Chapter 2: Kindness Begins with Me

Unit 1 : Kindness Toward Differences

Unit 2 : Kindness and Happiness
Unit 3 : Kindness and Friendship

Learning Objectives
1. Connect and sequence events in an imaginative story
2. Explain characters’ action, feelings and behavior in an imaginative story and
3. Retell and rewrite an imaginative story
Pendahuluan:
1. Guru mengulas kembali materi pada Chapter 1. Bila memungkinkan, Bahasa Inggris
dapat digunakan secara penuh atau sebagian besar. Bila belum memungkinkan guru
dapat menggunakan bahasa Indonesia pada bagian-bagian penting dalam Chapter 1.
Bahasa guru
“Good morning, everyone. Welcome back to our English lesson. In Chapter 1 we
learned a lot about how to talk about past activities, how to sequence the activities and
how to add details to the main activities.”
2. Guru menjelaskan tujuan Chapter 2. Bila memungkinkan, Bahasa Inggris dapat
digunakan secara penuh atau sebagian besar. Bila belum memungkinkan guru dapat
menggunakan Bahasa Indonesia. Penggunaan Bahasa Inggris dan Bahasa Indonesia
dapat disesuaikan dengan tingkat kemampuan Bahasa Inggris peserta didik pada
bagian-bagian selanjutnya dalam chapter ini. Nama-nama karakter pada cerita yang
ada tidak perlu diterjemahkan ke dalam Bahasa Inggris.
Bahasa guru
“Today we come to a new chapter, Chapter 2, with a new topic. The topic is
‘Kindness Begins with Me’.” “In this chapter, we will talk about characters’ feelings,
traits and behavior in stories. The characters in the stories are many different animals,
so the stories are not real or imaginative.”
“We can also call these stories ‘cerita rakyat’. In English we say ‘folk stories’. Folk
stories are traditional stories. They are told again and again from our great
grandparents to our grandparents and to our parents and inally to us. They are usually
about good and bad characters. Most of the time we can learn something from reading
a folk story. What we learn is the moral value of the story.”

Unit 1. Kindness Toward Differences

Section 1- Say What You Know
Instruksi pada Buku Siswa
1. Look at the pictures in Picture 2.1. What do you know about these stories?
2. What other stories do you know?
 3. What is your favorite story?

Instruksi untuk guru (Kegiatan Inti)

1. Guru meminta peserta didik untuk mengamati Gambar 2.1
Bahasa guru “Let’s have a look at Picture 2.1 about stories from around the world.”
2. Guru bertanya kepada peserta didik apakah mengenal karakterkarakter yang ada pada
Gambar 2.1.
Bahasa guru “Do you know these characters in this picture?” “Can you tell me their
names?”
3. Guru kemudian menanyakan ke peserta didik apakah mereka mengetahui judul dan isi
dari beberapa contoh cerita rakyat yang ada di Gambar 2.1.
Bahasa guru
“Do you know these stories in this picture?”
“Which one is your favorite story?”
4. Guru meminta peserta didik untuk menjawab beberapa pertanyaan sederhana terkait
dengan karakter dan cerita rakyat yang ada dalam Gambar Cover Bab dan Gambar
2.1.
Bahasa guru
“Are the characters in the irst picture in Picture 2.1 in these stories? Which ones?”
“Are these stories real? Why/Why not?”
5. Guru menjelaskan dengan singkat jenis teks cerita pada Gambar 2.1 beserta
tujuannya.
Bahasa guru
“Picture 2.1 shows you several examples of ‘cerita rakyat’. As I said before, ‘cerita
rakyat’ can also be called ‘folk stories’ in English. Most of the time, they are not real
with imaginative characters, such as animals who can speak. These stories are told to
us from the time of our great great grandparents.”
6. Tujuan dari diskusi ini adalah agar peserta didik dapat memahami makna pengisahan
suatu cerita khayalan, dongeng atau cerita rakyat beserta nilai moralnya.
 Diagnostic Assessment Rubric
Date : Class : Chapter/Unit :
She/he can She/he can She/he cannot
She/he can
answer simple answer simple provide any
answer simple
Students questions with questions with answer to the
questions
the help of the the help of teacher's
independently
teacher peers questions
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Comment:
Section 2 – Viewing
a. Instruksi pada Buku Siswa
Listen to Audio 2.1. Monita and Galang are talking about a story. Listen and identify
the title of the story.
Audio 2.1 Script
Galang : Hi, Monita. What are you doing?
Monita : Oh hi, Galang. I’m listening to a story. The title is ‘The Ugly Duckling’. It’s an
assignment from Ibu Ida. Remember?
Galang : My goodness! I almost forgot about it. Can we listen to it together?
Monita : Sure thing. I’ll use the loudspeaker then.

Instruksi untuk guru (Kegiatan Inti)

1. Guru memperdengarkan Audio 2.1 mengenai Monita dan Galang yang sedang
berbincang-bincang tentang sebuah cerita.
Bahasa guru
“Do you remember these two students? Yes, they are Monita and Galang. They are
classmates. Look at what Monita is holding in her hands and what she is having in her
ears.”
“She is holding her cellphone with a headset in her ears. It seems that she is listening
to something interesting. We will now try to ind out what she is listening to.”
2. Guru memperdengarkan Audio 2.1. Guru meminta peserta didik membaca dan
menyimak percakapan pada audio tersebut, serta melengkapi judul cerita yang
didengar oleh Galang dan Monita.
Bahasa guru
“Listen to the conversation between Galang and Monita.”
“They are talking about an assignment from their teacher, Ibu Ida, to listen to a story.”
“While listening to the audio, you can read the conversation. You can see that there is
a gap in the conversation. Try to complete the gap with the title of the story.”
“I will play the audio several times.”
(two times or more if the students need it).”
3. Guru membahas isi percakapan bersama peserta didik dengan menekankan pada kata-
kata kunci.
Bahasa guru
“Where are Galang and Monita?”
“What is Monita listening to?”
“Why is she listening to it?”
“Did Galang remember about it at irst?”
“What are they going to do next?”
4. Setelah peserta didik memahami isi percakapan di Audio 2.1, guru dapat membahas
jawaban bersama peserta didik.
Instruksi pada Buku Siswa
b. Work with a classmate and predict the sequence of the story. Give a number on each
picture based on your prediction about the story. Number one has been done for you.

Instruksi untuk guru (Kegiatan Inti)

1. Guru memperlihatkan kelima gambar pada latihan b Section 2. Guru membahas setiap
gambar bersama peserta didik dengan menekankan pada kata-kata kunci action verbs
di setiap gambar.
Bahasa guru
“Look at the pictures in exercise b. Each picture shows you the story characters’
activities or actions.”
“Which words show you the activities? In Picture 1, for example, the word is sat. Can
you mime this activity? (Teacher can ask a student to do the action of ‘sat’).”
“What about in the other pictures?”
2. Guru menjelaskan kepada peserta didik bahwa beberapa dari gambar tersebut akan
muncul di cerita ‘The Ugly Duckling’. Guru meminta peserta didik untuk memilih
gambar yang mungkin muncul dalam cerita tersebut.
Bahasa guru
“Some of these pictures will appear in the story entitled The Ugly Duckling. Now,
please choose the picture that you think might appear in the story The Ugly
Duckling.”

Instruksi pada Buku Siswa

c. Listen to Audio 2.2 on the story Part 1. Check your prediction
Audio 2.2 Script
Instruksi untuk guru (Kegiatan Inti)
1. Guru memperdengarkan Audio 2.2. Guru meminta peserta didik menyimak ‘The Ugly
Duckling’ story serta memeriksa kembali gambar yang telah mereka pilih
sebelumnya.
Bahasa guru
“Now, listen to audio 2.2 and check whether your prediction is right or not.”
2. Guru serta peserta didik memeriksa prediksi cerita.
Bahasa guru
“Alright, Which picture appeared after picture number 1 according to the sequence of
the story?”

Jawaban Worksheet 2.1

1. A Mother Duck sat on her nest
2. Five duck eggs cracked and hatched
3. A Mother counted her ducklings one, two, three, four, five
4. Mother Duck waited for the last egg to hatch
5. A gray duckling walked with a funny wobble

Instruksi pada Buku Siswa

d. Listen again to Audio 2.2 and read the story. Circle the correct underlined verbs
Worksheet 2.1. See the Word Box.
Instruksi untuk guru (Kegiatan Inti)
1. Guru dapat mengulas kembali secara singkat mengenai Past Simple Tense dan
penggunaannya dalam menggambarkan kegiatan lampau
(past activities).
Bahasa guru

“Do you still remember about sharing past activities in Unit 1?”
“Which verb form do we have to use when talking about past activities?”
“We use past tense forms.”
“We use ‘went’ not ‘go’.”
“We use ‘stayed’ not ‘stay’.”
“We use ‘visited’ not ‘visit’.”
2. Guru memperdengarkan kembali Audio 2.2. Guru meminta peserta didik menyimak
kembali dan membaca cerita ‘The Ugly Duckling’, dan menulikan kata kerja yang
benar dalam bentuk past tense di buku catatan.
Bahasa guru
“In stories, we also use the same past tense forms. Now, listen again and read the
Ugly Duckling story.”
“Write down the past tense verbs to complete the story.”
3. Guru dapat membahas jawaban bersama peserta didik. Kosakata bantuan dapat dilihat
di Word Box.

Jawaban Worksheet 2.2

1. Once upon a time on a big farm, a Mother Duck sit/sat on her nest. She had to keep
her six eggs warm until they hatched/hatch.
2. At last, the eggs begin/began to crack. One by one, five yellow ducklings came/come
out of the eggs. They shake/shook their wings and said, “Quack, quack.” Then, they
walked/walk gracefully.
3. “Look at all of you!” say/said Mother Duck with joy. “You are all so cute!”
 4. She count/counted one, two, three, four, ive. “Oh, dear! I should have six ducklings!”
Mother Duck is/was worried.
5. But one large egg was still in the nest. It was/is a little stubborn. So, Mother Duck
sat/sit on her nest again and wait/waited some more.
6. The next day, the big egg crack/cracked open. A shy duckling come/ came out. He
was not yellow! He was gray and bigger than others. But he was weak and it
walk/walked with a funny wobble.

Instruksi pada Buku Siswa

e. Work with a classmate. Talk about Mother Duck’s feelings based on the story Part 1.
Instruksi untuk guru
1. Guru menginstruksikan peserta didik untuk mendiskusikan berbagai perasaan yang
dialami oleh Mother Duck kemudian menuliskannya di buku catatan masing-masing.
Hal ini berfungsi sebagai pengantar topik bahasan pada unit selanjutnya.
Bahasa guru
“Besides the activities the characters did, a story also shares their feelings.”
“Work with a classmate and try to underline the word(s) that tell you Mother Duck’s
feelings.”
2. Guru membahas bersama peserta didik berbagai perasaan yang dialami oleh Mother
Duck.
Bahasa guru
“Alright, how was Mother Duck?”
“Mother Duck was happy to see his eggs hatched. But she was worried when she saw
one egg did not hatch at the same time as the other eggs.”

Section 3- Listening
Instruksi pada Buku Siswa
a. Work with a classmate. Circle three pictures that will happen in Part 2.

Instruksi untuk guru

1. Guru memperlihatkan kelima gambar pada latihan a Section 3. Guru membahas setiap
gambar bersama peserta didik dan kembali menekankan pembahasan pada kata-kata
kunci action verbs dalam bentuk past tense.
Bahasa guru
“Look at the pictures in exercise b. Each picture shows you the characters’ activities
or actions in the story part 2.”
“Can you tell the class again which words show you the activities?”
“In Picture 1, for example, the word is walked. Can you mime this activity? (Teacher
can ask a student to do the action of ‘walk’).”
“What about in the other pictures?”
 2. Guru menjelaskan kepada peserta didik bahwa beberapa dari gambar tersebut akan
muncul di cerita ‘The Ugly Duckling’ Part 2. Guru meminta peserta didik untuk
memilih gambar yang mungkin muncul dalam cerita.
Bahasa guru
“Some of these pictures will appear in the story entitled ‘The Ugly Duckling’.”
“Now, please choose the picture that you think might appear in the story ‘The Ugly
Duckling’ Part 2.”
3. Guru dapat menanyakan alasan atas pilihan gambar peserta didik.
Bahasa guru
“Why did you choose those picture(s)?”

Instruksi pada Buku Siswa

b. Listen to Audio 2.3 on the story Part 2. Check your prediction.
Audio 2.3 Script

Instruksi untuk guru

1. Guru memperdengarkan Audio 2.3. Guru meminta peserta didik menyimak bagian
kedua dari The Ugly Duckling story serta memeriksa kembali gambar yang telah
mereka pilih sebelumnya.
Bahasa guru
“We have listened to Part 1 of the story in Audio 2.1, right? And you have predicted
what is going to happen in Part 2 with your friend. Now, let’s listen to Part 2 of the
story in Audio 2.3 and check whether your prediction is right or not.”
2. Guru serta peserta didik memeriksa prediksi cerita.
Bahasa guru
 “How is your prediction? Did you get it right? What are the pictures that appear in the
second part of the story?”

Jawaban Worksheet 2.3

1. The Mother Duck and the yellow duckling walked to the river without the gray
duckling.
2. The Mother Duck was angry with the yellow ducklings.
3. The yellow ducks and the gray duck swam in the river.

Instruksi pada Buku Siswa

c. Listen again to Audio 2.3 on the story Part 2. Circle the correct underlined verbs in
Worksheet 2.4. See the Word Box.

Instruksi untuk guru

1. Guru dapat mengulas kembali secara singkat mengenai Past Simple Tense dan
penggunaannya dalam menggambarkan kegiatan lampau (past activities).
2. Guru memperdengarkan kembali Audio 2.3. Guru meminta peserta didik
menyimak dan membaca cerita ‘The Ugly Duckling Part 2’, dan melingkari kata
kerja yang benar dalam bentuk past tense.
Bahasa guru
“Let’s listen again to Audio 2.3. Please listen and read the story of ‘The Ugly
Duckling Part 2’.”
“If you are done, please circle the Past Simple Tense verbs that appear on the
audio.“
3. Guru dapat membahas jawaban bersama peserta didik. Kosa kata bantuan dapat
dilihat di Word Box.
Bahasa guru
“Have you done it? Let’s discuss the answer. To know the meaning of the words,
you can look at the Word box. Who wants to go first?”
“Do you still remember about sharing past activities in Unit 1?”
“Which verb form do we have to use when talking about past activities?
 We use past tense forms. We use ‘went’ not ‘go’. We use ‘stayed’ not ‘stay’. We
use ‘visited’ not ‘visit’.”
“In stories, we also use the same past tense forms.”
“Now, listen again and read the Ugly Duckling story.”
“Underline or circle the past tense verbs to complete the story.”

Jawaban Worksheet 2.4

1. Each yellow duckling jumped/jump into the river and swam behind Mother Duck.
The Ugly Duckling jumped in and start/started to paddle, too. “I can swim, Mother!”
said the Ugly Duckling. He was proud.
2. After swimming, the yellow ducklings started to play. They jumped and
splash/splashed in muddy puddles. They shook their muddy wings and they laughed
and laughed. The Ugly Duckling tried/try to play with his brothers and sisters, too. “I
can jump and shake my wings!” exclaimed/exclaim the Ugly Duckling. He was so
happy. But, the yellow ducklings yelled, “Go away!”
3. The Ugly Duckling walk/walked with his head down. He was sad.
4. The Ugly Duckling went/go to his mum and said, “Mom, they don’t want to play with
me. Am I too ugly?”
5. “You’re different. You are not yellow but gray and brave.” Mother Duck tried to calm
him down. But, he was/is not very pleased to hear it.

Instruksi pada Buku Siswa

d. Work with a classmate. Talk about the Ugly Duckling’s feelings based on the story
Part 2.
Instruksi untuk guru
Pada cerita bagian kedua ini, guru meminta peserta didik untuk menuliskan kata-kata yang
menggambarkan perasaan ‘The Ugly Duckling’ pada buku catatan peserta didik. Kata-kata ini
akan digunakan oleh peserta didik dan temannya untuk menceritakan kembali apa yang
terjadi pada ‘Ugly Duckling’. Penggunaan Bahasa Indonesia diperbolehkan.
Bahasa guru
“Do you remember the words that tell Mother Duck’s feelings in the Ugly Duckling story
part 1? They are ‘with joy’ and ‘worried’.” “Now can you ind and note the words that tell
feelings too, but this time they tell the Ugly Duckling’s feelings. After you ind these words,
use them to tell again what happened to the Ugly Duckling in this part of the story.”

Contoh Jawaban
The Ugly Duck felt excited to see his brothers and sisters. He then became sad when the
yellow ducks treated him differently.
Section 4- Language Focus
Instruksi pada Buku Siswa
We use past tense verbs to talk about past events in a story. We use these verbs to:
 create actions (shake - shook): The yellow ducklings shook their wings.
 show thinking (think - thought): A Mother Duck thought about her eggs.
 identify something with our senses (see - saw): The Mother Duck saw ive yellow
ducklings.
 express something (say - said): “You are all so cute!”, said the Mother Duck.
 connect information (is/am/are - was/were): The Ugly Duckling was gray and shy.
(Source: Derewianka and Jones, 2016)
Now try to do the following activities about past events in ‘The Ugly Duckling story’ (Parts 1
and 2)

Instruksi untuk guru

1. Guru menjelaskan Language Focus pada Unit 1. Bahasa Indonesia dapat digunakan
untuk membantu peserta didik memahami konsep.

Instruksi pada Buku Siswa

a. Complete the sentences with verbs in past tense forms based on the pictures.

Instruksi untuk guru

Guru meminta peserta didik melengkapi jawaban latihan a tentang penggunaan Past Simple
Tense Verbs dalam cerita The Ugly Duckling berdasarkan gambar yang disediakan.
Bahasa guru
“Can you now please complete the sentences in exercise b with the correct Past Simple tense
verbs based on the picture given?”
Jawaban Worksheet 2.5
1. Sat
2. Hatched
3. Shook
4. Cracked
5. Walked
6. Counted

Instruksi pada Buku Siswa

 b. Look at the Ugly Duckling story Part 2 again. Circle or highlight all verbs in past
tense forms in the story. Use a green pen.

Instruksi untuk guru

Guru meminta peserta didik mencatat seluruh kata kerja dalam bentuk Past Simple Tense
pada cerita The Ugly Duckling Part 2 dengan menggunakan tinta warna hijau (kalau ada).
Bahasa guru
“Can you ind and highlight (or just circle) all the verbs in Past Simple Tense verbs in the
Ugly Duckling story Part 2?”

Section 5- Fun Time: Mime It!

Instruksi pada Buku Siswa
a. What Did the Ducks Do? Mime the actions in the following cards.
b. Follow the instructions
1. Ask three of your classmates to play this game
2. Copy the cards and shuffle the card
3. Put the card in a pile up side down
4. Pick a card
5. Mime the action on the card
6. Your partners have to ask questions using the past tense forms to the student
miming the action
Example:
Did you walk to the pond?
Did you shake your wings?
7. An extra point is given if they can guess the character who did the action in the
story
8. The student miming the action can also answer the questions.
Example:
Yes, I did. I walked to the pond/ No, I didn’t. I swam in the pond.

Instruksi untuk guru

1. Guru menjelaskan instruksi permainan ‘Mime It’ seperti yang tertera pada Buku
Siswa
2. Guru meminta peserta didik berkelompok yang terdiri dari 3 orang. Setiap peserta d
dalam kelompok bergiliran memperagakan action verbs yang tertera pada kartu yang
mereka pilih. Peserta didik yang lain diminta untuk menebak kegiatan yang dilakukan
oleh kata kerja tersebut dalam bentuk Past Simple Tense.
Bahasa guru
“Now, we are going to play a game. The name is Mime It! In this game you have to
mime or act out the action verb on the card you choose.” “All of your classmates will
 try to guess what the action verb is by asking questions. The action verbs must be in
Simple Past tense forms.”

Instruksi pada Buku Siswa

c. Here are the cards

Instruksi untuk guru

Guru memperlihatkan kartu yang akan dipakai
Bahasa guru
“These are the cards that you have to mime”

Section 6- Retelling
Instruksi pada Buku Siswa
a. Work in a group of five. Listen to Audio 2.3. Read the script as you listen. Decide
which part you want to take in the story.
Instruksi untuk guru
1. Guru menjelaskan kepada peserta didik bahwa mereka akan menceritakan kembali
‘The Ugly Duckling Part 1’. Guru meminta 5 orang peserta didik untuk membentuk
kelompok readers’ theatre.
Bahasa guru
“Today we are going to practice retelling ‘The Ugly Duckling Part 2’.”
2. Guru menjelaskan bahwa setiap peserta didik dalam satu kelompok akan berbagi
peran sebagai Narator 1 dan 2, Mother Duck, The Ugly Duckling, dan yellow
duckling.
Bahasa guru
“Before you do it, I need you to make groups of ive. Each one of you will play one
character from the story. You can be the narrators, Mother Duck, the Ugly Duckling or
the yellow ducklings.”
3. Guru mengulas kembali secara singkat cerita ‘The Ugly Duckling’ Part 1 dan 2
dengan menanyakan kepada peserta didik di Part berapakah kedua percakapan pada
latihan a terjadi.
Bahasa guru
“Have a look at these two conversations at exercise a.”
“Do you remember them? Where are they from? The Ugly Duckling Part 1 or Part 2?”
“The first conversation is from Part 2 and the second conversation is from Part 1.”
4. Guru memperdengarkan Audio 2.3. Peserta didik menyimak kembali ‘The Ugly
Duckling Part 2’ dan memutuskan karakter mana yang akan mereka pilih pada saat
menceritakan kembali. Audio 2.3 dapat diperdengarkan beberapa kali untuk
memberikan kesempatan kepada peserta didik berlatih pengucapan kata.
Bahasa guru
“Now you listen to ‘The Ugly Duckling story’ part 2 again.”
 “You can read the script in exercise while listening. Decide which character you want
to do and practice with your group after that. If you want to listen to the story again, I
will play it again.”
Instruksi pada Buku Siswa
b. Practice to retell the story with your group

Instruksi untuk guru

Guru meminta peserta didik untuk berlatih dengan grup masing-masing sebelum melakukan
latihan pada section berikutnya.
Bahasa guru
“Have you decided which parts that each of you wants to take?”
“Now, practice retelling the story with your group, based on the part you chose before
performing it later.”

Section 7- Your Turn: Perform Your Storytelling

Instruksi pada Buku Siswa
a. Use the script from section 6

Instruksi untuk guru

Guru meminta peserta didik untuk menggunakan script dari Section 6.
Bahasa guru
“Ok, are you ready to retell the story? Use the script from Section 6.”

Instruksi pada Buku Siswa

b. Check the preparation. Put a checklist for each box.

Instruksi untuk guru

Guru meminta peserta didik untuk melakukan persiapan melakukan storytelling dengan
menggunakan cek list yang disediakan.
Bahasa guru
“Did you already decide which character you want to play? Who are you going to play X?
What about you Y? Do you all feel comfortable? Are you confident enough? Let’s do it!”
Instruksi pada Buku Siswa
c. Perform your story to the class
Instruksi untuk guru
Guru meminta peserta didik untuk menampilkan cerita di depan kelas.
Bahasa guru
“It’s time for you to perform your story to the class. Which group wants to go first?”
Assessment Rubric
Berikut ini salah satu contoh rubrik yang dapat digunakan di sekolah. Rubrik ini dapat disesuaikan dengan kondisi dan kebutuhan peserta didik
di sekolah masimg-masing.
Date : Class : Chapter/Unit :

Pronounciation
Vocabulary
Students Score …../ 20 points

Grammar

Fluency
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Comment:
Section 8- Enrichment
Instruksi pada Buku Siswa
Tell the story to your friends from other classes or schools, or to your family. What’s their
feeling watching your performance?

Instruksi untuk guru

Guru meminta peserta didik untuk mencoba menceritakan ‘The Ugly Duckling’ part 2 kepada
teman kelasnya yang lain atau kepada anggota keluarga. Peserta didik diharapkan untuk
menjelaskan bagaimana reaksi yang mereka dapatkan setelah bercerita.
Bahasa guru
“That was a very good storytelling performance you did. What about retelling the same story
to other friends from other classes or schools? Or maybe you want to act it out in front of
your brothers, sisters and parents? That should be interesting. You can also tell the class later
on how their reactions will be.”