6 Poems Year 6 5w4f29
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Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
KURSUS PENATARAN DSKP TAHUN 6 KSSR 2015
CONTEMPORARY CHILDREN’S LITERATURE POEMS 1
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
LANGUAGE ARTS YEAR 4
YEAR 5
YEAR 6
4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs. 4.2 By the end of the 6-year primary schooling pupils will be able to express personal response to literary texts. 4.3 By the end of the 6-year primary schooling, pupils will be able to plan, organize and produce creative works for enjoyment.
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
YEAR 4
YEAR 5
YEAR 6
4.1.1
Able to enjoy jazz chants, poems and songs through nonverbal 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) characters b) place and time c) values
a) characters b) place and time c) Values
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
4.3.2
Able to plan, prepare and participate in a performance with guidance based on literary works
POEMS Messing About by Michael Rosen The Sandwich by Tony Bran Toes by Judith Nicholls My Sister’s Eating Porridge by John Coldwell Here is the Nose by Clyde Watson
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEMS 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
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
7
STRATEGIES TO TEACH POEMS 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 Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM1
Bahagian Pembangunan Kurikulum KEMENTERIAN 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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
11
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
12
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
13
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
14
POEM 2
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Cont.. POEM 2
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
16
The Sandwich
the n i l l i irs, f the a p n I ith w s ents i k d n e a l r b ing e t i r u ich. favo w d n sa for a
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Oh what shall I have Today 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 that You really can’t beat, It’s packed out with goodies, A real tasty treat. There’s only one problem; It’s breaking my heart….
17
POEM 3 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.
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Suggested Activities 1. Similarities and Differences 2. Think-Pair-Share 3. Poetry Dramatisation – Freeze Frame 4. Cause and Effect 5. Be Creative 6. Do you want to be a poet? 7. Guess What I’m Thinking of? 8. Be a writer
POEM 4
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM 4
Create A diamante poem is a 7 lined poem: Line 1 – One word noun Line 2 – Two adjectives Line 3 – Three verbs that the noun does Line 4 – Four things that the top noun and bottom noun has Line 5 – Three verbs that the bottom noun does Line 6 – Two adjectives that describes the bottom noun Line 7 – One word that is opposite the top noun
Example
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Cat Funny Silky Sleeping purring meowing Tail fur tongue collar Barking playing licking Friendly big Dog
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 Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM 5
POEM 5
Lines from the poem 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 Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
THINK ABOUT IT?
Why?
POEM 6
Vocabulary practice smelled
tiptoes
fresh-baked
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Cont.. POEM 6
wide
lapped
growled
whack , smack Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
24
Match the words that rhyme squidgy
runny
POEM 7
mess
too
goo
woozey
press
funny
oozey
sludgey
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
25
POEM 8
Suggest an activity you would conduct for classroom assessment using this poem ? 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 Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM 9
In pairs design an activity to teach this poem ? Include various Educational emphasis ie. Hots, MI
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM 10 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 ?
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
28
ASSESSMENT
Name:__________ Class:_____ Title of Poetry & Activity:________ NO
CRITERIA
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
EXCELLENT
GOOD
SATISFACTORY
IDEAS TO IMPROVE
Teacher’s Comment:
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
29
GROUP ASSESSMENT
Name:__________ Class:_____ Title of Poetry & Activity:________ NO
CRITERIA
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
EXCELLENT
GOOD
SATISFACTORY
IDEAS TO IMPROVE
Writing * - creating parallel poem, dialogue, chant, etc Creative works – creating shadow puppets, creating new menu, dirty class candles, collage etc Teacher’‛s Comments: Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
30
Samples of certificates to be given to outstanding pupils
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
31
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Thank You 32
KURSUS PENATARAN DSKP TAHUN 6 KSSR 2015
CONTEMPORARY CHILDREN’S LITERATURE POEMS 1
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
LANGUAGE ARTS YEAR 4
YEAR 5
YEAR 6
4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs. 4.2 By the end of the 6-year primary schooling pupils will be able to express personal response to literary texts. 4.3 By the end of the 6-year primary schooling, pupils will be able to plan, organize and produce creative works for enjoyment.
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
YEAR 4
YEAR 5
YEAR 6
4.1.1
Able to enjoy jazz chants, poems and songs through nonverbal 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) characters b) place and time c) values
a) characters b) place and time c) Values
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
4.3.2
Able to plan, prepare and participate in a performance with guidance based on literary works
POEMS Messing About by Michael Rosen The Sandwich by Tony Bran Toes by Judith Nicholls My Sister’s Eating Porridge by John Coldwell Here is the Nose by Clyde Watson
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEMS 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
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
7
STRATEGIES TO TEACH POEMS 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 Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM1
Bahagian Pembangunan Kurikulum KEMENTERIAN 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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
11
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
12
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
13
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 Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
14
POEM 2
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Cont.. POEM 2
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
16
The Sandwich
the n i l l i irs, f the a p n I ith w s ents i k d n e a l r b ing e t i r u ich. favo w d n sa for a
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Oh what shall I have Today 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 that You really can’t beat, It’s packed out with goodies, A real tasty treat. There’s only one problem; It’s breaking my heart….
17
POEM 3 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.
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Suggested Activities 1. Similarities and Differences 2. Think-Pair-Share 3. Poetry Dramatisation – Freeze Frame 4. Cause and Effect 5. Be Creative 6. Do you want to be a poet? 7. Guess What I’m Thinking of? 8. Be a writer
POEM 4
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM 4
Create A diamante poem is a 7 lined poem: Line 1 – One word noun Line 2 – Two adjectives Line 3 – Three verbs that the noun does Line 4 – Four things that the top noun and bottom noun has Line 5 – Three verbs that the bottom noun does Line 6 – Two adjectives that describes the bottom noun Line 7 – One word that is opposite the top noun
Example
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Cat Funny Silky Sleeping purring meowing Tail fur tongue collar Barking playing licking Friendly big Dog
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 Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM 5
POEM 5
Lines from the poem 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 Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
THINK ABOUT IT?
Why?
POEM 6
Vocabulary practice smelled
tiptoes
fresh-baked
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Cont.. POEM 6
wide
lapped
growled
whack , smack Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
24
Match the words that rhyme squidgy
runny
POEM 7
mess
too
goo
woozey
press
funny
oozey
sludgey
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
25
POEM 8
Suggest an activity you would conduct for classroom assessment using this poem ? 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 Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM 9
In pairs design an activity to teach this poem ? Include various Educational emphasis ie. Hots, MI
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
POEM 10 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 ?
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
28
ASSESSMENT
Name:__________ Class:_____ Title of Poetry & Activity:________ NO
CRITERIA
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
EXCELLENT
GOOD
SATISFACTORY
IDEAS TO IMPROVE
Teacher’s Comment:
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
29
GROUP ASSESSMENT
Name:__________ Class:_____ Title of Poetry & Activity:________ NO
CRITERIA
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
EXCELLENT
GOOD
SATISFACTORY
IDEAS TO IMPROVE
Writing * - creating parallel poem, dialogue, chant, etc Creative works – creating shadow puppets, creating new menu, dirty class candles, collage etc Teacher’‛s Comments: Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
30
Samples of certificates to be given to outstanding pupils
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
31
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA
Thank You 32
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