Ccl Year 5 Poems

Taklimat Umum KSSR*
*
SK
SJK
4.1.1 Able to enjoy jazz chants, poems and songs through non-verbal response.
4.1.1 Able to enjoy jazz chants, poems and songs through non-verbal response.
4.1.2 Able to listen to, sing songs, recite jazz chants and poems with correct stress, pronunciation, rhythm and intonation.
4.1.2 Able to listen to, sing songs, recite jazz chants and poems with correct stress, pronunciation, rhythm and intonation.
4.2.1 Able to respond to literary texts: (a) characters (b) place and time (c) values
4.2.1 Able to respond to literary texts: (a) characters (b) place and time (c) values
4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance.
4.3.1 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.
4.3.2 Able to plan, prepare and participate in a performance with guidance based on literary works.
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
This Tooth by Lee Bennett Hopkins
Cats by John Kitching
Serenade by Bobby Katz
Miss Antrobus by Richard Edwards
The Meal by Karla Kuskin
Seaside by Shirley Hughes
Learning poems a line or two at a time (varying
the tone and expression)
Enacting poems
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
I jiggled it
I jaggled it
and left it alone,
This tooth came out
on its very own!
Steps:
Explain the meaning of words by doing the actions.
e.g. : jiggled, jaggled, jerked, pushed, pulled, poked
Highlight the repetition of the first letter “j” in the first stanza and “p” in the second stanza.
Ask pupils to come out with 3 words that begin with the same letter.
e.g. : “s” – slapped, stamped, slipped
“t” – tapped, tagged, touched
Demonstrate to the pupils how to present the poem in their own style of rap with actions. Refer to http://www.youtube.com/watch?v=26i6AkFrV5g
Pupils get into groups.
In their groups, they prepare their presentation using words they have brainstormed earlier.
The pupils present their rap to the class.

What would you be assessing in this activity?
One cat, two cats, three cats, four
Four cats scratching
Five cats, six cats, seven cats, eight
Eight cats scratching
Eight cats, seven cats, six cats, five
Five cats scratching
One cat napping
Steps:
Tell pupils to match the idioms with the meanings.
Discuss the answers with the pupils.
Instruct the pairs to have a pictorial representation of any one of the idioms.
Invite a representative to display the pictorial representation to the class.
7. Class guesses what idiom it represents.

What are the HOTS element that is found in this activity?
Three mice sat down
in a quiet corner
and the bubble gum
Steps:
Put up the first stanza of the poem on the board.
Read the stanza to the pupils. Pupils follow.
Explain the meaning of the words 'barn' and 'hay' by showing pupils the
pictures (Appendix 1).
Ask pupils to guess why the mice are in the barn. Ask them to predict what
the mice are planning to do.
Suggested questions :
What are they planning to do?
Put up the whole poem on the board. Explain the meaning of the title
'Serenade', or get pupils to search for the meaning in their dictionaries.
Recite the poem to the pupils. Pupils repeat.
Show pupils pictures of the fiddle, drum, bubble and bubble gum (Appendix 2).
Get pupils to identify each picture by looking for the correct word in the
poem.
Divide the pupils into three groups and assign one stanza to each group.
Each group comes up with the actions for their stanza. They recite and
perform their stanza with actions.
Out in the garden
open wide
garden seat
Miss Antrobus, Miss Antrobus?
Miss Antrobus, my dear?
Timothy Tompkins had turnips and tea,
The turnips were tiny,
And then, for dessert,
He had two cups of ketchup,
A prune, and a pickle,
‘Delicious,’ said Timothy.
‘It’s one of the loveliest breakfasts I’ve had’
Sand in the sandwiches,
Sand in the tea,
Flat, wet sand running
Down to the sea.
Pools full of seaweed,
Is the best kind of day
Steps:
2. Pupils create tongue twisters using words/phrases extracted from
the poem Seaside(e.g: sand, sandwiches, seaweed, stones, afloat)
3. Pupils write out the tongue twister on a piece of display
sheet/manila card.
4. Get a representative from each group to read out their tongue
twisters.
Example of Tongue Twister:
I don’t like the dark coming down on my head
It feels like a blanket thrown over the bed
I don’t like the dark coming down on my head
I don’t like the dark coming down over me
It feels like the room’s full of things I can’t see
I don’t like the dark coming down over me
There isn’t enough light from under the door
It only just reaches the edge of the floor
There isn’t enough light from under the door
I wish that my dad hadn’t put out the light
It feels like there’s something that’s just out of sight
I wish that my dad hadn’t put out the light
But under the bedclothes it’s warm and secure
You can’t see the ceiling, you can’t see the floor
Yes, under the bedclothers it’s warm and secure
So I think I’ll stay here till it’s daylight once more.
Name:__________ Class:_____
4
Aesthetic:Appreciation -share ideas & feelings the poetry evokes -response on why they like/dislike the poem
Name:__________ Class:_____
Writing * - creating parallel poem, dialogue, chant, etc
Creative works – creating shadow puppets, creating new menu, dirty class candles, collage etc
Teacher’s Comments:
NO
CRITERIA
EXCELLENT
GOOD
SATISFACTORY
4
Aesthetic:Appreciation -share ideas & feelings the poetry evokes -response on why they like/dislike the poem
*

Documents

Ccl Year 5 Poems