children literature (KK)

7/27/2019 children literature (KK)

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LGA 3101:

Task 1


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Poem : ColorMe Happy!

Theme: Fun Time


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Activity 1: Feelings Barometer

Activity 2: Balloon Pals


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Poem: Color Me Happy!If I were the colorblue,I'd sing sad songs foryou.

If I were the color

yellow,I'd be a happy fellow.

If I were the colorredI'd look like me when I

bled.If I were the colorgreen,I'd grow like a big stringbean.

If I were the colorbrown,I'd be a chocolatetown.

If I were the colorpink,I'd be a lemony drink.

If I were the colorpurple,Nothing would rhymewith me.


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Justifications

This poem is short and interesting which

topic revolves around childrens daily life.

Consist of notable learning outcomes.


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Teaching strategiesTheme: Fun Time!Poem: Color Me Happy!

Learning Outcomes Activity Teaching Learning

Activities

Objectives of the materials

At the end of the lesson,

pupils will be able to:

1.Identify various feelings

and emotions by listing themdown.

2.Discuss and share about

what certain colors make

them feel.

3.Have own opinions on what

certain colors make them

feel.

Feelings Barometer:

Feelings Barometer is

created to test learners

understanding on thefeelings represented by

certain colors.

Students are also observed

whether they have the same

or different understanding

and opinions on what certain

colors make them feel.

Stage 1:

1.Teacher displays the poem

on the white board and gives

each student the copy of thepoem.

2.Teacher recites the poem

aloud first for the students to

understand the general

pattern.

3.Teacher provides flash

cards that have colors and

variety of emotions

represents by the colors.

1.Act as an indicator of

students understanding

towards the lesson taught.2.Catalysts for students to

speak up and to share

opinions.

3.To allow students to have

different opinions.


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Teacher shows the flash cards and discussesopinions and experiences on what certain

colors make him/her feels.Teacher encourages students to discuss whatcertain colors mean to them.Stage 2:Teacher prepares materials for activity:Feelings Barometers.

Students form cooperative groups and eachgroup has one barometer.Students have to discuss and label thebarometer with colors that define theemotions listed.Teacher observes and noted the following

questions:Did members of the same team makedifferent choices?Did different teams make different choices?


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Activity 2Learning Outcomes Activity Teaching Learning

Activities

Objectives of the

materials

At the end of thelesson, pupils will beable to:1.Enhance studentsfine motor skills.2.Relate the colorsand emotionscorrespondingly.3.Students sharesevents based ontheir experienceaccording to colorschosen.4.Respondsappropriately tosituations andquestions.

Balloon Pals:Created (usingballoon and yarn) asa new friend for thestudents. Differentcolors of balloon willdefine the emotionsfeatures on the newfriends faces.To encouragestudents to talkabout their newfriend instead ofthemselves.

1. Teacherpreparesmaterials suchas balloons withvarious colors,yarn and markerpens.

2. Teacher dividesthe balloonsequally to allstudents.

3. The teachergives instructionon the activityclearly.

4. Students have tocreate a newfriend using the

materials given.

1. As a tool for aconsistentlyenjoyablelesson.

2. Students will beless shy as theyintroduce theirfriends and notthemselves.

3. Enhancespeaking andlistening skills.


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Learning

Outcomes

Activity Teaching Learning Activities Objectives of the

materials

5. Students balloonpals face mustdepict the emotionbased on the colorof the balloon given.

E.g: Red balloon- angry

faceYellow balloon-grinning face.

6. After finishingcreating theirballoon pals,students have to tellabout their newfriends and shareabout their friendscurrent feelings.

1. Creativityandinnovationability isstimulated bythe need to

create theirballoon pals.2. Catalysts for

students tospeak up andto shareopinions.


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7. Students get tocreate the events thatcaused their newfriends currentemotions (may bebased on ones ownexperiences).

8. Other students willlisten and respondsappropriately.

9. Teacher correctswhen necessary.


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Bibliography

Carol Lynch-Brown, Carl M. Thomson.

(2005). Essentials of Children Literature.

United States: Pearson Education.

David Crookall, Rebecca L. Oxford.

(1990). Simulation, Gaming and Language

Learning. United States: Newbury House

Publishers.

Documents

children literature (KK)