the story.
• What were the monkeys doing?
• Guess where they were heading to.
• Read to check whether the guesses are correct.
2. Conduct a matching and sequencing activity with students to support students when they read the following paragraphs.
3. Students read the rest of the chapter and summarise the story details in a table in their worksheet.


2. Chapter 10 – independent reading
1. Students complete the independent reading worksheet on their own for this chapter, which includes:
• Pre-reading: making predictions from title and pictorial clues;
• While-reading: summarising story details, identifying the functions of dialogues and making inferences; and
• Post-reading: revising compounding and reporting verbs

• 6.1Matching Activity
• 6.2Worksheet_Ch9

Resources

1. Functions of Dialogues
1. Introduce functions of dialogues using PowerPoint.
2. Match examples of dialogues from the story ‘The Wonderful Wizard of Oz’ with their functions.


2. Plot
1. Show PowerPoint to introduce the plot diagram to students.
2. Students label the diagram in their worksheet.
3. Students read the key events in ‘The Wonderful Wizard of Oz’ and identify the different story plot elements in the story.


3. Setting
1. Introduce the concept of ‘setting’ to students, i.e. time and place.
2. Ask students to identify the setting as described in ‘The Wonderful Wizard of Oz’ and the mood that the setting has created.
3. Students draw the three places that Dorothy had been to on a tour guide page.

• 7.1Dialogue_rev ppt
• 7.3Plot_ppt
• 7.4aWorksheet_Plot (easier version)
• 7.4bWorksheet_Plot
• 7.5Worksheet_Setting