lga portfolio (language arts)

7/29/2019 Lga Portfolio (language arts)

1/19

POEM 1

LIMERICK

Introduction

A limerick is a silly poem with five lines. They are often funny or

nonsensical. Limericks were made famous by Edward Lear, a famous author who

wrote the "Book of Nonsense" in the 1800's. It was an entire book of silly limericks. To

write a limerick, the first, second and fifth lines should rhyme with each other and have

the same number of syllables (typically 8 or 9). Meanwhile, the third and fourth lines

rhyme with each other and have the same number of syllables (typically 5 or 6).

Limericks often start with the line "There once was a..." or "There was a...

Selected poem

STARS

By Kaithlyn Guenther

There once was a wonderful star

Who thought she would go very far

Until she fell down

And looked liked a clown

She knew she would never go far.


2/19

Justification of the poem

This poem was chosen because it is suitable for pupils in year 1 to 3. The theme

is world of knowledge. This poem is really simple and easy for them to recite. It is also

fulfilling the criteria that had been given in the content standard and the learning

standard for year 3 pupils. (Content standard: 4.1 By the end of the 6-year primary

schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs.).

(Learning standard: 4.1.2 Able to sing action songs, recite jazz chants and poems with

correct pronunciation, rhythm and intonation). Besides that, this poem will also allow

pupils to create their own limerick poem based on guidance given by teacher. It will

allow pupil to be more creative and help them enjoy with the lesson. (Learning standard:

4.3.1 Able to produce simple creative works with guidance based on: (b) poem.)

This limerick written by Kaithllyn Gunther will attract pupils with naturalist

intelligence because it involves nature. We can see the poem talk about stars which

relate with nature. On the other hand, it will also attract pupils with linguistic intelligence

whereby they are given opportunities to play with words and create their own limerick.

Meanwhile, in the pedagogical side, this poem makes learning become fun, meaningful

and purposeful. This is because limericks are often funny and nonsensical, at the same

time it builds up creativity and innovation. Besides that, it also involves constructivism

approach that had been highlight in the educational emphases whereby pupils were

given opportunities to create their own limerick based on their background knowledge or

based on the schema given by the teacher.

Lastly, this poem was chose because some of the words in the poem are in the

word list form, part of the language contents in the curriculum for year 1, 2 and 3 pupils,

for example words like go, she and there. Therefore, this poem is suitable for year1 to 3 pupils since it simple and easy to recite and understand, it follows the

pedagogical principles and it was chose based on the primary English language

curriculum.


3/19

POEM 2

HAIKU

Introduction

"Haiku" is a traditional form of Japanese poetry. Haiku poems consist of 3

lines. The first and last lines of a Haiku have 5 syllables and the middle line has 7

syllables. The lines rarely rhyme. For example:

I am first with five

Then seven in the middle

Five again to end.

Because Haikus are such short poems, they are usually written about things that

are recognizable to the reader. Animals and seasons are examples of recognizable

topics children might enjoy exploring. Haiku also usually talk about nature.

Selected poem

Snowflakes

byKaitlyn Guenther

Snowflakes are our friends.

They descend when winter comes.

Making white blankets.


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This poem is suitable for pupils in year 1 to 3 because it use simple words and

simple sentences. The short poem makes it easier for pupils to recite with correct

pronunciation, rhyme and intonation. Based on this poem, there are a few activities that

can be done by the teacher with the whole class. Since the poem involve the theme of

world of knowledge, pupils can do activity such as drawing anything that related with

winter based on their own knowledge. However, teacher can give guidance to them by

showing them things that are related with winter. This drawing activity will attract pupils

with visual spatial intelligence since they are good with picture and love to draw. This

activity is based on, (Learning standard: 4.3.1 Able to produce simple creative works

with guidance based on: (b) poem.). Besides that, Haiku will also attract pupils that lovenature (naturalist) since it usually talks about nature.

Other than drawing activity, pupils may also create their own Haiku. Teachers

job is to give them a topic or theme of a Haiku that they will create and give guidance to

them. Since Haiku dont really care about grammatical aspect like the structure of a

sentence, it will be easier for pupils to create their own Haiku. This activity may be

suitable for advance pupils since they need to create by themselves and it also use

constructivism approach since pupils use their knowledge and schema from teacher.

In pedagogical principles aspect, pupils will learn the poem in fun, meaningful

and purposeful way, for example drawing activity is usually a fun activity for children.

Children love to draw. Besides that, this Haiku will also teach pupils new knowledge

because winter is not a common season in Malaysia, so, it will be beneficial for them

since they can also learn other type of season in other countries. Teacher can also

teach the other season like spring, summer and autumn. Teacher can use the

integration of ICT like showing to pupils how the four season looks like through videos.

This way of teaching will attract pupils attention in class and make the class become

livelier.


5/19

POEM 3

FIVE LINES POEM

Introduction

"Five Line Poems" are a great way to introduce the idea of a stanza to a child.

Each stanza of the poem is five lines. When doing five line poems with children, teacher

should give them the first or last line of each stanza and have them design the rest. The

advantage of this type of poem is, the can be rhyme or not rhyme.

Selected poem

I AM FAST AND FUN

by Tasha (Age 9)

I am fast and fun.

I can dream, dreams that nobody has dreamt before.

I would go on adventures all over the world.

I want to write out my imagination.

I enjoy seeing peace.

I am fast and fun.

I want to fly and taste the air.

I am not afraid to say what I want.

I feel such smooth things that touch my fingers.

I find such pretty things in nature.

I am fast and fun.

I want to be a soccer star.

I think hard about things.

I wonder where we go when we fade.

I feel so great when I help someone.


6/19


This poem is suitable for year 3 pupils. The structure of the poem is simple and it

has a fix schema for every stanza that will help pupils to recite the poem with correct

pronunciation, intonation and rhyme. The theme of this poem is the world of self,

whereby pupils tells story about themselves through a poem. Pupils can create their

own poem based on the poem above. Teacher can help by given them the first two or

three words for every lines and let they create the rest. Teacher can also provide word

class that they need to fill in each line, for example:

1st

line: I am (adjectives)

2

nd

line: I can (verbs)

3rd line: I would go (place)

4th line: I want to (verbs)

5th

line: I enjoy (verbs)

This task will not be a problem for year 3 pupils since they already learn grammar

based on content standard and learning standard.

Based on pedagogical principles, this poem can be learner-centered because it

allow pupils to create their own poem based their own selves although the guidelines

are given by the teacher. Besides that it also involves entrepreneurship since it requires

pupils creativity, innovation and initiative to create their own poem which is highlight in

the educational emphases. Constructivism approach also involves in order for pupils to

create literary works based on schema given by the teacher. It also explain about

contextual learning whereby pupils can relate to their daily life, like what they love to do,

what they want to and where they want to go. This poem is really suitable to be use in

lesson since it portrays a lot of positive value that definitely suitable for children.


7/19

POEM 4

ACROSTIC POEM

Introduction

An acrostic poem is a very fun poem for kids. Each acrostic poem has a topic

idea running down the left side of the poem. Each letter in the topic word has a new

thought that runs off the side from left to right and is relevant to the topic word. The

topic word is typically the title as well.

Selected poem

Spring

by Kaitlyn Guenther

S o many flowers are blooming.

P etite little squirrels come out to play.

R eally big bears awake from their slumbers.

I maginative children enjoy a walk with their friends.

N o tree is left standing without any leaves. So

G o ahead, jump for joy because spring is here.


8/19


This poem is suitable for year 1 to 3 pupils because it is simple, short and easier

to recite by the pupils with correct pronunciation, intonation and rhyme. The theme of

this poem is world of knowledge. However, when doing activity with pupil based on this

type of poem, teacher can choose any theme whether the world of knowledge, world of

self, family and friends or world of stories. For example, if the theme is world of family,

pupils can choose any family member in their family to create their own poem. If the

theme is world of stories, pupils can pick any character in a story they like. This activity

involve constructivism approach since pupils are given schema to create their own

acrostic poem.

Based on pedagogical principles, this poem can be fun, meaningful and purpose

and at the same time the way of teaching is learner-centered because the activity that

can be done is based on pupils background. Using this way, pupi ls actual potential can

be realize. Besides that, based on the educational emphases in primary English

language curriculum, this poem tells about nature, it will attract pupils with naturalist

intelligence, like how flowers and trees look like during spring. On the other hand,

teacher may ask them and at the same time teach them how flowers and trees looks

like during other seasons. This activity will help pupils in knowledge acquisition. Pupils

also can connect the new knowledge they get using contextual learning by relate it with

their daily life. For example, by telling how flowers and trees look like in our country

Malaysia. It can be done perfectly with guidance from teacher.

This poem was also chose because it consists of words from the word list form

for year 1 to 3 pupils and there are also other new words in poem that can be use to

enhance their vocabulary. Words like so, no and go are in the word list, while words

like slumbers, petite and imaginative can be use to enhance their vocabulary. That

is why this poem was chosen.


9/19

SONG 1

NURSERY RHYME

Introduction

Nursery Rhymes are traditional English language rhymes that most children in

English-speaking countries learn at an early age. They can be helpful for learning

English as a foreign language as well, and they have the added benefit of introducing

pupils to important aspects of the cultures of English-speaking countries. Rhymes are

words and phrases that have a memorable rhythm and end in the same sound to add a

musical effect.

Selected song

Finger family

Daddy finger daddy finger

Where are you?

Here I am here I am

How do you do?

Mommy finger mommy finger

Where are you?

Here I am here I am

How do you do?

Brother finger brother finger

Where are you?

Here I am here I am

How do you do?


10/19

Sister finger sister finger

Where are you?

Here I am here I am

How do you do?

Baby finger baby finger

Where are you?

Here I am here I am

How do you do?


11/19

Justification of the song

This song is really suitable for pupils in year 1 to 3 because it simple and easy to

sing. The learning standards for year 1 to 3 require pupils to sing the song correctly with

the correct pronunciation, rhythm and intonation. (Learning standards year 1: 4.1.2 Able

to recite nursery rhymes, jazz chants and sing action songs with correct pronunciation

and rhythm.) (Learning standard year 2: 4.1.2 Able to sing action songs and recite jazz

chants with correct pronunciation, rhythm and intonation.) (Learning standard year 3:

4.1.2 Able to sing action songs, recite jazz chants and poems with correct pronunciation,

rhythm and intonation.). Besides that, the learning standard also requires pupils to sing

the song with action or non verbal response. By using this song as medium to teach,

pupils can show action moving their finger.

Meanwhile, the theme of this song is world of self and family. This song can

teach pupils about the name of their finger by relate it with their family. This will involve

contextual learning since pupils will relate the new knowledge that they learn (names of

finger) with own knowledge (family members). Besides that, the use of technology like

sounds and video will help them to sing along with the video and make the learning

more fun, meaningful and purposeful. Most of pupils love music. That is why pupils with

musical intelligence will love this activity.

Using this song, teacher can do interesting activity that will enhance pupils

creativity, innovation and initiative. For example, pupils can draw their palm on a piece

of paper and draw a finger family one each of every finger. After that, paste their

drawings on their fingers and do action while singing the song. This activity will enhance

entrepreneurship among pupils and will attract pupils with visual spatial intelligence.

Besides that, this song also consists of some word from the word list form and there are

also synonym words like the words daddy which mean father and mommy which

mean mother. These will help pupils to improve their vocabulary.


12/19

SONG 2

NURSERY RHYME

Selected song

DoReMi

Do a deer a female deer

Ray a drop of golden sun

Me a name I call myself

Far a long long way to run

Sew a needle pulling thread

La a note to follow sew

Tea a drink with jam and bread

That will bring us back to doe

Do Re Mi Fa Sol La Ti Do Sol Do


13/19


This song is suitable year 3 pupils because this song is short and simple but the

vocabularies used are not really suitable for year 1 and 2 pupils. However it is really

suitable for year 3 pupils to learn and the can enjoy by singing it, like being said in the

learning standard where pupils should be able to enjoy singing song with correct

pronunciation, rhythm and intonation. The theme of this song is world of knowledge

where pupils will learn new words or learn music note for the advance learner since Do

Re Mi also known as music notes.

This song will surely attract pupils attention and they will enjoy this song

because the lyrics are rhyme and the melody is really catchy. While they enjoy singing,

they also can do action and at same time learn new words. This song was picked

because it has the pedagogical principles where learning should be fun, meaningful and

purposeful. It also can teach pupils many things like to relate things with other things.

For example, in the lyrics, Ray a drop of golden sun, pupils can relate the colour of the

can be like gold. They also can learn colours in this song. Besides that pupils can learn

the name for female deer which is called doe. Teacher can start teaching the name of

otherfemale animal. Pupils can also learn the synonym of I which is Me, and a lot

more to learn. This song is really suitable to teach pupils many new things.

Based on educational emphases, through this song pupils will be able to acquire

knowledge and using contextual learning. They can relate this song with their daily life.

For example, their mother use needle to sew like in the lyrics, sew a needle pulling

thread, and what they eat during breakfast or during the evening like in the lyrics tea a

drink with jam and bread. This activity will enhance their thinking skills by relating it with

their daily life. Lastly, the integration of ICT really can help the lesson using this song

become more interesting and fun for children.


14/19

SONG 3

ACTION SONG

Introduction

Many songs can be made into action songs in which you and the class act out

some gestures as you sing. Action songs are particularly appropriate as they help

children to remember the words and their meanings. When using action songs, you

might divide your class into groups of singers and actors or you might be the singers

and actors all together at the same time.

Selected song

Wheels Of the Bus Go Round And Round

The wheels of the bus go round and round

Round and round, round and round

The wheels of the bus go round and round

All through the town

The horn of the bus go beep, beep, beep

Beep, beep, beep, beep, beep, beep

The horn of the bus go beep, beep, beep

All day long

The doors of the bus go open and shut

Open and shut, open and shut

The doors of the bus go open and shut

All day long

The babies in the bus say wah, wah, wah

wah, wah, wah, wah, wah, wah

The babies in the bus say wah, wah, wah


15/19

All day long

The mommies in the bus say, I love you, I love u, I love u

The mommies in the bus say, I love you

All day long


16/19


This song is suitable for pupils in year 1 to 3. It is really suitable for year 1 to 3

pupils because of its simple words and sentences used. Moreover, it involves a lot of

action and there are a lot of repetitions that will make it easier for pupils to recite and

remember the song. Pupils love to move around during lesson. This so will help them to

prevent feeling bored in class. That is why this song was chose. By singing and doing

action at the same time, pupils will be able to focus on the song and the action. To

make the lesson more interesting and pupils give their full attention towards the lesson,

teacher can ask a few pupils to come in front and act out the action like doing a role

play while the others sing the song together. This is all based on the learning standard,

(4.1.1 Able to enjoy action songs, jazz chants and poems through non verbal response.

4.1.2 Able to sing action songs, recite jazz chants and poems with correct pronunciation,

rhythm and intonation.)

The theme of this song is world of knowledge whereby pupils are taught what

happen in their surroundings. Pupils may use contextual learning to relate with their

daily life. If the pupils had experience travel on a bus, they will be able to relate, but, if

the pupils never had experience, they will acquire new knowledge from this song. This

song can also teach pupils value like rules in the traffic. For example, where they can

use horn and when they cannot use the horn. This value will help to create pupils with

positive moral values and citizenship. All of these above are based on the educational

emphases in primary English language curriculum.

By using integration of ICT will help the song become more interesting and fun to

learn, and at the same type pupils will learn of new things, relate it with their daily life

and learn positive value throughout the lesson and try to adapt in their daily life. In that

way, the lesson of the song will become more meaningful and purposeful.


17/19

SONG 4

ACTION SONG

Selected song

Three bears

Look! There is three bears

All in the same house

Father bear, mother bear, little bear

Father bear is very fat

Mother bear is very slim

Little bear is so cute I could die

What a happy family!

Look! There is three bears

All in the same house

Father bear, mother bear, little bear

Father bear is very fat

Mother bear is very slim

Little bear is so cute I could die

What a happy family!


18/19


This song is a really simple song and easy for pupils in year 1 to 3 to sing it. The

action that can be done in this song is really funny and fun. Children will love to sing this

song over and over again and do all the cute action. Pupils are very kinesthetic; they will

love to sing and the action happily. Using action song is one of the ways to make a

dynamic lesson. The theme of this song is world of self and family since the song tells

about a bear family. It also can be world of story since the song tells a story about three

bears who live in a same house. Pupils can relate with their own family.

This song also fulfills the learning standard just like the other songs before. The

advantage of this song is the actions are funny for children to do. To enhance pupils

creativity, innovation and initiative, teacher can do a mask making activity with the

pupils. They can draw their own bear mask, wear it, and sing while doing action. Pupils

with art intelligence will love this activity. This activity will improve pupils

entrepreneurship. Other than that, teacher can prepare 3 bear mask, father bear,

mother bear and little bear to save time. After that, choose three pupils to wear the

masks.

Besides that, this song consists of words that are familiar with the pupils, likefather, mother, little and house. It will make it easier for them to understand the

song and sing it correctly. Moreover, some of the words are the words that they should

master. They also can learn the adjectives or the characteristic of the character in the

song like fat, thin and cute. Although this song is really simple and easy, it can teach

some new things to children. The most important thing is, this song can teach children

to sing happily and correctly with cute action taught by the teacher, because it is really

important for children to enjoy singing the song, at the same time learn new things,

relate with themselves and try to produce creative works.


19/19

REFERENCES

Fleming, G. (n.d). Multiple Intelligence Types

. Retrived from, http://homeworktips.about.com/od/learningstyles/ss/multiple.htm

http://www.kidzone.ws/poetry/haiku.htm

http://www.youtube.com/watch?v=x833hbpZIjQ
http://homeworktips.about.com/od/learningstyles/ss/multiple.htmhttp://homeworktips.about.com/od/learningstyles/ss/multiple.htm

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