Child Lit Asgnmt Lesson Plan

8/2/2019 Child Lit Asgnmt Lesson Plan

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INSTITUT PENDIDIKAN GURU KAMPUS PULAUPINANG

CHILDRENS LITERATURE

LGA3101

NAME: NISRIN BINTI ZAINAL ABIDIN

IC NUMBER: 910106-07-5020

NAME: NURUL AUNI NAJWA BINTI MUKTAR

IC NUMBER: 910414-10-5236

GROUP/CLASS: T1 TESL 1

LECTURERS NAME: MS CHOONG CHING CHING


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TASK 1: PORTFOLIO

Activity 1

Grade Level: Year 3

Target group: Average learners

Level of proficiency: Intermediate

Theme/Topic: Folktale Unit; The True Story of the Three Little Pigs

Focused Language Skills: Listening, Speaking, Reading, Writing and LanguageArt

Aim: To help students create their own versions of stories and learn to write aninformal letter.

Teaching aids: The True Story of the Three Little Pigs articles, papers, pencils,envelopes, laptop, LCD screen, projector.

Students previous knowledge: The Three Little Pigs

Steps and Procedures:

1. First, the teacher will read the story from the LCD screen.

2. After that, discuss the differences in this story with the original version that the

students remember.

Discuss from whose perspective the original story is and whose

perspective The True Story of the Three Little Pigs is told. Are they different

or the same?

What are the lessons learned in these stories? Who learn some valuable

lessons?

What will happen to the wolf if you are one of the panel jury? Do you want

to convict him as guilty or innocent? If he is guilty, what is the punishment

for the wolf?

1. When the discussion is over, the teacher will show the sample of an informal

letter. The teacher will teach how the informal letter is written such as the

format, the suitable sentences and key words that are required in it.

2. Ask the students to write a friendly letter to the wolf.


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3. Explain to the students that they can be themselves or the other characters

from any of the folk tales stories such as Little Red Riding Hood, Ms Bo Peep,

Cinderella and The Ugly Step sisters in the letter.

4. The letter can be about how this character feels about what the wolf did andwhat they think should be his punishment if he is guilty. If the character thinks

that the wolf is innocent, write a compassionate or sympathy letter to him.

5. When the students have done their task, ask them to read to the whole class

about their letter.

Activity 2

Grade Level: Year 3

Target group: Advanced learners

Level of proficiency: Advanced

Theme/Topic: Folktale Unit; The True Story of the Three Little Pigs

Focused Language Skills: Listening, Speaking,


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Aim: To help students develop their speaking skills by discussion and debating.

Teaching aids: The True Story of the Three Little Pigs articles, papers, pencils,laptop, LCD screen, projector.

Students previous knowledge: The Three Little Pigs and A WolfSteps and Procedures:

1. First, the teacher will read the story from the LCD screen.

2. After that, discuss the differences in this story with the original version that the

students remember.

Discuss from whose perspective the original story is and whose

perspective The True Story of the Three Little Pigs is told. Are they different

or the same?

What are the lessons learned in these stories? Who learn some valuable

lessons?

What will happen to the wolf if you are one of the panel jury? Do you want

to convict him as guilty or innocent? If he is guilty, what is the punishment

for the wolf?

1. When the discussion is over, the teacher will teach how to do proper debate.The debate does not have to be very formal. The teacher will teach how the

simple debate is required such as the format, the suitable sentences and key

words.

2. Ask the students to divide into 2 groups. They will act as the panel juries. One

group will represent the wolf and another group will represent the pigs. Each

student will have only 2 minutes to debate and rebate.

3. Explain to the students that they can be themselves or the other charactersfrom any of the folk tales stories such as Little Red Riding Hood, Ms Bo Peep,

Cinderella and The Ugly Step sisters in the debate.

4. The debate can be about how this character feels about what the wolf did and

what they think should be his punishment if he is guilty. If the character thinks

that the wolf is innocent, defend him.


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5. When the students have done their task, ask them to draw a conclusion. Each

group will have 3 minutes to discuss. 2 minutes will be given to deliver the

conclusions.

6.

The teacher will determine which group is the winner by their performance,interactions, language proficiency, and evidence.

7. After the debate, ask the students to do reflective thinking.

Activity 3

Grade Level: Year 1



Theme/Topic: Folktale Unit; The Very Hungry Caterpillar

Focused Language Skills: Listening, Speaking and Language Art

Aim: To help the students arrange a series of picture cards into the logical order tocreate the story from beginning to end. They will learn days and type of fruits.

Teaching aids: The Very Hungry Caterpillar article, flash cards of the days, flashcards of the fruits, laptop, LCD screen, projector.


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Students previous knowledge: Knowing Numbers


1. Introduce the story to the students. There will be some pre-reading questions:

What do you think the story is about? What do caterpillars do?

2. Discussion of pictures: There will be some questions: Have you ever seen a

caterpillar with so many colours? How big is a caterpillar? Is it as big as big

as this picture?

3. Start reading the story to the students. The students will listen and watch the

pictures illustrate on the screen.

4. After reading, give the students the flash cards containing the pictures of

fruits.

5. Ask them to arrange the cards according to the story line.

6. After that, ask them to tell the story again based on their arrangement of

cards. The key words are the name of the fruits that be emphasized.

Pronunciations are important.

7. Next, give them another set of cards containing the names of the days.


9. After that, ask the students to name the days according to the correct

sequence. Ask them to pronounce correctly. The sequence of the days should

be working on more.

10.Teacher will go through the answers with them.

Activity 4

Grade Level: Year 1

Target group: Slow learners

Level of proficiency: Weak

Theme/Topic: Folktale Unit; The Very Hungry Caterpillar

Focused Language Skills: Listening, Speaking and Language Art

Aim: To help the students arrange a series of picture cards into the logical order tocreate the story from beginning to end. They will learn numbers


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Teaching aids: The Very Hungry Caterpillar article, flash cards of the numbers,laptop, LCD screen, projector.

Students previous knowledge: -

Steps and Procedures:1. Introduce the story to the students. There will be some pre-reading questions:

What do you think the story is about? What do caterpillars do?

2. Discussion of pictures: There will be some questions: Have you ever seen a

caterpillar with so many colours? How big is a caterpillar? Is it as big as big

as this picture?



4. After reading, give the students the flash cards containing the numbers in a

word form. Ask them to arrange the cards according to the story line.

5. After that, ask them to tell the story again based on their arrangement of

cards. The key words are the name of the numbers. Pronunciations are

important.

6. Next, give them another set of cards containing the numbers in a symbol

form.


8. After that, ask the students to name the numbers according to the correct

sequence. Ask them to pronounce correctly. The sequence of the numbers

should be working on more.

9. Teacher will go through the answers with them.

Activity 5

Grade Level: Year 1



Theme/Topic: Folktale Unit; The Gingerbread Man

Focused Language Skills: Listening and Language Art


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Aim: To help the students to know the type of colours and able to communicatewell with their classmates

Teaching aids: The Gingerbread Man slide shows, worksheets with instructions,copies of GBM pictures, scissors, colour pencils, stapler, laptop, LCD screen,

projector.

Students previous knowledge: Myself



What do you think the story is about? What is gingerbread?

2. Discussion of pictures: There will be some questions: Have you ever eaten

gingerbread? What is the flavour of the gingerbread? Can the realgingerbread talk and walk?



4. After that, the teacher will deliver the copies of gingerbread pictures and

worksheet with instructions to the students.

5. The teacher asks the students whether they remember what the gingerbread is

wearing and what changes they want to make to his appearance.

6. The students need to follow the instruction sheets to colour the gingerbread

picture.

7. The instruction sheet is as follow:

Nose:

If you havent got any pets, colour his nose red.

If you have a cat, colour his nose green.

If you have a dog, colour his nose yellow.

If you have fish, colour his nose orange.

If you have some other pets colour his nose purple.

Mouth:

If your favourite dessert is ice-cream, colour his mouth red.

If your favourite dessert is cake, colour his mouth pink.


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If your favourite dessert is something else, colour his mouth purple.

Eyelids:

If your favourite season is spring, colour his eyelids pink.

If your favourite season is summer, colour his eyelids green.

If your favourite season is autumn, colour his eyelids orange.

If your favourite season is winter, colour his eyelids blue.

Eyebrows:

If you have made GBM, colour his eyebrows brown.

If you have never made GBM, colour his eyebrows yellow.

Buttons:

If you are a boy, colour the GBMs buttons blue.

If you are a girl, colour the GBMs buttons pink.

Retrieved from Kidzone Fun facts for kids.

1. When the task complete, ask them to cut the gingerbread pictures.

2. The teacher will help to stapler their gingerbread pictures to make a chain.

3. The students will decorate their classroom with their gingerbread chains.

Activity 6

Grade Level: Year 2



Theme/Topic: Folktale Unit; The Gingerbread Man

Focused Language Skills: Listening, Writing and Language Art

Aim: To help the students to get use of the dictionary and improve their spellingand writing. To improve their art skills.

Teaching aids: The Gingerbread Man slide shows, papers, pencils or pens, colour

pencils, laptop, LCD screen, projector.


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Students previous knowledge:-



What do you think the story is about? What is gingerbread?

2. Discussion of pictures: There will be some questions: Have you ever eaten

gingerbread? What is the flavour of the gingerbread? Can the real

gingerbread talk and walk?



4. Ask the students to create their own dictionary based on the story. The can

write and draw any object from the story. At least 20 object they need to write.

5. Then, they need to describe the words in short and simple sentence.

6. If possible, give their examples too.

7. They can submit it when they have finished. It may take some days to

complete it.

Activity 7

Grade Level: Year 3

Target group: Advanced learners

Level of proficiency: Advanced

Theme/Topic: Play: Sasha and the Pearl

Focused Language Skills: Speaking and Language Art

Aim: To help the students in their language proficiencies and boost their confidentlevels. Help to increase their acting skills.

Teaching aids: Sasha and the Pearl scripts, stage, props, backdrops

Students previous knowledge: Types of sea creatures



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1. Introduce the play Sasha and the Pearl to the students. There will be some

pre-reading questions: Have you ever seen a pearl before? What is the

colour of the pearl?

2. Ask the students some questions like Can we breathe in the water? Whycant we breathe in the water?

3. Read to the students about the play first.

4. After reading, divide the students into several groups. Each groups need to

create props from the setting of the play such as pearl, kings crown, spears

and even simple costumes of the sea creatures.

5. Ask for volunteers to act the part out. All the students need to be involved with

the play. Not all the students will need to do the talking but they need to act.

6. Ask the students to at least memorize the plot if they cannot memorize the

whole script. They can change the sentences to their own words in the script

but not the story line.

7. When they are ready, teacher will help them set up the stage.

8. The students will perform the play.

9. After the play, the teacher will ask them to do reflective thinking.

2. Justify your choice of material and teaching-learning activity based on

pedagogical principles.

Activity 1. The True Story of The Three Little Pigs

They are many ways to teach English for young learners. One of the ways is

by using stories. This method was mainly developed in1976 by a team ofteacher at Jordonhill College of Education, Scotland. This method not only

can be used to teach English but also the other subjects such as history,

science, maths, and geography. It depends on the teacher how would they use

the story to create an interesting activity for their students. According to Bell,

the founder of the method, being a teacher can be very creative, enjoyable

and rewarding if teachers know exactly what is expected of them. By

empowering the educators they can be helpful as designers of education


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hence their strategies encourages their students to be independent learners

(Bell, 2006).

I am using a story, which is a folk that is suitable for the age of the year 3

average students. The story is not too long or complicated and also not tooshort and easy for them. My activity is to teach the students to write a simple

informal letter. Writing can be bored for the students. I am trying to make this

writing activity as interactive as possible. Hence, I am using a story, which is

entitled The True Story of the Three Little Pigs for this activity. Here, I would

guide them what are their objective to write an informal letter. I am using a

scaffolding method. When they already learn the format, I would give them

freedom to write what they want that is related to the story. Therefore, children

are in touch with the story all the time. They actively discover how things work

and start learning in a self-reliant way by creating different models and other

meaningful representations of reality (Bell, 2006).

Besides the age and target group, I also look into the content of the story.

The story that I chose has meaningful contents like what can they learn

through the story. The story teaches the students that we must not be lazy and

take things easy, for if we do, we may perish. We need intelligent preparationand foresight combined with hard labour will make us victorious over even our

most fierce enemy-the wolf. Furthermore, this story gives a natural context for

repetition of language such as he sneezed a great sneeze. Students also can

be aware of sounds, rhythms and structures such as chinny chin chin. These

content are very important for the students because they will find it interesting

and easy to remember as the sentences or words keep repeating or rhyming.

When the students write a letter, they can imagine who are they want tobe. They can pretend themselves as the other character in another story or

just be themselves. This will broaden and improve their imagination.

In addition, I can provide opportunity for involvement and participation in

the classroom such as thinking and interacting, predicting, and guessing. This

story has no ending like what happen to the wolf at the end? They need to

think or conclude their own stories. This process alone makes for true maturing

and developing their creativity.


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Lastly, they will do reflective thinking by reading it loud from what have

they written. The students can learn and open their mind by another form of

stories that they will share from each other.

Activity 2. The True Story of The Three Little Pigs

Mastering the basic communication is very important. The students should

already know how to communicate with other people before they enter the

school. In the school, students will be exposed to the more formal

communication. They will learn variety of ways to communicate and how to

communicate.


advanced students. The story is not too long or complicated and also not too

short and easy for them. My activity is to teach the students to be able to

speak well by debating. Speaking can be in various forms. I am trying to make

this speaking activity as interactive as possible. Hence, I am using a story,

which is entitled The True Story of the Three Little Pigs for this activity. Here,

I would guide them what are their objective to debate. I am using a scaffolding

method. When they already learn the format, I would give them freedom to

speak what they want that is related to the story.

When the students debate, they can imagine who are they want to be.

They can pretend themselves as the other character in another story or just be

themselves. This will broaden and improve their imagination.

In addition, I can provide opportunity for involvement and participation in

the classroom such as thinking and interacting, predicting, and guessing. This

story has no ending like what happen to the wolf at the end? They need tothink or conclude their own stories. This process alone makes for true maturing

and developing their creativity.

Besides that, this activity will reduce their shyness to speak. They have to

be trained to be outspoken and be able to speak well in their future. This will

prepare them when they in the society.

Lastly, they will do reflective thinking from what have they gain in this

debate activity.


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Activity 3. The Very Hungry Caterpillar


intermediate students. The story is short and easy for them to understand. My

activity is to teach the students to recognize some fruits and all the days in aweek. Teaching directly about it can be bored for them. I am trying to make

this learning activity as fun as possible. Hence, I am using a story, which is

entitled The Very Hungry Caterpillar.

In the teaching process, there are some principles that teachers need to

keep in mind. It is necessary to demonstrate that pedagogical principles are

not fulfilled only by using a course book, but also by using the storyline

methodology (imonk, 2003). I am using a story rather than a textbook tocreate a fun and unstressed atmosphere for the students. Students will enjoy

the simple short story and at the same time, they will learn the names of the

days and fruits. They would not feel like learning is a burden to them as they

are going through some fun activity. They will not also think that this is actually

a learning process and treat it as a playtime activity.

This activity is to ensure the students remember what is the name of the

fruits and how does it looks like. Besides that, the students must know the

days in a week in a right order. Memory is important here. There are students

who have good memory for pictures, but poor memory for numbers and dates.

A simple short story and colourful pictures will help students to boost the

memory from what there are leaning. The teacher will test the students

memory on what they have learnt by given them a set of flash cards. They

need to arrange them in order.

Lastly, the teacher will read again the story and check the answers with the

students.

Activity 4. The Very Hungry Caterpillar


weak students. The story is short and easy for them to understand. My activity

is to teach the students to recognize numbers from one to five. Teaching

directly about it can be bored for them. I am trying to make this learning activity


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as fun as possible. Hence, I am using a story, which is entitled The Very

Hungry Caterpillar.

This activity is to ensure the students remember what are the name of the

numbers and the symbols look like. Besides that, the students must know thenumber one to five in a right order. Having to teach the weak students is not

easy. I have to take a baby steps to teach them. A sequence of number of only

one to five will be enough for them to learn in a day. Memory is important here.

A simple short story and colourful pictures will help students to boost the

memory from what there are leaning. The teacher will test the students

memory on what they have learnt by given them a set of flash cards. They

need to arrange them in order.

Lastly, the teacher will read again the story and check the answers with the

students.

Activity 5. The Gingerbread Man

All of us have varying degrees of each intelligence. Remember that

instructional practices should involve all intelligences, so that everyone has the

opportunity to learn (Gardner, Encyclopedia of Educational Technology).

I am using The Gingerbread Man story to teach colours for the year 1

students. Besides learning, I create a activity that emphasize on spatial

intelligence. This activity will increase their art skills. This will give the

opportunity for the students who can learn easily by using visual aid. They will

remember easily through arts. Therefore, Illustrations are an inherent part of all

storybooks. They synchronise with the text and help children to understand the

story and develop their visual literacy. In addition, they may also help childrento understand the unknown vocabulary. Students are able to predict the story

just by looking at illustrations.

Asking the students to colour their own pictures using instruction will help

them to remember better because they are involve the learning process. It is

learning through doing and they do not have to sit silently all the time. It was

easy for them to follow the instructions, because it is related to themselves

such as their favourite food, what gender are they and what kind of pet theyhave. From here, they will figure out what colour are they going to colour the


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pictures. Stories offered the possibility of making an activity where children not

only develop their art skills, but also used English at the same time.

Part of this activity is based on the Internet page called Kidzone Fun Facts

for Kids.

Activity 6. The Gingerbread Man


average students. The story is not too long or complicated and also not too

short and easy for them. My activity is to teach the students to write and draw

at least 20 things that they can find in the story. Besides that, they will learn to

describe or explain the things and give examples just like in the dictionary.

Writing can be bored for the students. I am trying to make this writing activity

as interactive as possible. Hence, I am using a story, which is entitled The

Gingerbread Man for this activity.

This task will be easy for them as they are familiar with the story because

the teacher already told them. There are many things that they can include in

their dictionary such as parts of a body, clothes, animals, seasons and colours.

In addition, the students will upgrade their skills by art. They will need to

draw and colour what they had written. This task will take times. Students do

not have to rush to complete their handout. Their work qualities are important.

After they had finished their dictionary, teacher will place their work at the

reading corner in the classroom. Every student will have their chance to read

their friends dictionary and compare and contrast their works.


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Activity 7. Sasha and the Pearl

Human beings cannot live without stories quoted by Ann Douglas.

As the quote above shows, stories are a part of our life. Story is being read tothe children since they were toddlers. The main characters are everything that

they want to see or even be such as princes, princesses, kings and queens,

dragons, devils, animals, good characters and bad ones too. Children learn

about the outside world through these characters before they start going to

school. Hence, it is a good way for the students to do a play as their learning

activity. It is a good chance for the students to have the opportunity to be

someone that they really wanted. Lets make their dream come true for at least

a while.

Play can form an effective learning for the students. They will remember

better because they would have been through the process of it.This principle

is based on sensual perception, experiences and imagination, which are

incorporated into the storyline teaching process.

Besides that, students can improve their self-assured by acting. They

need to fight the stage fright. The students also will improve their level ofproficiency in their pronunciations, intonations and rhythms by acting. They will


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try to be real although they know that it is just acting. This is called the

affective principle where the children are drawn into a story, they start to like

the main characters, dislike the negative ones and by dramatizing a story they

are able to demonstrate their attitudes towards the characters. (imonk, 2003)

Furthermore, the students will learn to be creative in many forms. One of it

is they can change a little bit of the script but still maintaining the story. They

also can show their creativity by making the props and the backgrounds. There

is a numerous benefits children gain through the uses of a play in the teaching

process. The students will be attentive of cooperation or teamwork, which, they

will need it in their future life. They will learn to communicate and tolerate with

each other.

Lastly, after the play, the teacher will do reflective thinking to their

students about their roles

REFERENCE

Bell, S. Introduction to the Storyline Method. Articles on The StorylineMethod. De Akelei, Assendelft, The Netherlands. 10 Sept2011.

Gardner's Multiple Intelligences. Bundaberg Curriculum Exchange. 10 Sept2011 .

Gingerbread Man. Central Falls School District. 9 Sept 2011.

Gingerbread Man. Kidzone Fun Facts for Kids. 15 Sept 2011.

Hoffman, Bob. Haward Gardners Multiple Intelligences.Encyclopedia of

Education 10 Sept 2011 .

imonk, Oldich. Didaktick Principy. vod do koln Didaktiky. Brno: MSDBrno, 2003. 30-35


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Procedure

Year : 3

Target Group : Average students

Level of proficiency : Average

Aim : To learn the verb that can be found in the

poems.

Topic/Theme : Poems: Row, Row, Row Your Boat.

Students Previous Knowledge : Nursery Rhymes is basically sing a song.

Teaching Materials : Manila paper, Marker, Radio

Procedure :

1. The teacher pastes a manila paper which contain the song Row, Row,

Row Your Boat on the board.2. The teacher read the words to the students and pointing at the wordsshe reads.

3. The teacher reads and the students follow what is read so that they getthe correct pronunciation.

4. The teacher tells the students that this is actually a song.

5. Teacher plays the song from the radio and let the students catch the

rhyme of the song.


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6. The teacher sings along the song with the music and shows them theaction to the students.

7. The teacher asks the students to stand up and sing along with themusic.

8. Teacher asks the students to do the action and sing along with them.

9. Teacher asks the students to do the action and the teacher will point tothe words where the students sing and do the action.

10. Students do the action while sing the song.

In this activity which I called the action song, the students learns the big ideas,key skills and processes, modes of discourse, ways of thinking and practising,attitudes and relationships, which are the most valued learning processes andoutcomes in particular contexts. The students learns that in action songs thereare verb that they can do some action on it. Some students if they are creative,they can do the action by themselves. Effective pedagogy needs assessmentto be congruent with learning which means assessment is designed andimplemented with the goal of achieving maximum validity both in terms oflearning outcomes and learning processes. It should help to advance learningas well as determine whether learning has occurred. The activity alsopromotes the active engagement of the learners. It is to promotes the studentsindependence. This is where the students build the action by themselveswhich also show that they can think creatively and independently.


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Procedure

Year : 3



Aim : To learn the rhyme and pattern of a poem.

Topic/Theme : Poems: What Do You Suppose?


Teaching Materials : Manila paper, Marker, Colour Paper, Glue.

Procedure :

1. The teacher paste a manila paper which contains a complete poems onthe board.

2. The teacher reads the poems to the students and while reading, theteacher point each word that is said.

3. Teacher reads and the students follow.

4. The teacher asks the students to read by themselves.

5. Teacher takes out the manila paper from the board.

6. Teacher paste a pile of word on the board and tell the students that theyhave to arrange the words accordingly to make the poem complete again.


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7. The pile of words was divided into lines and the students are alsodivided into 3 per groups.

8. Within their group, the students have to discuss among themselves thecorrect arrangement of the words.

9. After discuss, the teacher asks the group to come to the front andarrange the words accordingly and they have to read it out loud to their friends.

10. After all lines is completely arranged, the teacher ask all students toread the completed poem.

This activity will require the students to communicate with their friends in orderto obtain the correct answer. This is where the activity foster both individualand social processes and outcomes. They discuss with each other and learn tomake things together. Apart from that, it also equips learners for life in itsbroadest sense. They learn to combine the words in the poems through thesound of the words and they also develop the intellectual, personal and socialresources that will enable them to participate as active citizens. Effectivepedagogy needs assessment to be congruent with learning. This is where theactivities is used to test if the students understand or remember what is beingthought. If the students are able to answer the questions correctly, it means

that the learning processed is done successfully by the teacher.


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Procedure

Year : 3

Target Group : Advanced Learners

Level of proficiency : Advanced

Aim : To learn listen to the song and catch the words that is said.

Topic/Theme : Poems: Row, Row, Row Your Boat.

Students Previous Knowledge : Nursery Rhymes are basically sing a song.

Teaching Materials : Manila paper, Marker, Radio

Procedure :

1. Teacher play the music with the radio and ask students to listen to thesong.

2. The teacher gives each students a paper of fill in the blanks questions.

3. Teacher asks students to listen to the song and fill in the blanks.

4. The question that is given is the nursery rhyme lyrics where it containsblanks where students have to listen to the song carefully to fill it with thecorrect answer.

5. Teacher play the song again and after that asks the students if theyfinished it or not.

6. The teacher check the answer with the students and ask them if they

got it correctly.


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7. Teacher play the song again and asks the students to sing the songwith the lyrics.

8. Teacher ask the students to sing the song without the music.

In this activity, the students will be practicing their listening skills. The studentsis asked to fill in the blanks with the correct answer if they listen to the songcarefully. Apart from that, effective pedagogy recognises the importance of

prior experience and learning. It takes account of what the learner knowsalready in order for them, and those who support their learning, to plan theirnext steps. This includes building on prior learning but also taking account ofthe personal and cultural experiences of different groups of learners. In thisactivity, the students should know what they must do in order to get the correctanswer. It also promotes the active engagement from the students where theyhave to fill in the blanks and listen to the song in order to obtain the correctanswer.


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Procedure

Year : 3



Aim : To learn the rhyme and pattern of a poem.

Topic/Theme : Poems: What Do You Suppose?


Teaching Materials : Manila paper, Marker, Colour Paper, Glue.

Procedure :

1. Teacher paste a manila paper which contains a poem at the board.

2. Teacher read the poems to the students and pointing at the part wherethe teacher reads.

3. Teacher reads the poem line by line and the students follow what the

teacher read.4. Teacher pointing the words and the students read what is beingpointed.

5. The teacher takes away the Manila paper with the complete poem.

6. The teacher paste another manila paper which contain the same poembut with fill in the blanks question at the board.

7. Teacher paste coloured papers which contain the answers for the

blanks on the fill in the blanks questions.


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8. Teacher asks volunteer to come to the front and fill in the blank with thecoloured paper that contain the answer.

9. If the student answers it wrongly, teacher asks other students to try itout.

10. After the students paste the correct answer, the teacher will ask thestudents to read it to the class.

11. Then, the teacher will call another student to answer the question.

12. If the students answer it correctly, teacher will praise them.

This activity is called fill in the blanks where I ask the students to fill inthe blanks with the correct words. One of the pedagogical principles is that itrequires learning to be scaffold. First, I guide the students by reading thepoems with the correct pronunciation. Then, I read together with the students.Then the students read by themselves. Next, the students have to completethe poem by themselves. Apart from that, effective pedagogical principle alsorecognizes the importance of prior experience and learning. Maybe before this,they only know the nursery rhyme but after learning poems, maybe they cancreate their own poems. Apart from that, it also promotes the active

engagement of the learners. The students have to answer the question at thefront by paste the correct answer and read it out loud to their friends whichshow, they are active learner.


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Procedure

Year : 3



Aim : To learn to picture a poem.

Topic/Theme : Poems: Mice.

Students Previous Knowledge : Nursery Rhymes are basically singing asong.

Teaching Materials : Drawing blocks, Colour Pencils, Crayons and Manilapaper

Procedure :

1. The teacher pastes a manila paper which contains a poem entitlesMice.

2. The teacher will read to the students the poems.

3. After reading the poem, the teacher will explain the poem, line by line.

4. Then the teacher will ask the students how they portray the poems intheir mind.

5. The teacher asks the students to draw what they picture on their mindabout the poem.

6. The teacher will guide the students if they did not know what to do.

7. The teacher will help the students to understand the meaning of thepoem.

8. The teacher asks the students if they have finished the drawings.


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9. The teacher will ask at least 3 volunteers to come to the front and asksthe students to tell their friends about their drawing.

10. The teacher will praise the students.

11. Teacher paste students works at the notice board.

This activity will encourage the students to think broadly or out of the box. Thisactivity will encourage the student to be independent and think for themselves.Apart from that, if the student did not understand the meaning, they will ask the

teacher. This is where the scaffold comes in where the teacher will help thestudents by giving example and clue and when the students understand whatis being said, he or she will be able to answer the question by themselves.Apart from that, this activity can test how much a student understands a poem.If they can draw many things which is related to the poems and able to giveexplanation why they draw such way, then, it means they understand theanswer. Apart from that, this activity also requires active engagement from thestudents. All students will be participating in this drawing which means all ofthem can brings out their idea about the poems.


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Procedure

Year : 4



Aim : To learn to do a drama by using puppets.

Topic/Theme : Sasha and the Pearl

Students Previous Knowledge : Drama can be dramatized by human.

Teaching Materials : Puppets, Big box (as a TV)

Procedure :

1. Before the class started, the teacher has already prepared the materialswhich are going to be used in the puppet show.

2. The teacher has also selected some students to be the one who holdsthe puppets during the puppet show.

3. The teacher will have to explain first to the selected students what is thedrama is all about and do some practice with them. The teacher will practicethe pronunciation with the students, the intonation, and the puppet movement.

4. The teacher will help the selected students to memorize the script byusing a simpler version.

5. On the day of presentation, the teacher asks the other students to sit onthe floor facing a big box which was decorated to be the puppet stage. The boxmust be big enough.

6. The teacher will be watching and at the same time, will also help theselected students to do the puppet show.

7. After the presentation, the teacher will ask the students, which characterthey like the most.


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8. Next, each of the selected students will explain about their character tothe class.

9. If the students have some question about the story, the teacher willexplain to them the story.

10. After the puppet show is over, the teacher will ask the students to drawa story line based on the puppet show to test whether their understanding ofthe story.


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This activity is about retelling the story by using puppets. The students whowere selected to hold and play the puppets will learn about intonation. In thefuture, they will be able to express their emotion in drama and they can alsodramatize a drama well because they know how to say the word according tothe correct intonation. Apart from that, this activity can make the student beindependent. They learn how to memorize a script, and they learn how to playthe puppet. However, those who sit and watch are not the one who cannotplay the puppet well because children are known as a natural puppeteer. Theyplay with dolls and puppet and that is their prior knowledge. Now, in the class,they have to play the puppet but according to the script. One of thepedagogical priciple is that it recognises the importance of prior experienceand learning which means it should take account of what the learner knowsalready in order for them, and those who support their learning, to plan theirnext steps. This includes building on prior learning but also taking account of

the personal and cultural experiences of different groups of learners. Apartfrom that, the students will be actively involved in the activity. Those who wereselected will do their part of the storytelling and the other students will have toretell the story by draw the storyline based on what they saw and what theyunderstand. It was said that pedagogy should engage learners with the bigideas, key skills and processes, modes of discourse, ways of thinking andpractising, attitudes and relationships, which are the most valued learningprocesses and outcomes in particular contexts which means they will expresstheir idea about the story, what they understand.


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Procedure

Year : 2



Aim : To learn to combine picture to make a poem.

Topic/Theme : Poems: Mice.

Students Previous Knowledge : Nursery Rhymes are basically sing a song.

Teaching Materials : Jigsaw Puzzle

Procedure :

1. The teacher divides the student into 3 per group.

2. The teacher gives the student a jigsaw puzzle where the students haveto arrange it accordingly.

3. The jigsaw puzzle is made up of words and picture of a poem.

4. Before the students start, the teacher will read the poems and thestudents have to listen to it first.

5. Then, the teacher will read it again and the student have to startarrange it.

6. The teacher asks if the students get it or not.

7. If the students do it wrongly, the teacher will read the poem again with a

slower pace.

8. The teacher reads it again and the students will check their answer.

9. Then, the teacher asks certain groups to read their answer.

10. If they do it wrongly, the teacher will correct them and if they pronouncethe word wrongly, the teacher will correct them.

11. Lastly, all students will read the poem together.


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In this activity, the teacher helps the students by read the poems first. thestudents finish the poems within their groups which means this activity willfosters both individual and social process and outcomes. In this activity,students will build a healthy relationship with other students by discussing theanswer. They will help each other in order to obtain the correct answer. Theactivity is also practices the students listening skills. They have to listen to thepoems carefully.

Documents

Child Lit Asgnmt Lesson Plan