...

Victorian Essential Learning Standards Movie Mayhem

by user

on
Category:

education

14

views

Report

Comments

Transcript

Victorian Essential Learning Standards Movie Mayhem
Victorian Essential Learning Standards
LOTE Units Plans - Indonesian
Movie Mayhem: Putri dan Labu
Level 6
Interpersonal Development, Indonesian, Communication and Thinking processes
Contents
Introduction ............................................................................................................................ 2
Learning focus........................................................................................................................ 2
Victorian Essential Learning Standards............................................................................... 3
Teaching and learning activities ........................................................................................... 4
Activity 1: Awareness raising ............................................................................................................5
Activity 2: Making connections ..........................................................................................................6
Part A: Keluarga ...........................................................................................................................6
Part B: Family Issues ....................................................................................................................6
Part C: Writing sentences to create a story – completing sentences .............................................7
Part D: Editing and reorganising order of sentences .....................................................................7
Activity 3: Production - TLF Learning Object “Movie Mayhem: Putrid an Labu”.................................8
Activity 4: Reflections and Feedback ................................................................................................8
Extension Activity..............................................................................................................................9
Assessment .......................................................................................................................... 10
Key Features/Evidence ........................................................................................................ 11
Unit resources ...................................................................................................................... 12
References .....................................................................................................................................12
Script sample..................................................................................................................................13
Keluarga .........................................................................................................................................15
Photo Album ...................................................................................................................................16
OSCAR Night: Story adaptation & Film creation. ............................................................................17
Published by
© 2007
33 St Andrews Place East Melbourne Victoria 3001 Australia
Phone: +61 3 9637 2222 or 1800 809 834
Email:
edline@edumail.vic.gov.au
Web:
www.education.vic.gov.au
www.education.vic.gov.au
Introduction
In Movie Mayhem: Putri dan Labu, students learn about film production through topics and language
related to Indonesian fairy tales and Family issues. They learn to create narratives and scripts, plan and
sequence scenes and events, and use these skills to complete The Learning Federation Learning
Object. They apply this learning by working in groups to create a film to be viewed by their peers on the
Oscar night.
This unit provides opportunities for students to demonstrate achievement against the standards in
Interpersonal Development, LOTE – Communicating in a language, LOTE – Language Awareness,
Communication and Thinking Processes.
Learning focus
This unit addresses learning focus statements from three strands. These include:
Physical, Personal and Social Learning:
Interpersonal:
• Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the
nature of conflict resolution through creating, editing and film production.
Discipline-based Learning
• Through editing and producing a film, students consider the audience, purpose and appropriate
language for listening, speaking and writing tasks.
• Extend their interactions to exchange information and opinions on family issues and relationships.
• In an open-ended communication situation able to communicate effectively and efficiently using
accurate language as much as possible.
Interdisciplinary Learning
Communication:
• Edit a film about a Cinderella-style fairytale set in Indonesia.
• Respond to a range of aural, written and visual texts, reflecting on influences of language and
culture.
Thinking Processes:
• Explore different perspectives.
• Develop question techniques appropriate to the complexity of ideas under investigation.
• Develop skills in synthesising complex information and solving problems that include a wide range
of variables.
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 2 of 17
www.education.vic.gov.au
Victorian Essential Learning Standards
Below is an example of VELS in table format.
Strand
Domain
Dimension
Physical,
Personal and
Social Learning
Interpersonal
Development
Building social
relationship
Discipline-based
Learning
Indonesian
Communicating in
a language other
than English
Intercultural
knowledge and
language
awareness
Interdisciplinary
Learning
Communication
Listening, Viewing
and Responding
Presenting
Thinking
Processes
Reasoning,
processes and
inquiry
Reflection,
evaluation and
metacognition
Key elements of standards
Students:
...demonstrate awareness of social
conventions…
….apply understanding of conflict resolution
strategies to their film…
Pathway 1:
..reproduce main features of grammar…
..deduce relationships, mood, attitudes and
social context from visual stimuli..
..read text and effectively extract information..
…identify relevant information and ideas from
spoken text..
…spontaneously participate in interactions
related to a specific topic..
Pathway 2:
…recall main ideas..
…Identify relevant information and ideas from
spoken text..
..read texts and identify and extract main ideas
for use in new context..
…create a simple original text for specific
audience and purposes…
Pathway 1 & 2:
….demonstrate knowledge of word order and
context on meaning…
..demonstrate understanding of cultural
influences…
..demonstrate understanding of language as a
complex system through strategies such a
reflection, drafting etc….
..identify in which complex messages are
conveyed.
…consider alternative views, recognising
multiple interpretations with insights…
…use a wide of communication forms…
..select suitable resources and technology to
effectively communicate..
…provide feedback to others and reflection….
..generate questions that explore
perspectives…
..process and synthesise complex information
and complete activities focusing on problem
solving which involves a range of variables and
solutions.
……explain conscious changes that may occur
in their own and other’s thinking, analysing
alternatives, perspectives and perceptions…
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 3 of 17
www.education.vic.gov.au
Teaching and learning activities
This unit focuses on the topic of Movie Mayhem: Putri dan labu and language related to film or movie
production. Students will participate in activities which require them to take the role of a director, actor,
audience and a journalist. This can lead to the extension activity where students showcase their film
production at an ‘Oscar’ event.
Make sure that you are familiar with the learning object Movie Mayhem: Putri dan labu before introducing
it to your students.
The Teaching Notes are organised into four sections:
•
•
•
•
Awareness Raising - introductory or pre-teaching activities
Making Connections - building connections between new and prior knowledge, and between
Indonesian and English
Production - using the Learning Object
Reflection and Feedback .
Production and reflection are not sequential, but instead are cyclical. For each learning activity, there will
be one or more periods of reflection and feedback to inform the language program for both student and
teacher.
Assessments are included throughout Movie Mayhem: Putri dan labu Teacher Resource series as
appropriate. Teachers could choose to use some or all of these to assess the Victorian Essential
Learning Standards.
About Movie Mayhem: Putri dan labu (Years 9–10)
Learning objects
Movie Mayhem: Putri dan labu
[Indonesian]
LO ID
1246
Years
9–10
In Movie Mayhem: Putri dan labu, students edit a film about a young girl in a poor Indonesian family
which is based on a Cinderella-style fairytale. Students progress through a series of film scenes, reading
and listening in Indonesian to a set of three shots that make up each scene. They then choose the
correct take of a missing shot depending on the meaning of the text.
Students must ensure that all images match the given dialogue and that the emotions shown and the
spoken words used suit the cultural setting. The dialogue of the characters is designed to highlight a
range of emotions, making it a useful starting point for examining how emotions are conveyed in an
Indonesian context.
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 4 of 17
www.education.vic.gov.au
Activity 1: Awareness raising
As an introductory activity it is recommended that the whole class discuss what is involved in film
production and the concept of family and Indonesian folktale.
Movie production
The following questions can lead to discussions of the concept of film production, genre - narrative,
appealing to audience or target audience, questions can include:
• What movie is most popular?
• Why is it popular?
• How does the movie entice the audience? (marketing, media, genre, special effects, actors,
setting, story)
• What is the storyline?
• What type of audience do you think it targets?
• In your opinion do you think that there should be other popular movie styles? Why?
• Why do you think the movie that you have chosen is not in the mainstream?
Indonesian folktales
The following will lead students to think about and compare the underlying features of folktales in both
cultures:
• What are some popular folktales or fairytale stories?
• What do you think the theme is in that particular folktale?
• Why do you think they are popular or well known?
• What is the basic structure of a folktale or narrative?
o Introduction – sets the scene or outlines the plot or conflict, character building
o Body – working towards resolving the conflict
o Conclusion – the conflict is resolved , often good triumph over evil
• Are there morals attached to these stories? Why is this so?
• What are the differences and similarities between telling a story through the medium of books and
film?
• For a story that has been made into a film (for example Harry Potter), do you prefer the book or the
film? Explain your response?
Family issues
Issues relating to families often make a good story because everyone can relate to them, sometimes this
is combined with an element of fantasy, or a plot such as in ‘Harry Potter’.
Discuss the relationship Harry Potter has with his aunt, uncle and cousin; the relationship he had with his
parents; and his relationship with his friends and teachers.
o
Can you relate to any of these family issues or themes? Why?
Similarly, in most countries, folktales almost always rotate around families, nasty relatives, most
commonly evil stepmothers.
The following points can lead to discussions of families in Indonesia:
• Most middle class families in Indonesia have a pembantu. These are the people who do the menial
tasks within a household. Their tasks can include babysitting, cooking, washing clothes, cleaning
etc. They usually eat after the family has eaten. Sometimes poorer relatives are taken in by a more
able relative to live with them. They are supported with food, shelter and accommodation. Most
often their tasks are similar to a pembantu, however some – a few, even with relatives, are treated
badly.
• Many Indonesian stories have evil stepmothers that are equivalent to Cinderella - Ibu tiri.
• Discuss the different fairy tales that have evil stepmothers, or relatives that are not kind to the
children. Do you think all stepmothers are like that? Why do you think this is so?
• Prepare students for the Learning Object Movie Mayhem. This is similar to Cinderella, but set in
Java. They will have to edit a film so must be familiar with the characters, dialogue and Indonesian
vocabulary.
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 5 of 17
www.education.vic.gov.au
Talk about fairytales or folktales: what characteristics have these types of narratives had: magic, evil
character, good character, etc. Many Indonesian fairy tales and folktales have very similar themes - the
element of good verses evil and the teaching of moral values.
What is the difference between a fairy tale and a folk tale?
Activity 2: Making connections
The following suggested activities will prepare students for the learning objects Movie Mayhem: Putri dan
labu.
Part A: Keluarga
The following activity will assist students in revising and learning the language related to families.
In Indonesian, the teacher asks students questions related to families:
• Jelaskan sedikit tentang keluarga Anda/kamu?
• Apa tugas / pekerjaan Ibu/Bapak etc Anda?
• Ada berapa orang di keluarga Anda?
• Apakah ada binatang peliharaan di rumah?
A useful vocabulary list can be downloaded from NSW HSC Beginners Indonesian site:
http://hsc.csu.edu.au/indonesian/beginners/topics/family/family_words/Family_useful_words.html
• In pairs students interview each other, asking questions in Indonesian about family, occupation etc.
Students then introduce their partner to the class and briefly outline their partner and their family.
• Students create a photo album, in Indonesian, describing their family members, their occupation,
likes and hobbies etc.
Part B: Family Issues
The following will assist students to learn and talk about issues and use language related to family
issues:
• Students read a text from ‘Bersama-sama selalu’ page 2 ‘Kamu tanya, kita jawab’.
o Complete the exercise Benar atau salah.
o Create the questions for Benar atau Salah.
o Complete Dalam Fokus, which requires the student to reply to the letter, giving views
about living away from home and writing a short letter of advice.
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 6 of 17
www.education.vic.gov.au
Part C: Writing sentences to create a story – completing sentences
This activity requires students to write at least two sentences prompted by the previous student writing a
vocabulary or a sentence.
Students on a piece of paper, write their name and two sentences to start their story. They cover the first
sentence, leaving the second sentence exposed and then pass it to the person sitting next to them. The
next person reads the last (exposed) sentence, prompting them to create another two of their own covering their first sentence and leaving the second one exposed and passing it on to the next student.
When the paper has been circulated so that all students have written two sentences on each piece of
paper, the paper should then be returned to the person who started the process. Students in turn read
their story and maybe have a good laugh at the outcome.
Examples of sentences students can start with:
1. Di dalam hutan yang luas tinggal seorang wanita yang bernama Wati. Wati tinggal dengan Ibu tiri
yang suka makan nasi goreng.
2. Pada sesuatu hari, seorang perempuan yang bernama Ina…
Part D: Editing and reorganising order of sentences
This activity will assist students with the ordering of sentences and sequencing of a story using pictures
from a comic strip.
The teacher models the process by:
• selecting a comic strip
• with the students, writing a script and a description for each frame of the comic
• for each of the frame, using the following scaffolding questions: What do you think is happening
here? Let’s write the names of the people and their relationship. What and who else are in the
scene? Let’s write all the nouns and objects that are in the frame. Let’s write a list of verbs that are
appropriate for this frame. Now let’s write the adjectives that describe the scenes. Remember the
sentence structure…Let’s put the sentences together. Now what do you think the people are
saying or thinking?
• When all the pictures have a script or a description, cut and place the strips and the pictures out of
order.
• Use another pre-prepared comic strip for the whole class to place in order.
• Match the pictures with the description or script.
• Reorganise and place the script and the pictures in its correct order.
Students collate their own comic strips and use this in the activity. Students select the comic strip that
they think they are able to translate or write a dialogue or script in Indonesian.
• Students write a script for each picture in the comic strip and paste the picture next to the comic
strip. They make a copy.
• Students separate the pictures and the script.
• Other students match the pictures with the correct script, and then reorganise the comic to its
correct order.
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 7 of 17
www.education.vic.gov.au
Activity 3: Production - TLF Learning Object “Movie Mayhem: Putrid an Labu”
Inform students that in Movie Mayhem: Putri dan labu, they will have a chance to edit a film about a
young girl in a poor Indonesian family based on a Cinderella-style fairytale. They will work in pairs to edit
the film.
Students will keep a journal of their editing. In their journal (written in English and where possible
Indonesian) they must include:
• challenges, frustration in editing the film
• new words, phrases they have learned
• any questions that they have related to the film and the sentence structure or new vocabulary or
grammar they have learned
• their view on the storyline and the way the film is progressing.
• how they can improve the film, and what other characters they would like to include.
Interview the director or editor (the teacher) to explore their perspective
The teacher assumes the role of the director or editor of the film Movie Mayhem: Putri dan labu. The
director is holding a press conference about the film. This is an opportunity for the journalist (student)
and movie critics to ask the director questions about the film. The role of the students is to pose some
questions in Indonesian about the film and write down the answers. They must then write an article
about the interview for a film magazine.
In order for all students to have an opportunity to ask questions, have four or five students interview the
teacher at a time.
Write a fairytale
In this activity students go through the process of writing a fairy tale in Indonesian.
•
•
•
•
•
Have students think and write about the moral of a story that they would like to include in their
writing.
Students draw the sequence of the story in a comic format.
Students add Indonesian vocabulary listed under adjectives, verbs, nouns for each frame of their
story.
Students work through the sentence structure to be used for each frame describing and
formulating ideas and scenes using the vocabulary that they have listed for each frame.
Ensure that students follow the structure of a narrative.
Activity 4: Reflections and Feedback
•
•
Using the journal students wrote whilst editing the film, students write a review of the movie,
include the technical component of film making and also the story, and the characters.
Journal of film editing – Production activity.
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 8 of 17
www.education.vic.gov.au
Extension Activity
OSCAR Night: Film creation.
Students in groups create a script for a movie: they can adapt the fairytale they have written into a script.
They act out their film and create a DVD. With assistance from Media Studies or the Performing or
Visual Arts department students, edit their film. Keep a journal of the frustrations, achievements, hurdles,
challenges in creating a film in your group
The film will be shown at the Oscar day, when all students from the class and parents are invited come
in at lunch time to watch the movie (with popcorn). Parents can comment on the movie in English and all
students must review one movie each in Indonesian - commenting on the characters, the story, how it
can be improved, technical work and whether it was a worthwhile movie to watch.
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 9 of 17
www.education.vic.gov.au
Assessment
The Victorian Essential Learning Standards supports a combination of assessment practices:
• assessment of learning (summative)
• assessment for learning (formative)
• assessment as learning (ongoing).
Domains/Dimensions
Interpersonal skills
Assessment Focus
(Outline specific knowledge, skills and
behaviours that each assessment task will
focus on)
Ability to:
- Demonstrate awareness of social
conventions…
- Include conflict resolution strategies into
their narrative
LOTE
-
Identify relevant information and ideas
from spoken text.
Deduce relationships, mood, attitudes and
social context from visual stimuli..
Assessment Tasks
Production of a Fairy tale and
observation during the discussion
“Awareness raising”
Successfully complete the Learning
objects: Movie Mayhem – Putri dan
Labu
-
Use appropriate vocabulary, grammar
and sentence structure related to the
communication/ creation of story in the
fairy tale.
Write a Fairy tale.
-
Participate in an interaction and apply
understanding of cultural interactions.
-
Identify and extract main ideas for use in
new context.
Assessment of Teacher-students
interaction (Interview a director) and
then use the information to write an
article for particular audience?
Thinking Process
-
generate questions that explore
perspective
Assessment and observation of the
question words / techniques used to
enquire about the director’s
perspective on the film “Putri an
labu”
Completion of Learning Objects.
-
-
Communication
Process and synthesise complex
information and complete activities
focusing on problem solving which
involves a range of variables and
solutions.
Explain conscious changes that may
occur in their own and other’s thinking,
analysing alternatives, perspectives and
perceptions…
Observation of the processes of
student’s film production.
Student’s journal and thoughts as
they go through the process of film
production.
Select suitable resources and technology for
effective communication.
Observation of the technique used
for Film production.
Consider alternative views, recognising
multiple interpretations with insights…
Review of film after “Oscar Night”
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 10 of 17
www.education.vic.gov.au
Key Features/Evidence
Ability to Demonstrate awareness of social convention, and apply conflict resolution strategies into their narrative
Below the Level
At the Level
Above the Level
Has difficulty outlining acceptable
Able to integrate social conventions
Outline a number of acceptable
behaviour and strategies to resolve
(a few acceptable behaviours) and
behaviours to resolve conflict.
conflict in the story.
have at least 2 strategies to resolve
a conflict in the story.
Ability to identify relevant information and ideas from spoken text and deduce relationships, mood, attitudes and
social context from visual stimuli.
Below the Level
At the Level
Above the Level
A great deal of assistance is
Successful completion of the
Successful completion of the
required to comprehend the
Learning Objects, with some
Learning Objects with little
Learning Objects. Has difficulty
assistance from the teacher in
assistance from teacher, has the
finding resources to aid their
regards to sequencing and context
ability to be resourceful and use the
comprehension of the intention of
of the story.
dictionary successfully
the story
Ability to use appropriate discourse forms, vocabulary, grammar and sentence structures related to the
communication/ creation of a story in the fairy tale genre.
Below the Level
At the Level
Above the Level
Evidence of a narrative, but has
Narrative is clearly structured, with a Narrative is well structured using a
limited vocabulary, sentence
good range of vocabulary used,
wide range of vocabulary and
grammar appropriate to the topic.
grammar. The story is enticing and
structure is basic, many errors
evident with more complex sentence
grabs the interest and imagination of
structures.
the audience.
Ability to participate in an interaction and apply understanding of cultural interactions; Identify and extract main
ideas for use in new context; ability to generate questions to explore perspective.
Below the Level
At the Level
Above the Level
Has difficulties memorising prepared Formulated and used prepared
Formulated and used prepared
questions and using appropriate
questions well in the interview. Able
questions well, with some
register, resulting in continuous
to use appropriate register and
spontaneity in the interaction,
disconnection in the interview. The
mannerisms for the context of the
integrating good social register and
article written reflects little of the
interview. Used information
culturally appropriate mannerisms.
information provided in the interview. extracted from the interview
correctly in the written article.
Explain conscious changes that may occur in their own and other’s thinking, analysing alternatives, perspectives
and perceptions.
Below the Level
At the Level
Above the Level
Journal writing outlines recount, with Journal writing reflects development An insightful journal, outlining in
little evidence of reflection about self of thinking process, with some
depth the thinking processes of self
and /or others.
suggestions of alternatives, their
and others. Synthesises ideas,
own perceptions and perspectives.
perspectives and perception. A very
mature outlook.
Ability to select suitable resources and technology to communicate effectively; Consider alternative views,
recognising multiple interpretations with insights.
Below the Level
At the Level
Above the Level
Film production is of excellent
Film production is limited in the use
Film production is of good quality,
of different technology to create
using sound affects, characters and
quality. Good use of the different
mood and context of the story.
scenes to create mood and context.
technology to create sound affects,
highlighting the mood and context.
Review of the films contains a
Review of the films takes into
consideration factors that influenced Reviews of the films highlight a
recount of the story with little
evidence of film interpretation.
film production and a good
thorough understanding of the
technical process required for film
understanding of the story
portrayed.
making, and an in-depth
understanding of the story as
portrayed in the film.
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 11 of 17
www.education.vic.gov.au
Unit resources
References
Book: Bersama-sama selalu page 2
WebsiteS:
http://www.serve.com/inside/edit46/sharon.htm: Inside Indonesian – Children at work
http://hsc.csu.edu.au/indonesian/beginners/topics/family/family_words/Family_useful_words.html : HSC
Indonesian Beginners – Family
Victorian Essential Learning Standards - LOTE Unit Plans – Movie Mayhem, Level 6
© State of Victoria (Department of Education and Early Childhood Development), 2007
Page 12 of 17
Script sample
Our movie is set in rural Java. It is the story of a poor family – a young girl named Putri, Putri's aunt Bibi and Putri's
cousin Wati. Bibi is strict with Putri. Putri does all the housework, while Wati has no responsibilities at all.
One day when Putri is at the river washing clothes, Bibi's best red blouse is washed away. This leads to Putri's
meeting with a kindly old woman called Nenek, who finds the red blouse. Finally, it brings a happy change in Putri's
circumstances when, in return for her kindness, Putri is given a large pumpkin containing riches beyond Putri and
her family's wildest imaginings.
DI DALAM. DI DAPUR – PAGI HARI
Di rumah - hari biasa. Bibi berdiri dekat pintu dapur dan menampi padi. Putri sedang masak. Ada keranjang yang
berisi cucian. Wati sedang makan pisang yang diambilkan Putri.
BIBI
'Ayo, masak cepat-cepat, Putri! Saya sibuk dan Wati sudah lapar. Ingat, masih ada cucian juga!'
WATI
'Ya, Putri. Saya sangat lapar dan merasa pusing. Ambilkan saya pisang!'
PUTRI
'Ini pisang. Makanannya tidak lama lagi. Nanti saya akan ke sungai dan mencuci pakaian kita.'
DI SUNGAI – SIANG HARI
Putri berdiri di pinggir sungai dan mencuci pakaian. Wati duduk tidak jauh dari Putri. Tiba-tiba, sungai banjir dan
permukaan air naik. Putri mengumpulkan pakaian dan mendaki pinggir sungai dengan cepat tetapi kebaya merah
Bibi hanyut.
PUTRI
'Hampir selesai. Sebentar lagi saya pulang, menjemur cucian dan memetik sayur-sayuran sebelum memasak.'
WATI
'Jangan lambat begitu, Putri. Saya sudah lapar!'
PUTRI
'Wah, banjir!
Aduh! Kebaya merah Bibi hanjut!'
DI DALAM. DI RUMAH – SIANG/SORE HARI
Bibi berdiri di muka rumah yang beratap lalang. Putri dan Wati datang. Putri memberikan cucian kepada Bibi.
Karena kebaya merah hilang, Bibi menyuruh Putri untuk kembali ke sungai dan mencarinya.
PUTRI
Ini cuciannya, Bibi.<hint> Tadi tiba-tiba sungainya banjir!'
WATI
'Putri, ada makanan lagi? Saya masih lapar!'
BIBI
'Putri, kebaya merah saya tidak ada! Ayo, kembali ke sungai dan cari!'
Putri
Ini cuciannya, Bibi. - Here is the washing, Aunt.
DI SUNGAI – SORE HARI
Putri menangis. Dia bertemu dengan seorang perempuan tua bernama Nenek yang sudah menemukan kebaya
merah. Putri membawa kayu api untuk Nenek dan ikut sampai ke rumahnya.
NENEK
'Halo, anakku. Kamu kelihatan sedih, ada apa?'
PUTRI
'Kebaya merah bibi saya hilang. Kami orang miskin dan kebaya ini yang terbaik. Dia sangat marah pada saya!'
NENEK
'Saya menemukan kebaya. Saya membawanya pulang. Mari, kamu lihat.
Bantu saya membawa kayu api ini!'
Help me carry this firewood.
DI DALAM. RUMAH NENEK – MALAM BELUM LARUT
Putri mau memasak di dapur. Nenek memperlihatkan kebaya merah dan memberikan labu kepada Putri. Putri
bermalam di rumah Nenek.
NENEK
'Ini kebayanya. Wah, hari sudah mulai malam! Lebih baik kalau Putri bermalam di sini. Mari, bantu saya memasak.'
PUTRI
'Ini kebayanya! Saya akan membantu memasak. Ini berasnya, di mana sayur-sayurannya?'
NENEK
'Kalau Putri pulang besok pagi, saya mau <hint>Putri membawa labu ini juga.'
Putri membawa labu ini - Take this pumpkin.
RUMAH BIBI – SIANG HARI
Putri memberikan kebaya merah kepada Bibi dan menaruh labu di meja. Putri membuka labunya. Dia terkejut.
Isinya emas dan permata. Bibi menyuruh Wati ke rumah Nenek supaya dia juga bisa minta labu.
BIBI
'Dari mana, Putri? Saya melihat Putri membawa kebaya saya dan labu juga. Kami belum makan, jadi ayo masak
labunya!'
WATI
'Saya mau dodol labu! Pakai gula merah dan santan ini.'
PUTRI
'Saya akan memotong labu dulu. Wah! Luar biasa! Lihat, ada emas dan permata!'
Wah! Luar biasa! - Wow! Extraordinary!
emas dan permata - gold and jewels
DI DALAM. DAPUR – SORE HARI
Wati kembali penuh dengan harapan dan menaruh labunya di meja. Bibi membuka labunya tetapi isinya ular-ular
berbisa. Bibi dan Wati sangat takut dan Putri terkejut.
BIBI
'Nenek senang memberi Wati labu juga, ya?'
WATI
'Ya, Ibu. Katanya, labu ini adalah hadiah untuk kita. Saya akan membukanya.'
BIBI
'Astaga! Lari cepat! Isinya ular-ular berbisa!Nanti kita digigit! Ini bukan hadiah!'
Astaga! Lari cepat!- Oh, my! Run quickly!
ular-ular berbisa!- poisonous snakes
DI LUAR. DI DEPAN RUMAH BIBI – PAGI HARI
Bibi, Wati dan Putri berkumpul. Bibi memegang keranjang cucian baru dan Wati memegang sapu baru. Rumahnya
beratap genting baru. Pakaiannya baru. Mereka bahagia.
WATI
'Terima kasih, Putri! Kebaya jingga dan sarung batik tulis baru ini indah sekali!'
BIBI
'Ya! Kita keluarga yang beruntung dan Putri kemenakan yang begitu penuh kasih dan bermurah hati.'
PUTRI
'Ah, biasa saja. Nah, giliran siapa untuk memasak hari ini?'
Wati thanks Putri
Terima kasih, Putri- for her new beautiful batik tulis sarong sarung batik tulis baru ini indah sekali
Keluarga
Tugas: In pairs students interview each other, asking questions in Indonesian about family, occupation
etc. And then students introduce their partner to the class and briefly outline their partner and their
family.
Interview your partner about their family in Indonesian. The following phrases will be helpful. You can
brainstorm other questions and possible answers and include them in the table below:
Questions / Pertanyaan
Jelaskan sedikit tentang keluarga Anda?
Apa pekerjaan ibu / bapak Anda?
Ada berapa orang di keluarga Anda?
Apa tugas Anda di rumah?
Biasanya keluarga Anda lakukan apa pada akhir
minggu?
Apakah keluarga Anda mempunyai binatang
peliharaan?
Answers / Jawaban
Di keluarga saya ada……
Ibu / bapak saya bekerja sebagai…
Ada _____ orang di keluarga saya.
Tugas saya……….
Pada akhir minggu biasanya keluarga saya
………..
Ya / tidak, keluarga saya mempunyai
…….binatang peliharaan.
Use the following sentences to introduce your partner about his/ her family to the class:
Indonesian
Kenalkan, ini…
Ada……orang di keluarganya.
Pekerjaan ibu /bapaknya…..
Tugasnya di rumah…….
Pada akhir minggu, keluarganya biasanya…
Dia ( tidak ) mempunyai binatang peliharaan…
Criteria for Assessment
1. The capacity to understand and
convey general and specific aspects
of spoken texts.
2. Capacity to accurately pass on main
points from Indonesian spoken
information.
3. Accurate control and use of language
and grammar.
Very high
English
Let me introduce you to ….
There are…people in his /family.
His/ her mother’s/father’s occupation is….
His / her chores at home…..
On weekends hif/her family normally….
He/she (doesn’t) have a pet….
High
Medium
Low
Very low
Not
satisfactory
Photo Album
Create a photo album in Indonesian describing your family members, their occupation, likes, dislikes,
hobbies etc.
A sample for a description of a family member:
Ini adik laki-laki saya. Namanya Iwan. Iwan tinggi, lucu dan suka bermain
baseball. Umurnya tahun ini sebelas tahun, dan dia duduk di kelas lima.
Iwan tidak suka bangun pagi-pagi untuk ke sekolah, tetapi di suka tidur
kesiangan pada akhir minggu. Karena di suka sekali baseball, setiap hari
Sabtu dia main baseball dengan regunya. Biasanya tugas rumah Iwan
mencuci piring, karena ada mesin cuci piring, dia jarang cuci piring dengan
tangan.
Criteria for Assessment
1. Relevance of Photo Album content in
relation to the task set.
2. Organisation and sequencing of
sentences on each family member.
3. Accurate control and use of language
and grammar.
Very high
High
Medium
Low
Very low
Not
satisfactory
OSCAR Night: Story adaptation & Film creation.
Tugas: In groups select a fairytale from the ones you have written. Your film will be presented for
viewing by your parents and your peers at the Oscar Night. Make sure that your team puts creative effort
into the film, because there will be film critics there to review your film.
•
Adapt this story/fairy tale for a film script.
•
Plan / Draw out the sequence of events /scenes for the film.
•
Act out and film the story /script using the plan your group has agreed on. Remember to use the
skills and knowledge you have learned from Media study. Try to include special effects and
demonstrate your acting skills.
•
Each member of the group keeps a journal of the progress and process of this film production from
the beginning to the end. Comment on team work, your feelings about what is going on and how
the film is developing etc. Record also the frustrations, achievements, hurdles, challenges in
creating a film in your group, and include new Indonesian words and phrases you have learned
from each other / the group. This journal will be useful for reflection and also will be assessed.
Criteria for Assessment
1. Quality of the script, reviewing:
•
•
•
content
sentence structure
range or vocabulary and
grammar used.
2. Team dynamics and organisation.
3. Planning for the film, reviewing:
•
•
evidence of planning
execution of the plan.
4. Use of technology: demonstrated
sound knowledge and skills in film
/DVD creation.
Very high
High
Medium
Low
Very low
Not
satisfactory
Fly UP