CCL Year 5 Poems
CCL Year 5 Poems
SK
SJK
4.1.1
Able to enjoy jazz chants, poems and songs
through non-verbal response.
4.1.1
Able to enjoy jazz chants, poems and songs
through non-verbal response.
4.1.2
Able to listen to, sing songs, recite jazz
chants and poems with correct stress,
pronunciation, rhythm and intonation.
4.1.2
Able to listen to, sing songs, 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
4.2.1
Able to respond to literary texts:
(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.
4.3.1
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.
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
4.3.2
Able to plan, prepare and participate in a
performance with guidance based on
literary works.
I jiggled it
I jaggled it
jerked it.
I pushed
and pulled
and poked it.
But-As soon as I stopped
and left it alone,
This tooth came out
on its very own!
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
Steps:
1. Pupils recite the poem together.
2. Explain the meaning of words by doing the actions.
e.g. : jiggled, jaggled, jerked, pushed, pulled, poked
3. Highlight the repetition of the first letter j in the first stanza and p in the
second stanza.
4. Ask pupils to come out with 3 words that begin with the same letter.
e.g. :
s slapped, stamped, slipped
t tapped, tagged, touched
5. Demonstrate to the pupils how to present the poem in their own style of rap
with actions. Refer to http://www.youtube.com/watch?v=26i6AkFrV5g
6. Pupils get into groups.
7. In their groups, they prepare their presentation using words they have
brainstormed earlier.
8. The pupils present their rap to the class.
Steps:
1. Divide pupils into pairs.
2. Distribute Appendix 5. (pg 42-CCL Teachers Guide)
3. Tell pupils to match the idioms with the meanings.
4. Discuss the answers with the pupils.
5. Instruct the pairs to have a pictorial representation of any one of
the idioms.
6. Invite a representative to display the pictorial representation to the
class.
7. Class guesses what idiom it represents.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Steps:
Put up the first stanza of the poem on the board.
Read the stanza to the pupils. Pupils follow.
Explain the meaning of the words 'barn' and 'hay' by showing pupils the
pictures (Appendix 1).
Ask pupils to guess why the mice are in the barn. Ask them to predict what
the mice are planning to do.
Suggested questions :
Who are these mice?
Why are the mice in the barn?
What are they planning to do?
Put up the whole poem on the board. Explain the meaning of the title
'Serenade', or get pupils to search for the meaning in their dictionaries.
Recite the poem to the pupils. Pupils repeat.
Show pupils pictures of the fiddle, drum, bubble and bubble gum (Appendix 2).
Get pupils to identify each picture by looking for the correct word in the
poem.
Divide the pupils into three groups and assign one stanza to each group.
Each group comes up with the actions for their stanza. They recite and
perform their stanza with actions.
Steps:
1. Divide pupils in groups of four.
2. Pupils create tongue twisters using words/phrases extracted from
the poem Seaside(e.g: sand, sandwiches, seaweed, stones, afloat)
3. Pupils write out the tongue twister on a piece of display
sheet/manila card.
4. Get a representative from each group to read out their tongue
twisters.
Example of Tongue Twister:
Name:__________
Title of Poetry & Activity:________
NO
CRITERIA
Creativity
Performance/Recital
(i) Pronunciation
(ii) Introduction
(iii) Expressions
(movements & gesture)
(iv) Fluency
Aesthetic:Appreciation
-share ideas & feelings
the poetry evokes
-response on why they
like/dislike the poem
EXCELLENT
Class:_____
GOOD
SATISFACTORY
IDEAS TO
IMPROVE
Teachers Comment:
Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
25
Name:__________
Title of Poetry & Activity:________
NO
CRITERIA
Cooperation/Team Spirit
Creativity
(i)creative works
(ii)writing
Performance/Recital
(i)Delivery
(ii)Expressions
(movements & gesture)
(iii)Discipline
Aesthetic:Appreciation
-share ideas & feelings
the poetry evokes
-response on why they
like/dislike the poem
EXCELLENT
Class:_____
GOOD
SATISFACTORY
IDEAS TO
IMPROVE
26
Thank You
27