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2.3 Module: Happy Days Unit: Favourite Festivals
Chapter 2
2.3 Module: Happy Days Unit: Favourite Festivals
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LT 2.3.6
A New Festival
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2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
Chapter 2 2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
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2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
Creative Thinking ToolsBrainstorming*
R.A.F.T. strategy*
S.C.A.M.P.E.R. techniques*
Value grid*
Activity Description Part A: Pirate Treasures
Pupils read the biography of Cheung Po Tsai from “The Pirate of Cheung Chau”1 to note his major life events and personality and decide how to use the treasures found in the famous Cheung Po Tsai Cave with the help of the value grid.
Part B: Fun with the Bun Festival
Pupils read about the Bun-scrambling Competition in an information text, “Come and Celebrate the Bun Festival”2. With the help of the R.A.F.T. strategy, they write an autobiography in the role of a “Ping An Bun”. After that, pupils make use of brainstorming and the S.C.A.M.P.E.R.
techniques to design a more interesting and safer Bun-scrambling Competition for children their age.
* Please refer to Chapter 1 for the introduction to brainstorming, the R.A.F.T. strategy, the S.C.A.M.P.E.R. techniques, the value grid and other creative thinking tools.
Materials
- LT 2.4.1 – LT 2.4.6
1 Debnam, M. (2005). The Pirate of Cheung Chau. Hong Kong: Educational Publishing House Ltd.
2 McNeill, A. & Yu, V. (Consultants). (2005). Come and Celebrate the Bun Festival. In McNeill, A & Yu, V.
(Consultants). Step Up 5A (pages 16-17). Hong Kong: Educational Publishing House Ltd.
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2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
Chapter 2
2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
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Procedures
Part A: Pirate Treasures
1. Elicit from pupils their prior knowledge or personal experience about the local scenic spot Cheung Po Tsai Cave.
2. Introduce the features of a biography and guide pupils to read “The Pirate of Cheung Chau” to identify the major events in Cheung Po Tsai’s life and his personality. Invite pupils to make evaluative comments about the pirate leader (e.g. strong, tough, powerful, bright, clever, intelligent, hardworking, aggressive) and provide support using examples from the biography.
3. Tell pupils to imagine they have found a lot of money in Cheung Po Tsai’s cave and in groups think of ways to use the money meaningfully. Use the value grid to help pupils generate ideas of using the money. Guide pupils to agree on the values to consider when finding an ideal solution. Encourage pupils to make decisions based on the pros and cons of all the ideas of using the money. Have each group share the reasons for their decisions (LT 2.4.1).
Example:
Ideas:
Different ways of using the money
Values Who will get A
the help?
How many B people will get
the help?
How long will C the benefits last?
What meaning D does it have?
1. Invite children from poor families to visit famous places in Hong Kong.
Children from families who cannot pay for the trips
Many poor
children One trip (a few hours)
Poor children can have fun going to famous places and learn more.
2. Build more sports centres in different places in Hong Kong.
People who love sports Old and young people who want to have more exercise and be healthy
Many sports lovers and users, children and adults
Many years until the facilities break down
More people can have fun in sports.
More people will do exercise regularly.
More people can be healthy.
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2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
Chapter 2
2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
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Part B: Fun with the Bun Festival
1. Elicit from pupils their prior knowledge or personal experience about the Bun Festival. Play video/news clips that show the festive activities.
2. Ask pupils to read “Come and Celebrate the Bun Festival” in the textbook. Introduce the R.A.F.T. strategy (LT 2.4.2). Explain the format of an autobiography and its features.
3. Prepare pupils to write an autobiography in the role of Mr Bun with some guiding questions (LT 2.4.3). Draw pupils’ attention to the topic of the autobiography, the Bun-scrambling Competition. Remind pupils to make creative use of their role as a bun. Encourage the use of all senses to observe what usually happens before, during and after the competition.
4. Ask pupils to write the autobiography of Mr Bun (LT 2.4.4a/b) and make it into a book. They can re-design the cover page (LT 2.4.5).
5. As an extended creative writing task, have pupils re-design the Bun-scrambling Competition to make it safer and more interesting for their age. They re-read “Come and Celebrate the Bun Festival” to identify the elements of the game (e.g. goal, equipment, rules, number of players) that can be improved. Focus on M.A.P. of the S.C.A.M.P.E.R. techniques. Demonstrate modifying the number of players, adapting the rules and putting the buns to different uses in the competition. Have pupils brainstorm in groups the new competition and fill in Part 1 of LT 2.4.6.
6. Ask pupils to write out the details of the new Bun-scrambling Competition individually in Part 2 of LT 2.4.6. The whole class vote for the safest and most exciting design.
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2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
Chapter 2
2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
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LT 2.4.1
Pirate Treasures
Imagine you have found a lot of money in Cheung Po Tsai’s Cave. Think of ways to use the money meaningfully. Use the value grid to help you think creatively.
Problem: Ways of using the money meaningfully
Step 1:
List as many creative ways of using the money as you can in the “Ideas” column.
Step 2:
List the values you want to consider in the
“Values” row.
Step 3:
Fill in the grid by looking at each idea for each value.
Step 4:
Compare the good and bad points of all ideas.
Step 5:
Choose the best idea of using the money and modify it if necessary.
Your group’s decision:
How would you use the money? Why?
___________________________________________________________________________
___________________________________________________________________________
Ideas Different ways of using the money
Values A
e.g.
Who will get the help?
B
e.g.
How many people will get the help?
C D
e.g. 1
Invite children from poor families to visit famous places in Hong Kong
Children from families who cannot pay for the trips
Many poor children
2
3
4
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2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
Chapter 2
2.4 Module: We Love Hong Kong Unit: We Love Cheung Chau
Nurturing Pupils’ Creative Thinking in the Upper Primary English Classroom 54
LT 2.4.2 The R.A.F.T. poster: