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

Module 4 - Quality Education

This lesson is designed for Junior High School studentsand focuses on the importance of quality education. Using the picture book “The Speckled Magpie”, students will explore how to survive with disability, especially in reducing inequalities. Through the story, they will engage in activities that develop skills in making predictions, analyzing content, and reflecting on the role of clean water in overall well-being.

Students cultivate essential literacy skills using a variety of strategies. Read Aloud supports listening and vocabulary development, while the 5W1H method (Who, What, Where, When, Why, and How) and SQ3R (survey, question, read, recite and review aid in analyzing and breaking down texts. Previewing and predicting encourage students to predicte, vusualize, connect, infer, evaluate, indentify main ideas and keywords, question the content, and Writing Reflection provides an opportunity for them to articulate their thoughts and understanding. Combined, these techniques enhance students’ comprehension and critical thinking, especially regarding the topic of education quality.

The types of literacy emphasized in this lesson are socially inclusive literacy, encouraging students to think about how access to resources affects different communities. The lesson is multimodal, combining pictures and text to enhance understanding. Critical thinking will be developed as students analyze the book’s themes, connect them to real-world issues, and reflect on personal actions to promote health and well-being.

Cross-subject connections will be made in:

  • Social Studies: Understanding how to live with disability.
  • Civic Education: Engaging in advocacy for respecting disability

The module also ties into children’s interests such as family and children’s rights, with reference to the Convention on the Rights of the Child and the Sustainable Development Goals (SDGs), particularly SDG 3, which focuses on health and well-being.

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 challenges faced by The Speckled Magpie and connect them to real-world issues of health and well-being.
  3. Discuss the importance of SDG 3 (Education Quality) and how it applies to their own lives.
  4. Analyze the events in the story to understand how the speckled magpie survive reflects community support and resilience in achieving education quality.
  5. Evaluate the importance of access to education for disability and well-being in their community.
  6. Create a personal reflection on how they can contribute to improving education quality and well-being based on their learnings from the story.

In this section, students will explore the themes and elements of the book “ The Speckled Magpie “ by observing the cover, meeting the characters, and discussing the story

Book Title: The Speckled Magpie
Author: Imelda Naomi
Illustrator: Kautsar Rina Arifin
Publisher: The Asia Foundation
Illustrative Style: Realistic

The story illustrate about a hearing impaired bird. Although the speckled magpie cannot hear or sing, he likes to hang out with the other birds. One day, when the magpies are collecting worms, a hunter captures them. When the hunter realizes that the speckled magpie cannot sing, he releases him, yet keeps the other birds. The speckled magpie is alone and scared. Will the speckled magpie find his friends? Or will he have to find new ones?

Link to the book: The Speckled Magpie

PART A. PRE-ACTIVITIES

1. Introduction to quality education
Begin by prompting students to reflect on the meaning of being respecting others, especially friends with disability. Post guiding questions (e.g., “Do you ever have a friend with disability?” “How do you treat them?”) in a class discussion forum for students to respond. Introduce the concept of “education quality” 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 logo 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, Imelda Naomi, and discuss where he is from the condition in his original country, and his background in writing the story about Quality Education.

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., “How is Speckles Magpie’s life?” “How can Speckles Magpie survive with diablity?”). 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., “magpie”, “hunters”, “woodpacker”). 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, the teacher can create an extra activity outside the module that is related to the context of the story. Ask students to create unique costumes from waste materials and challenge their creativity to imitate the character in the story. Students can write the procedure of making the costume in English and present it in front of the class. All students can have a simple fashion show of their creations and a photo session of their artwork. Teachers can also conduct art exhibitions of the students’ creations.