Songs and Poetry Essay
Develop a kit which contains the followers: * One vocal ( of a continuance of 3 – 5 proceedingss ) and one verse form ; * For the vocal. you may either retain an established melody and make your ain original wordss or make your ain melody every bit good as original wordss ; * Your vocal and verse form must run into the demands of the course of study and the course of study criterions of the primary ESL Classroom ; * Provide a brief rationale/justification for your choice. * One lesson program for a continuance of 60 proceedingss for each of the selected vocal and verse form. * Your lesson program should include worksheets. undertaking sheets. etc.
All instruction AIDSs are to be submitted together with the lesson program. Your child will be assessed on the undermentioned standards: * Suitability of the vocal and verse form selected in relation to the lesson planned ; * Originality and creativeness of learning thoughts / activities designed ; * Evidence of a step of activities that lead to successful acquisition of the intended acquisition results ; * Appropriate and a assortment of learning stuffs. You may show your kit in the undermentioned ways: * In brochure signifier ; * In a ring file with clear centrifuge ;
* Any other presentations which you deem to be effectual and attractive. Justification / principle for the choice of vocal. Song: Old Pak Karim Had A Farm ( Adapted from Old Macdonald Had A Farm ) Genre: Nursery Rhymes * Age * The vocal is suited with the targeted group. twelvemonth 3 KSSR because it contains a small vocabulary and the pupils are familiar with the words used in the vocal. For an illustration. cow. duck and hog. * Content * Teacher should take a verse form that encourage and motivates the pupils.
So I personally belief that the vocal that I have chose will actuate and prosecute the pupils in the lesson as it focuses on different types of animate beings and the sounds they make. * Proficiency degree * The principle of taking this vocal to be taught to a Year 3 pupils is besides because of their proficiency degree. At this primary degree. I feel that the pupils are non exposed to hard vocabularies but to merely certain comprehendible words.
So. this of import component fulfills the pick of my vocal that is ‘’Old Pak karim’’ because it contains simple words. Not merely that. the beat and the pacing of the vocal is besides on par with the students’ proficiency degree.
It does non hold a fast pacing and complicated music which will tire the pupils. * Interest * The vocal that I have designed for the Year 3 KSSR pupils. develops motive among the pupils. develop imaginativeness among them about animate being. stimulates wonder. draw on personal experience. I belief that when a instructor proposes the pupils with a stimulation that the pupils have experienced before. it will do them to indulge in that peculiar lesson because it is something of their involvement. Directly this vocal will promote active engagement among the pupils. and make desire to go on acquisition.
* Culture * This vocal will make a phenomena to expose the pupils whom are from urban countries and had ne’er seen farm animate beings such as cattles. hogs and so on. By utilizing this vocal. instructor will be able to expose the pupils with a farmer’s life style and their civilization. He/ she may explicate the day-to-day modus operandi of a husbandman or different types of animate beings that can be found in a farm. * Resources * This vocal can be easy found in the cyberspace and instructors could merely download the vocal and have an interesting lesson in the schoolroom. Lesson program Date | 21st March 2013|
Time| 10. 00 – 11. 00 am| Class | Year 1| Number of students| 25 pupils | Students’ level| Mixed ability class| Theme| World of Knowledge| Topic| Animals and the sounds they make. | Focused / Main skill| Language Arts | Integrated skills| Listening. speech production and composing | Curriculum Specification| 1. 1. 3 Able to listen to. state aloud and recite rimes or sing vocals with counsel. 1. 1. 4 Able to speak about a stimulation with guidance3. 1. 1 Able to show all right motor control of custodies and fingers by: ( a ) handling objects and pull stringsing them. 4. 1.
1 Able to bask nursery rimes. wind chants and action vocal through non-verbal response. 4. 1. 2 Able to declaim nursery rimes. wind chants and sing action vocals with right pronunciation and beat. 4. 3. 1 Able to bring forth simple originative plants with counsel based on: ( a ) baby’s room rhymes 4. 3. 2 Able to take portion with counsel in a public presentation based on: ( a ) baby’s room rhymes | General objective| To expose pupils with different types of animate beings and the sounds they make. | Specific Objectives| By the terminal of the lesson. pupils should be able to: 1.
Listen to the vocal and take portion in an unwritten activity with 100 % truth. 2. Enjoy and sing the vocal with 100 % accurate pronunciation. 3. Follow the actions and motions. 4. Make a simple originative work. face mask harmonizing to their characters they are appointed to. | CCTS| None| Grammar| Verbs | Vocabulary| Cluck. grunt. quack. weft. moo| Teaching aids| 1. Pictures of different types of animate beings. 2. White board 3. Song cartridge holder 4. Speakers 5. Computer 6. Manila cards 7. Marker pens 8. Stringing | Moral values| Love the animate beings. Cooperation. Group work. Sharing.
| Previous cognition | Students are exposed to several types of animate beings and they have been taught to make carnal masks. | Stage / Time| Content| Teaching & A ; Learning activities| Remarks / Rationale| Set initiation ( +- 5 proceedingss ) | Talking about oneself. | 1. Teacher gets into the category and gaining control the students’ attending by inquiring them few inquiry about themselves. Ex-husbands: – Hello pupils. how are you all experiencing today? * Do you have any pets at your house? * Can you call some of the farm animate beings that you know. 2. After holding the pupils to react. teacher continue to the following phase of the lesson.
| Rationale The principle for holding a two manner interaction during a set initiation is to guarantee that the pupils are ready physically and mentally. Having a two manner communicating will give a room for the pupils to talk out about themselves and motivates them to larn the lesson that has been designed for them for that peculiar twenty-four hours. | Pre phase ( +- 10 proceedingss ) | Introduction of a character. Different animate beings. | 1. Teacher paste a male character on the board and present him briefly to the pupils ( Refer to appendix 1 ) 2. Following instructor pastes images of assorted animate beings on the board.
( Mention to appendix 2 ) 3. The instructor points out few pupils and acquire them to call the animate beings that has been pasted earlier. 4. Then. the instructor asks the pupils to do the sounds that the animate beings make. 5. Teacher observes the students’ engagement in the schoolroom. | Remarks-Now Lashkar-e-Taiba me present Pak Karim. He has few animate beings with him. | While phase ( +- 20 proceedingss ) | Listening comprehension -Cow. Duck. Chicken. Pig. Dog. | 1. Teacher plays a vocal cartridge holder ( Refer to appendix 3 ) and requires the pupils to watch and listen to him/ her. 2.
Following. instructor plays the vocal cartridge holder and the pupils will hold to sing the vocal along with the instructor. 3. Then. the instructor plays the vocal once more and this clip with few motions and actions that is suited with the animate beings. 4. Students mimic the actions and the motions done by the instructor and moves around the schoolroom to make the actions and motions together with the sound cartridge holder. 5. Once the vocal has been sung. teacher ask few WH- inquiry to the pupils. Ex-husband: – what is the sound made by a Canis familiaris? * What is the sound that a cow makes? * Oink. grunt. grunt is made by which animate being? 6.
Teacher calls out few pupils. one at a clip and inquire them to do sound and actions of certain animate beings that they have learnt earlier. 7. Energetic public presentation will be rewarded with bangs. | Rationale -This is to guarantee that the pupils have listen and comprehended the vocal good. -Claps are considered as a positive support for the pupils which will promote and actuate them to remain active and take part in the lesson. | Post phase ( +- 20 Minutes ) | Language humanistic disciplines | 1. Teacher divides the pupils into 5 groups and name them to the carnal characters that is involved in the vocal entitled “ Old Pak karim Had A Farm” .
2. Each group must hold 1 novice. 2 intermediate and 2 advanced pupils. 3. Teacher distributes 5 pieces of A4 sized manila cards. strings and few marker pens to each groups. 4. Once the instructor is done with the distribution. she / he will hold to give a clear direction on what has to be done by the pupils. 5. Teacher walk around the schoolroom from one group to another to supervise the group activity. 6. After 15 proceedingss. teacher inquire the pupils to have on the mask that they have created and acquire them to do the sound of the animate beings by indicating to one group to another.
7. Then the instructor returns to the following phase of the lesson. | RemarksThe pupils will hold to portion some of the stuffs among the group members. This will indirectly learn them how to be tolerant and to work in a group. | Closure ( +- 5 Minutes ) | Let’s sing along | 1. Teacher asks the pupils whether they are ready to sing a vocal. 2. Teacher inquire the pupils to stand up and sing along the vocal with the instructor. 3. Each groups will hold to do sound when their respective characters appears in the vocal. 4.
Teacher ends the lesson by transfusing moral values among the pupils. Ex-husband: – You should ever love the animate beings. * You should non torment or kill them. | RemarksThe pupils sing the vocal together with the masks that they have designed and created. | Appendix 1 Old Pak Karim Appendix 2 Pictures of different animate beings. Rationale / Justification for the choice of the verse form. * Age * This verse form is suited with the targeted group which is Year 3 pupils. Not merely that. I belief that this verse form can be proposed to the pupils because the pupils will be able to grok its content.
Adding to that. pupils of this age will bask this verse form because it’s a narrative verse form which tells a narrative on a trip to a Zoo and revolves around animate beings. * Content * I feel that the content of this verse form will prosecute the pupils and they will bask it because it is a narrative verse form which narrates a trip to the menagerie. So. straight it will supply a room for the pupils to develop their imaginativeness sing the subject. Not merely that. the writer has used simple linguistic communication ; pupils will non confront troubles in understanding this verse form. Adding to that. this verse form contains merely 6 stanzas with four lines each.
So the length of the verse form will non tire the pupils and it is apparent that pupils will be bored and demotivated if they are given a heroic poem or long verse form in this immature age. Because. at this point of age. pupils will be looking frontward for verse forms which is short in length but a quality one. The content of the verse form revolves around a subject in the course of study which is universe of cognition and it is applicable to Year 3 pupils as it gives information and pupils gain new cognition from it. * Proficiency degree * This verse form is suited with the pupils proficiency degree.
They will be able to digest and understand the significance that is conveyed in the verse form by the writer. Not merely that. pupils of this age will be able to appreciate this verse form and will be able to take portion in the activities that is done by instructor utilizing this verse form. * Interest * Not merely that. harmonizing to Hickman ( 2003 ) illustration. colour. format. length and type of print can besides act upon children’s pick. “A trip to the zoo” could decidedly act upon and capture the pupils attending because of the illustration at the underside of the verse form.
The illustrations are colorful and head captivating. * Values * Apart from learning the pupils with different animate beings that can be found in the menagerie. instructors could transfuse moral values among the pupils through this verse form. Teachers can name out and learn the pupils with several good values that need to be practiced by every human existences in the universe such as love the animate beings. animate beings are worlds best friend and so on. So utilizing this verse form instructors could model the pupils into improvement. Lesson program Date | 21st March 2013 | Time| 10. 00 – 11. 00 am|
Class | Year 3| Number of students| 25 pupils | Students’ level| Mixed ability class| Theme| World of Knowledge| Topic| A Trip To The Zoo| Focused / Main skill| Reading | Integrated skills| Listening. speech production. authorship and linguistic communication humanistic disciplines | Curriculum Specification| 1. 1. 3 Able to listen to. state aloud and recite rimes. lingua tornados and sing vocals paying attending to pronunciation. beat and modulation. 1. 1. 4 Able to speak about a stimulation with counsel. 2. 2. 2 Able to read and understand phrases and sentences in additive and non – additive texts.
| General objective| To expose pupils with different types of animate beings and have an interesting lesson utilizing a verse form. | Specific Objectives| By the terminal of the lesson. pupils should be able to: 1. Listen and bask the vocal and take portion in an unwritten activity with 100 % truth in pronunciation. 2. Understand the verse form and be able to finish a undertaking with 100 % truth. | CCTS| None| Grammar| Verbs ( Trick. Waddle. Chewing. Swinging ) | Vocabulary| Muddy Pen. Cage. Feed. Rope. | Teaching aids| 1. Video Clips ( 1 vocal and 1 picture cartridge holder on Madagascar ) 2. Speakers 3. Computer 4. White Board 5.
A large image of a Zoo scenario 6. Task sheet 1 | Moral values| Love the animate beings. | Previous cognition | Students are exposed to different sorts of animate beings that can be found in the female parent Earth. | Stage / Time| Content| Teaching & A ; Learning activities| Remarks / Rationale| Set initiation ( +- 5 proceedingss ) | Singing A vocal Entitled “ Traveling To The Zoo Tomorrow “| 1. Teacher enters the schoolroom and captures the students’ attending by inquiring them few inquiry. Ex-husband: – How are you experiencing today? * Are you ready to larn today? * Can you call some animate beings that you are familiar with. 2.
After that. the instructor plays a picture cartridge holder on “ Traveling To The Zoo Tomorrow” ( Refer to appendix 1 ) and gets the pupils to sing along. 3. Once the vocal has been sung. the instructor asks the pupils whether they enjoy the vocal and why they enjoy the vocal and so returns to the following phase of the lesson. | Rationale The principle for holding a two manner interaction during a set initiation is to guarantee that the pupils are ready physically and mentally. Having a two manner communicating will give a room for the pupils to talk out about themselves and motivates them to larn lessons that has been designed for them for that peculiar twenty-four hours.
Adding to that. holding a vocal in the set initiation is a great manner to light the involvement among the pupils. | Pre phase ( +- 10 proceedingss ) | A Zoo Scenario | 1. The instructor paste a large image of a scenario at a Zoo ( Refer to appendix 2 ) on the whiteboard. 2. Teacher will hold to acquire the pupils to speak about the stimulation given. 3. Teacher should inquire few inquiries as follows ?? a ) What can you see in the image? ( B ) Name the animate beings in the image. ( degree Celsius ) Do you like these animate beings? ( vitamin D ) which animate being would u like to maintain as a pet? Why? 4. Teacher observes the students’ engagement in the schoolroom.
| | While phase ( +- 20 proceedingss ) | Reading comprehension – Muddy Pen. Cage. Trick. Waddle. Chewing. Swing| 1. Teacher gets the pupils to settle down and distributes a reading text which is a verse form entitled “ A Trip To The Zoo” ( Refer to Appendix 3 ) 2. Teacher reads the verse form and the pupils repeat after her/ him. 3. Teacher Michigans and explains the significances of several hard words which are the new grammar and vocabulary that the pupils might meet in the verse form. 4. Teacher inquire the pupils to compose down the significances of the words by the side of the verse form.
5. Once the verse form has been read. teacher ask few WH- inquiry to the pupils. ( a ) Do you understand the verse form? ( B ) Who wrote this verse form? ( degree Celsius ) How many animate beings are mentioned in the verse form? ( vitamin D ) What is the significance of waddle? ( vitamin E ) Which animate being has a long cervix and can make really far? ( degree Fahrenheit ) Which animate being is so colorful and beautiful? ( g ) what are the features of these animate beings? | Rationale -This is to guarantee that the pupils have comprehend and understand the verse form really good. | Post phase ( +- 20 Minutes ) | Individual self assessment | 1.
Teacher distributes task sheet 1 ( Refer to Appendix 4 ) to each pupils. 2. Once the instructor is done with the distribution. she / he will hold to give a clear direction on what has to be done by the pupils. 3. Teacher walk around the schoolroom to supervise the pupils and steer them if they could non carry through the undertaking given. 4. After 15 proceedingss. instructor checks the reply together with the pupils. 5. Teacher point out certain pupil to read the inquiry and the reply. 6. Students whom manage to acquire all right replies will be rewarded with handclaps.
| RemarksTask sheet will be distributed together with a sheet of paper contains images of different animate beings ( Refer to appendix 5 ) | Closure ( +- 5 Minutes ) | Let’s watch a sketch | 1. Teacher asks the pupils whether they are ready to watch a sketch. 2. Teacher puts up the sketch / picture cartridge holder on Madagascar. ( Refer to appendix 6 ) . 3. Once the sketch has terminal. teacher recalls the animate beings that they have learned for that twenty-four hours. Ex-husband: – what are the animate beings that you saw in the sketch? * Do you desire to travel to a Zoo and watch these animate beings in the hereafter. during the vacations possibly.
4. Teacher ends the lesson by transfusing moral values among the pupils. Ex-husband: – You should ever demo some attention and love towards the animate beings. | Rationale The principle of holding the pupils to sing the vocal once more is to stop the lesson for that twenty-four hours in a more interesting manner instead than stoping the lesson with dozenss of prep. | Appendix 1 Video cartridge holder Title: We Are Traveling To The Zoo Tomorrow Appendix 2 Picture of Scenario at the Zoo Appendix 4 Paste the right image of animate being in the infinite provided and compose the name of the animate being below the image. 1. Huge animate being in the universe.
It has a long bole and it does fast ones at the menagerie. Which animate being is this? | | 2. Its plumes are so colourful and has a long cervix. It walks easy and attractively. | | 3. This animate being is so old and sleeps in a really boggy pen. They are so smelly. | | 4. He is the male monarch of the jungle. He loves to eat meat. He sits on some large stones in his coop. Who is this? | | 5. It is the tallest animate being in the universe. It comes over and eats the nutrient from our manus and has a long cervix that he can make far. | | 6. These animate beings waddle around in their cold topographic point. They are black in coloring material. | | 7. It do non hold legs like other animate beings.
It makes ‘’hiss’’ sound and they are toxicant. | | 8. These carnal swings in a rope and it swings manner over the little pools. | | Appendix 5 Pictures of animate beings that need to be pasted in undertaking sheet 1. | | | | | | | | Appendix 6 Video Clip on a sketch “Madagascar” Appendix 3 Poem entitled “ A Trip To The Zoo” A TRIP TO THE ZOO Author: Deenadevy IT IS SUCH A BEAUTIFUL DAY WE WANT TO GO TO THE ZOO. Pack A PICNIC LUNCH… GRAB A HAT SEE LOTS OF ANIMALS… BIRDS TOO. WE WILL STOP AND VISIT THE ELEPHANT WATCH THEM DO A TRICK OR TWO. WALK PAST THE ZEBRAS… . THERE STANDS FOUR SEE THE PEACOCK…
Feathers SO BLUE. THERE LIES TWO OLD HIPPOPOTAMUS SLEEPING IN A VERY MUDDY PEN. WE SEE THE LION SITTING ON SOME ROCKS IN HIS Cage I HAVE NEVER BEEN. WE GET TO FEED THE GIRAFFE HE COMES OVER AND EATS FROM OUR HAND. WITH HIS LONG NECK HE CAN REACH VERY FAR ON HIS TONGUE MY FINGERS OFTEN LAND.
WE SEE LOTS OF SNAKES. TURTLES AND SPIDERS WE VISIT THE PENGUINS IN THEIR COLD SPOT. IT IS FUN TO WATCH THEM WADDLE AROUND FLY TO THE OUTSIDE. THEY CAN NOT. WE PAST BY THE CAMELS CHEWING SOME FEED SEE MONKEYS SWINGING ON A ROPE. THEY SWING WAY OVER THE SMALL POND INTO THE WATER. THEY NEVER FALL-I HOPE.