Teacher's Guide
A. LESSON INFORMATION
B. LEARNING OBJECTIVES
C. BOOK INFORMATION
D. TEACHING STEPS

Module 2 - Zero Hunger

This lesson is designed for Junior High School students and aims to develop students’ critical literacy and understanding of Social Inclusion in the topic of ‘Zero Hunger’ through multimodal literacy. Using the picture book “A Bakery of Her Own,” students will develop their critical thinking by expressing their ideas about zero hunger and social inclusion through reading activities.

Students develop key literacy skills through various strategies. Read Aloud enhances listening and vocabulary, while the 5W1H approach (Who, What, Where, When, Why, and How) helps break down and analyze texts. Previewing and predicting encourage students to infer what will happen next, and Writing Reflection allows them to express their thoughts and understanding. Together, these strategies enrich students’ comprehension and critical thinking on the issue of Zero Hunger.

Students will engage in multimodal learning through a series of interactive activities in the students’ worksheets. In the main activities, they will explore the front and back covers of the book, encouraging them to make predictions about the content. Next, they will meet the author and characters of the story, gaining a deeper understanding of the narrative’s background and the key figures involved. Finally, students will listen to the story, enjoy its progression, and respond with their reflections, enhancing their comprehension and critical thinking skills.

Cross-subject connections will be made in:

  • Social Studies: Practicing social relationships can be explored through activities that emphasize understanding social interactions, teamwork, tolerance, and social values such as empathy, cooperation, and social responsibility
  • Civic Education: Fostering friendships and social relationships can be linked to understanding citizenship, respect for diversity, and responsible community participation.

The module also ties into children’s interests such as food, bakery, and Friends, and children’s rights such as the definition of a child, the best interest of the child, family guidance as children develop, respect for children’s views, social and economic help, and food, clothing, a safe home, regarding the Convention on the Rights of the Child and the Sustainable Development Goals (SDGs), particularly SDG 1, 3, and 11, which focuses on Zero Hunger, Good Health and Well-being, and Sustainable Cities and Communities issue.

By the end of this module, students will be able to:

  1. Identify the main characters and the setting of the story.
  2. Explain the moral value of the story (Bakery of Her Own)
  3. Discuss the importance of SDG 1 (Zero Hunger) and how it applies to their community.
  4. Analyze the problems in the story critically to understand how the character become useful and creative in solving her own problem
  5. Evaluate the social inclusion issue in the story problem and relate it to their real-life condition.
  6. Create a personal reflection on how they can contribute to create Zero Hunger condition in society based on their learnings from the story.

Book Title: Bakery of Her Own
Author: Majdha Ali
Illustrator: Ali Bunyamin Abdulla
Publisher: The Asia Foundation-Let’s Read Asia
Illustrative Style: Spread Illustration

Synopsis:

Aisha loves to eat pastries! But sometimes she doesn’t have enough money to buy what she likes. Can she find a way to make money and eat all the pastries she wants?
This book is brought by “Let’s Read”, a program of The Asia Foundation that supports early reading skills and habits to develop our next generation of critical thinkers and creative innovators in Asia and the Pacific.

Link to the book: Bakery of Her Own

PART A. PRE-ACTIVITIES

1. Introducing Zero Hunger
Begin by prompting students to talk about their eating habits, favorite food, or school lunch boxes. Post guiding questions (e.g., “What’s your favorite food? Do finish your food every time you eat? What do you usually have for your lunchbox? Who prepares your lunchboxes? etc”. Introduce the concept of “Zero Hunger” and encourage them to share their thoughts online.
2. Exploring the Front and Back Covers
Strategy: Previewing, Visualizing, Predicting.
Post the image of The Suitcase’s front cover and ask students to predict the story by observing the details. Have them answer questions in a discussion thread (e.g., “What is the story about? What does the picture tell you?”). Afterward, share the back cover summary and ask more questions to deepen their predictions.
3. Meeting the Author
Provide a short biography of the author, Majdha Ali, and discuss where she is from the condition in his original country, and his background in writing the story about the character. Ask students to reflect and submit their thoughts on the characters and author’s intent through an online form or forum.

PART B. MAIN ACTIVITIES

1. Reading and Enjoying the Story
Strategy: Visualizing, Questioning, Identifying
Share an audio or video reading of the story, or have students read it themselves. Afterward, guide them to respond to comprehension questions from the orientation, complication, and resolution of the story. Students can submit answers in a quiz or discussion post in class.
Lead students to comprehend the story through the Generic Structure of Narrative Text which are: Orientation, Complication, and Resolution Questions. The orientation emphasizes the characters, settings, theme, and initial conflicts of the story. The complication questions will lead the students to comprehend the conflict, obstacles, or challenges that are faced by the main character. The Resolution questions will help the students know how the conflicts are resolved, provide closure to the events, and discuss how the characters have changed and how the story ends.
2. Bringing Out Student’s Voices
Strategy: Connecting, Inferring
In this step, bring out the student’s voices to reflect on the story and relate it to students’ real experiences. Encourage students to relate the story to their lives by posting reflection questions (e.g., “If you were Aisha, what would you do?” How will you solve Aisha’s problem?”). They can share their responses on paperboard or another online platform.
3. Reflecting Student’s Feelings
Strategy: Evaluating
Have students reflect on their emotions after reading the story using emoticons or short-text answers. Explore the students feeling after they read the book, what they have learned from the book, and What they want to do after reading the book. What is the impact of the book on the students, teachers can relate the story to the students’ real-life
4. Activating Vocabulary (AV)
Lead students to activate new words from the story through the HeKU Table Activity. Guide the students to find words from the storybook in this following category: words that they never heard before, words that they ever heard but did not know the meaning of, words that they ever heard and know the meaning of, and some words that they know and they ever use the words in sentences and utterances. Provide a list of new vocabulary words from the story (e.g., “bakery”, “leftover”, “various”). Ask students to define the words using context clues from the text and complete the table. Have them write sentences or utterances using these words that they already know and submit them for class assignments. Teachers can download the HeKU Table.
Ask the students to work on the vocabulary exercise to assess their vocabulary mastery.
Link to Answer Key of Vocabulary Exercise

PART C. EXTRA ACTIVITY (Optional)

At this part Teacher can create an extra activity outside the module that is related to the context of the story. Ask students to cook the food they like and ask them to share in class. Have a small potluck party in class so that the students can share their food with their friends in class. Teachers and students can conduct a food bazaar or cooking classes.