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Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
1
CONTEMPORARY CHILDREN’S LITERATUREPOEMS
KURSUS PENATARAN DSKP TAHUN 6KSSR 2015
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
YEAR 4 YEAR 5 YEAR 6
4.1By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs.4.2By the end of the 6-year primary schooling pupils will be able to express personal response to literary texts.4.3By the end of the 6-year primary schooling, pupils will be able to plan, organize and produce creative works for enjoyment.
LANGUAGE ARTS
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIAYEAR 4 YEAR 5 YEAR 6
4.1.1 Able to enjoy jazz chants, poems and songs through non-verbal response
4.1.2 Able to sing songs and recite jazz chants and poems with correct stress, pronunciation, rhythm and intonation
4.2.1 Able to respond to literary texts:
a) charactersb) place and timec) values
a) charactersb) place and timec) Values
a) charactersb) place and timec) values
4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance
4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
Messing About by Michael Rosen
The Sandwich by Tony Bradman
Toes by Judith Nicholls
My Sister’s Eating Porridge by
John
Coldwell
Here is the Nose by Clyde
Watson
POEMS
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
Don’t by John Kitching
The Mud-pie Makers Rhyme by
Janet
Paisley
A Garden by Leila Berg
Tadpoles by Rose Fyleman
Swinging by Leila Berg
POEMS
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Using poetry in the classroom“Poetry helps students do well on high stakes tests because it gives their minds an exhilarating workout. Poetry inspires students to read more, imagine more, think more, discuss more and write more.” (K.J. Wagner). In other words, poetry encourages pupils to think outside the box and helps them to be imaginative and creative and as the famous poet says, “A poem begins in delight and ends in wisdom.” (Robert Frost)“Poetry is the most emotionally charged means of written expression and it consists of words arranged in patterns of sound and imagery to spark an emotional, and intellectual, response from us. It is also the language of imagination, of feelings, of emotional self-expression, of high art. It is musical, precise, memorable and magical.” (Russel, 2005)
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
Learning poems a line or two at a time (varying the tone and expression) Reciting poems which have been learned Enacting poems Performing jazz chants and tongue twisters Listing rhymes or onomatopoeic words Making lists of words on a topic Composing or creating poems as a group or class Holding small group discussions during which the children discuss poems they have read or written
STRATEGIES TO TEACH POEMS
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
POEM1
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
Some steps to teach the poem.Paste the poem on the board.Recite the poem.Ask pupils to repeat after you.Ask pupils to recite the poem with actions
You may incorporate some HOTs questions too - If your parents were to come back home now,
how do you think they would feel?- How would your mum react?- Based on your parents’ reaction, how will you react?
Can you think of other questions ?
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Application• Do you know another instance where . . .?• Could this have happened in . . .?• Can you group by characteristics such as . . .?• What factors would you change if . . .?• Can you apply the method used to some experience of your own . . .?• What questions would you ask of . . .?• From the information given, can you develop a set of instructions about . . .?• Would this information be useful if you had a . . .?
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Analysis• Which events could have happened . . .?• If . . . happened, what might the ending have been?• How was this similar to . . .?• What was the underlying theme of . . .? • What do you see as other possible outcomes?• Why did . . . changes occur?• Can you compare your . . . with that presented in . . .?• Can you explain what must have happened when . . .?• How is . . . similar to . . .?• What are some of the problems of . . .?• Can you distinguish between . . .?• What were some of the motives behind . . .?• What was the turning point in the game . . .?• What was the problem with . . .?
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Synthesis• Can you design a . . . to . . .?• Why not compose a song about . . .?• Can you see a possible solution to . . .?• If you had access to all resources how would you deal with . . .?• Why don’t you devise your own way to deal with . . .?• What would happen if . . .?• How many ways can you . . .?• Can you create new and unusual uses for . . .?• Can you write a new recipe for a tasty dish?• Can you develop a proposal which would . . .?
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Evaluation• Is there a better solution to . . .?• Judge the value of . . .?• Can you defend your position about . . .?• Do you think . . . is a good or a bad thing?• How would you have handled . . .?• What changes to . . . would you recommend?• Are you a . . . person?• How would you feel if . . .?• How effective are . . .?• What do you think about . . .?
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
POEM 2
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Cont..POEM 2
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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The SandwichOh what shall I haveToday for my ____?
I know – a sandwich,As big as can be!
I’ll start with the _____,Two slices, quite large;
Then slap on some _____,Oh yes, and some ______,
I’ll put in some _____,A _____ or two,
And maybe an ______This big one will do!
I’ll bung in some ______,A _____, of course,
And ……….. a sizzling _____,All covered in _______!
Add in some _____,And maybe some ______,Some _____, an ______,
A packet of _______,A _____ with some candles,
Some _______ (one bar),________, _________,_______ from a jar,
Baked _____ and _______,________ and _______,
All topped off with _______And steaming hot ______…..
Now a sandwich like thatYou really can’t beat,
It’s packed out with goodies,A real tasty treat.
There’s only one problem;It’s breaking my heart….It’s such a big sandwich –
Where do I start? Tony Bradman
In pairs, fill in the
blanks with the
favourite ingredients
for a sandwich.
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
About the Poem The poem is about the poet’s observation of his sister eating porridge and the mess she makes. In the end, she does not eat the porridge as most of it lands on the floor and she cries as she is still hungry.
Message Don’t make a mess when eating.
Suggested Activities 1. Similarities and Differences2. Think-Pair-Share3. Poetry Dramatisation – Freeze Frame4. Cause and Effect5. Be Creative 6. Do you want to be a poet?7. Guess What I’m Thinking of?8. Be a writer
POEM 3
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
POEM 4
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
POEM 4
Create
A diamante poem is a 7 lined poem:Line 1 – One word nounLine 2 – Two adjectivesLine 3 – Three verbs that the noun doesLine 4 – Four things that the top noun and bottom noun hasLine 5 – Three verbs that the bottom noun doesLine 6 – Two adjectives that describes the bottom nounLine 7 – One word that is opposite the top noun
CatFunny Silky
Sleeping purring
meowingTail fur tongue
collarBarking playing
lickingFriendly
bigDog
Example
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
Don't Don't do this, don't do that.Don't scrape your plate.Don't tease the cat.Don't pick your nose.Don't suck your thumb.Don't scratch your head.Don't swallow gum.Don't stick your tongue out.Don't make that face at me.Don't weary our socks in bed.Don’t slurp your tea.Don’t touch your father’s records.Don’t touch your brother’s glue.So many things I mustn’t –Whatever can I do ?
John Kitching
POEM 5
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
Lines from the poem Why?
Don’t scrape your plate
Don’t tease the cat
Don’t pick your nose
Don’t suck your thumb
Don’t scratch your head
Don’t swallow gum
Don’t stick your tongue out
Don’t slurp your tea
THINK ABOUT IT?POEM 5
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
POEM 6
Vocabulary practice
smelled
tiptoes
fresh-baked
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Cont..POEM 6
wide
whack , smack
growled
lapped
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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POEM 7
squidgy
woozeygoo
toorunny
funnypress
mess
oozey sludgey
Match the words that rhyme
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
POEM 8
In pairs/groups brainstorm things that can be found in a garden. You may use the picture and words from the poem to guide you.Present your list to the rest of the class
Suggest an activity you would conduct for classroom assessment using this poem ?
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
POEM 9
In pairs design an activity to teach this poem ?
Include various Educational emphasisie. Hots, MI
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Read these statements and correct the false statements.
There were ten fat tadpoles in the poem.
The water-rat asked the tadpoles to follow him to school.
The tadpoles were swimming, racing and diving in the pool.
Their mother called them to have their lunch.
The tadpoles were feeling happy and carefree.
Provide 2 more HOTs questions ?
POEM 10
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
Name:__________ Class:_____Title of Poetry & Activity:________
ASSESSMENT
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NO CRITERIA EXCELLENT GOOD SATISFACTORY IDEAS TO IMPROVE
1 Interaction with peer
2 Creativity
3 Performance/Recital(i) Pronunciation(ii) Introduction(iii) Expressions (movements & gesture)(iv) Fluency
4 Aesthetic:Appreciation-share ideas & feelings the poetry evokes-response on why they like/dislike the poem
Teacher’s Comment:
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
Name:__________ Class:_____Title of Poetry & Activity:________
GROUP ASSESSMENT
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NO CRITERIA EXCELLENT GOOD SATISFACTORY IDEAS TO IMPROVE
1 Cooperation/Team Spirit
2 Creativity(i)creative works(ii)writing
3 Performance/Recital(i)Delivery(ii)Expressions (movements & gesture)(iii)Discipline
4 Aesthetic:Appreciation-share ideas & feelings the poetry evokes-response on why they like/dislike the poem
Writing * - creating parallel poem, dialogue, chant, etcCreative works – creating shadow puppets, creating new menu, dirty class candles, collage etc Teacher’‛s Comments:
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Samples of certificates to be given to outstanding pupils
Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Thank You