Year 5 latest poem version

About the poem
The poem is about a girl, Miss Antrobus, who has a funny and strange pet. Her pet is an
octopus. She loves her octopus very much because it hugs her, tickles her, and makes
her laugh. It can also wriggle and juggle jars of pickles.

Message
 Love your pets
 Be kind to animals

Suggested Activities
 Miss Antrobus Says
 Miss Antrobus Word Search
 Sounds Like
 Adverb Octopoem
 My Dream Pet
 Funny Hybrid Animals

Educational Emphases
 Multiple Intelligences (Bodily-Kinaesthetic,
Visual-Spatial, Verbal-Linguistic, Musical,
Naturalistic)
 Knowledge Acquisition
 Contextual Learning
 Creativity & Innovation
Thinking Skills (Analysing, Applying, Creating)

91

Activity 1: Miss Antrobus Says LS 4.1.1, 4.1.2

Steps:

1. Ask pupils about their pets.
Suggested questions:
 Do you have pets at home?
 What pets do you have?
 What is the weirdest pet you have seen? (eg: tarantula, cobra, piranha
etc)

2. Tell pupils that they are going to read a poem about a girl with an unusual pet.
3. Tell pupils the title of the poem. Pupils guess what pet Miss Antrobus has

based on the title.
4. Put up the poem on the board. Pupils recite the poem together.
5. Get pupils to come up with actions for these words: hugs, wriggles, giggles,

juggles, pickles, tickles.(Help the pupils to understand the meaning of the words by
showing them pictures or actions).
6. Play the 'Miss Antrobus Says' game.
**(adapted from the Simple Simon Says game – demonstration available at

www.learnenglishkids.britishcouncil.org/en/practical-tips/simon-says)

 Stand in front of the class. Say 'Miss Antrobus says WRIGGLE' (choose a word
from the list of words above). All the pupils must 'wriggle'. Pupils who do not
‘wriggle’ will be out of the game.

 If you mention another name instead of Miss Antrobus (for example, Miss Lisa
says wriggle), students must not do the action. Those who do the action will be
out of the game. Repeat steps i-iii with the other words in the list.

Educational Emphases

 Multiple Intelligences (Bodily-Kinaesthetic, Naturalistic)
 Contextual Learning
Thinking Skills (Analysing)

92

Activity 2: Miss Antrobus Word Search LS 4.2.1

Steps:
1. Write these words on the board:

Antrobus, octopus, hugs, wriggles, giggles, juggles, jars, pickles, tickles

2. Pupils come up with an action for each word.
3. Pupils recite the poem together with the actions.
4. Distribute Appendix 1.
5. Pupils look for the 9 words written on the board in the word search

puzzle.

Educational Emphases

 Multiple Intelligences (Verbal-Linguistic)
 Knowledge Acquisition
 Contextualism

Thinking Skills (Analysing)

93

Appendix 1
94

Activity 3: Sounds Like LS 4.2.1

Steps:

1. Put up the poem on the board. Pupils recite the poem together.
2. Teach pupils about alliteration using examples from the poem.

*Alliteration is when the same consonant sound is repeated at the beginning
of words. For example, in “Its wriggles give me giggles,” the words “give”
and “giggles” alliterate because they both begin with “g.” Another example is
“juggles” and “jars”.
3. Put up a picture of a tiger on the board (Appendix 2) and write 'tiger' next to it
. Ask pupils to identify a verb in the poem that starts with the same consonant
sound. Write this verb next to the word 'tiger' on the board.
Example: tiger tickles
4. Next, ask pupils to think of other verbs that start with the same sound as
'tiger'. Tell them to write these verbs on the board. (some examples are talk,
touches, tips, tastes, tails, thanks, etc)
5. Distribute Appendix 3. Pupils complete the worksheet individually.
6. Discuss the answers with the pupils.

Educational Emphases
 Multiple Intelligences (Verbal-Linguistic,
Naturalistic)
 Constructivism
Thinking Skills (Applying, Creating)

Pictures source for worksheet:
sweetclipart.com/cute-orange-tiger-cub-1206
www.webdesign.org/photoshop/drawing-techniques/drawing-a-cute-lion.9569.html
www.clker.com/clipart-side-hippo.html
design-for-tshirt.blogspot.com/2013/01/cartoon-pictures-of-rabbits.html
disneycharacters.net/r-aristo-cats-cartoon-characters-abigail-and-ameli-geese-131.html
www.mycutegraphics.com/graphics/sea/cartoon-jelly-fish.html

95

Appendix 2

tlc.howstuffworks.com/family/how-to-draw-a-tiger.htm

96

Appendix 3

Identify the animal in the pictures. Find the verb in the poem that has the same
beginning sound as the animals in the pictures. You may use words from the poem
or your own words.

Example : The lion loves.

1. The ____________ ______________ .

2. The ____________ _______________ .

3. The ____________ _______________ .

4. The _____________ _______________ .

5. The ______________ ______________ .

97

Activity 4: Adverb Octopoem LS 4.3.1

Steps:

1. Put up or draw a picture of an octopus on the board (Appendix 4).

2. Ask pupils to recall the reasons why Miss Antrobus loves her octopus.

3. Each time a pupil mentions a verb from the poem (e.g. hugs, wriggles,
juggles, tickles, giggles), write the verb inside one tentacle in the picture.

4. Point to one verb in the picture. Ask the pupils to think of an adverb that
can be used with that verb. Write it next to the verb (e.g. hugs tightly).

5. Give each pupil a picture of an octopus (Appendix 4).

6. Pupils copy the five verbs on the board inside their own picture. Pupils
think of three more verbs of their own and write them in the remaining
three tentacles (e.g. eats, squeezes, loves).

7. Pupils think of an adverb for each verb, and form a complete sentence
using the verb (e.g. It hugs me tightly/My octopus hugs me tightly). Pupils
write the sentences inside the tentacles. (Refer to Appendix 5 for sample
answer).

8. Pupils colour and decorate their octopus pictures.

9. Display pupils' work around the classroom. Pupils walk around to look at
their friends' poems.

Educational Emphases

 Multiple Intelligences (Visual-Spatial, Verbal-
Linguistic)

 Constructivism
 Creativity & Innovation

Thinking Skills (Applying, Creating)

98

Write your Octopoe
\

http.bacground-pictures.feedio.net/cute-octopus-clip-art/clipartguide.com*_small*051

9

Appendix 4

em in the tentacles.

12-0806-1016-5352.jpg

99

It hugs me tightly. Write your Octopoem in the

It wriggles slowly.
It giggles loudly.
It juggles clumsily.

http.bacground-pictures.feedio.net/cute-octopus-clip-art/clipartguide.com*_small*051

10

Appendix 5

e tentacles.(Sample answer)

It loves me dearly.

It squeezes me gently.
It eats hungrily.
It tickles me funnily.

12-0806-1016-5352.jpg/

00

Activity 5: My Dream Pet LS 4.3.1

Steps:

1. Pupils recite the poem 'Miss Antrobus' together with actions.

2. Ask pupils what their dream pets are and why.

Suggested question: If you could choose any animal to be your pet, which animal
would you choose?

3. Tell pupils about your dream pet. Next, tell them that you have rewritten the
poem to make it about your own dream pet. Recite the poem to them (Appendix
6).

4. Pupils think about their own dream pet and rewrite the poem using the example
you provided.

5. Then, show pupils the examples of shape poems (Appendix 7). Pupils can create
their own shape poem by writing the poem on a piece of paper in the shape of the
animal.

**Pupils of lower proficiency can write acrostic poems instead. Example:

Terrifying teeth

Intelligent

Great king of the jungle

Eats meat

Roars loudly

Educational Emphases

 Multiple Intelligences (Visual-Spatial, Verbal-
Linguistic)

 Contextual Learning
 Creativity & Innovation

Thinki1n0g1Skills (Creating, Evaluating)

Appendix 6

Miss Lisa's Dream Pet

Why do you love your kitten,
Miss Lisa, Miss Lisa?

Why do you love your kitten,
Miss Lisa, my dear?

I love my kitten because
It purrs when it sees me.
I love my kitten because
Its fur always tickles me.
I love my kitten because
It plays with a ball of wool.
I love my kitten because

It's cute, oh so cute.

Picture source: http://shechive.files.wordpress.com/2011/02/cute-kitten-23.jpg
102

Appendix 7

Examples of shape poems

Source: http://stlukesfirst.creativeblogs.net
103

Activity 6: Funny Hybrid Animals LS 4.3.1

Steps:

1. Show pupils pictures of the hybrid animals (Appendix 8). Get pupils to guess what
the two original animals were. Explain what hybrid animals are.

**Hybrid animals are produced by breeding different types or species of animals.

2. Give each pupil two blank strips of paper. On the first strip of paper, tell pupils
to write the name of any animal. On the second strip of paper, tell them to write
one physical characteristic of that animal. (Example: elephant – big trunk, fish –
fins)

3. Get the pupils to fold the two strips of paper. Collect the first strip of paper
from all the pupils and put them into a box. Now, collect the second strip of
paper from all the pupils and put them into a separate box.

4. Divide pupils into groups of 5. A representative from each group takes two strips
of paper from the first box, and another two strips from the second box.

5. Distribute poster paper and stationery. Tell pupils that they will be creating
their own hybrid animals. Each group has to create an animal that combines the
two animals and two physical characteristics stated on their strips of paper.
Show pupils an example (Appendix 9).

6. Each group should draw their creation on the poster paper and write a short
description of the animal. Some questions to guide them:

 What is the name of your animal?

 What does your animal look like?

 Where does your animal live?

 What does your animal like to eat?

 Does your animal have any special abilities?
104

7. The groups present their animal creations to the class.
8. To close, get pupils to sing Old McDonald Had A Farm, substituting the names of

the animals in the original song for the names of their new animal creations (see
example below).

Example:
Old MacDonald had a farm,

E-I-E-I-O.
And on his farm he had some ligers,

E-I-E-I-O.
With a roar, roar here,
And a roar, roar there,
Here a roar, there a roar,
Everywhere a roar, roar,
Old MacDonald had a farm,

Educational Emphases
E-I-E-I-O.

 Multiple Intelligences (Visual-Spatial, Verbal-
Linguistic, Musical, Naturalistic)

 Knowledge Acquisition
 Creativity & Innovation

Thinking Skills (Applying, Creating)

105

Pictures of H
Lig

Source: http://likes.com/weird/
10

Hybrid Animals Appendix 8
ger

/15-unbelievable-hybrid-animals?
06

Zebr

Source: http://likes.com/weird/
10

roid

/15-unbelievable-hybrid-animals?
07

Grolar

Source: http://likes.com/weird/
10

r Bear

/15-unbelievable-hybrid-animals?
08

Appendix 9

Llamaconda

This is the Llamaconda
It has two ears, a long body and a long tail.

It lives in the desert.
It likes to eat strawberries and nasilemak.

The Llamaconda can swim very well.

Picture source: http://www.cartoonstock.com/lowres/cgr0185l.jpg

109

Fishybat

This is the Fishybat.
It has two wings, two fins and a tail.

It lives in the sea.
It likes to eat chapati and cherries.

The Fishybat can change colour.
Picture source: http://www.sketchplease.com/wp-content/sketches/Jason-Animal-
Hybrid.jpg

110

Poem 6: The Meal
111

About the Poem
The poem is about a boy doing a pretend play (kitchen play). He is having turnips, tea,
onions, ketchup, a prune and a pickle for breakfast. He uses whatever he can find in the
kitchen for his “meal”.
Message
Creativity, Imaginative, Table Manners
Suggested Activities

 Food, Food, Food
 Action Poem (with sounds)
 Replace Me
 My Menu
 Be Polite

Educational Emphases
 Multiple Intelligences (Bodily-Kinaesthetic, Verbal-Linguistic,
Interpersonal, Intrapersonal, Visual-Spatial, Musical, Logical)
 Creativity & Innovation
Thinking Skills (Applying, Evaluating,Creating)

112

Activity 1: Food, Food, Food LS 4.1.1, 4.2.1, 4.1.2

Steps:
1. Each pupil will be given a coloured puzzle piece. (Appendix 1)
2. Pupils have to find their group members by matching the coloured pieces.
3. Pupils rearrange the puzzle pieces to form a picture.
4. Teacher prompts pupils about the picture they have in group.
5. Pupils talk about the item they have.
6. Recite the poem and pupils repeat with the correct intonation and pronunciation.
7. Explain to pupils that turnips, pickles and onions are vegetables, prune is a type
of fruit, tea and milo are drinks and ketchup is sauce.
8. Prompt pupils to list other vegetables, fruits, drinks and sauces they know.
(Appendix 2)

Educational Emphases
 Multiple Intelligences
(Visual-Spatial, Musical, Bodily-Kinaesthetic)
 Creativity & Innovation
Thinking Skills (Creating)

113

Appendix 1

TURNIP
http://wales.lovefoodhatewaste.com/sites/files/lfhw/imagecache/image_main/image
/turnip_swede.jpg

114

ONION
http://tasty-dishes.com/data_images/encyclopedia/red-onion/red-onion-01.jpg

115

KETCHUP
http://img0045.popscreencdn.com/109561285_heinz-squeeze-ketchup-64-oz-2-
pack---2-pk-amazoncom-.jpg

116

PICKLES
http://preview.turbosquid.com/Preview/2010/12/04__16_16_00/Pickles_11.jpgb58c
694b-d0dc-4d08-866b-fd0bd317b8f2Larger.jpg

117

PRUNES
http://www.abiramienterprises.com/images/delmonte/4.jpg

118

http://t3.gstatic.com/images?q=tbn:ANd9GcRffwvHGWzs2Da5nHGXI8N0ALyBa2U0Ib
tp-kOYMkAd6jR9yL774g

119

Appendix 2

VEGETABLES

1. turnip
2. onions
3. pickles
4.
5.
6.

http://ebook4everything.com/wp-content/gallery/vegetables/turnip.jpg
120

FRUITS

1. prunes
2.
3.
4.
5.
6.

https://encryptedtbn3.gstatic.com/images?q=tbn:ANd9GcSyn5LdyqyP_micqny13FCzMH
fIbjXzqltRU2i7KiZUgM3Ke4If5A

121

DRINKS

1. tea
2.
3.
4.
5.
6.

http://imgs.steps.dragoart.com/how-to-draw-a-glass-step-4_1_000000014011_5.jpg

122

SAUCE

1. ketchup
2.
3.
4.
5.
6.

http://www.clker.com/cliparts/Y/s/i/b/V/Y/sauce-bottle-hi.png

123

Activity 2: Action Poem (with sounds) LS 4.1.1, 4.1.2,4.3.2

Steps:
1. Introduce the different sounds when we eat or drink. For example, ‘munch’,
‘gulp’, ‘chomp’, ‘crunch’, ‘slurp’, etc.
2. Practise these different sounds with pupils.
3. Divide pupils into two groups.
4. Tell one group to recite the poem (Appendix 3) and tell the other group to
produce a suitable sound.

Educational Emphases
 Multiple Intelligences

(Musical, Verbal-Linguistic)
 Creativity & Innovation

Thinking Skills (Applying, Analysing)

124

Appendix 3

The Meal
Timothy Tompkins had turnips and tea,
The turnips were tiny,
He ate at least three, (Munch! Munch! Munch!)
And then, for dessert,
He had onions and ice, (Crunch! Crunch! Crunch!)
He liked them so much,
That he ordered twice,
He had two cups of ketchup, (Gulp! Gulp! Gulp!)
A prune, and a pickle (Chomp! Chomp! Chomp!)
‘Delicious’, said Timothy.
‘Well worth a nickel’ (Yay! Yay! Yay!)
He folded his napkin
And hastened to add,
‘It’s one of the loveliest breakfasts I’ve had’

By Karla Kuskin

http://babybib.net/baby-bib-styles/
125

Activity 3: Replace Me LS 4.1.1, 4.1.2

Steps:
1. Pupils recite the poem together with actions.
2. Pupils get into groups.
3. In their groups, pupils replace the food items with the food and drinks they
want. (Appendix 4)
4. Pupils present their poems to the class.

Educational Emphases
 Multiple Intelligences
(Musical, Bodily-Kinaesthetic)
 Creativity & Innovation
Thinking Skills (Creating)

126

Appendix 4

Fill in the blanks with appropriate words.

The Meal

______________(name) had ___________(vegetable) and ________(drink),
The ________________(vegetable) were tiny,
___________(He/She) ate at least three,
And then, for dessert,

___________(He/She) had ___________(vegetable) and ________(drink),
,

___________(He/She) liked them so much,
That ___________(he/she) ordered twice,
___________(He/She)had two cups of _____________(sauce),
A ________________(fruit), and a _____________(vegetable),
‘Delicious’, said __________________(name).

‘Well worth a nickel’
___________(He/She) folded (his/her) napkin

And hastened to add,
‘It’s one of the loveliest breakfasts I’ve had.

Adapted from,
Karla Kuskin

127

Activity 4: My Menu LS 4.1.1, 4.1.2

Steps :

1. Brainstorm about food people usually have for breakfast, lunch and dinner using
a Tree Map. (Appendix 5)

2. Show pupils some examples of the menu. (Appendix 6)
3. Pupils create and design their own menu for breakfast, lunch and dinner.
4. Pupils justify their choice of food and they list down the nutritional value of the

menu.
5. Present the food menu in the class.

Tree Map :
Classifying
Tree maps help people organise information into different groups so
you can understand the big picture in a comprehensive way.
For example, if you want to organise a list of different food list, you
would group similar items together and label them.

http://www.ithink.org.my/Home/Map/Tree/Continents/0

Educational Emphases
 Multiple Intelligences
(Verbal-Linguistic, Intrapersonal)
 Creativity & Innovation
Thinking Skills (Creating, Evaluating)

128

(Tree Map –Adapted from

FOO
BREAKFAST LUN

12

Appendix 5

m the i-Think programme)

OD

NCH DINNER

29

Appendix 6

Nutritional Values:
Dietary Fibre
Protein
Vitamin A
Vitamin C
Calcium
n

http://1220zy.files.wordpress.com/2011/05/kids-menu.jpg

Nutritional Values:
Dietary Fibre
Protein
Vitamin A and C
Calcium
n

http://candostreet.com/chefs_club/wp-content/uploads/2012/03/Carrows-300x249.jpg

130

Activity 5: Be Polite LS 4.1.1, 4.3.2

Steps:

1. Divide pupils into groups.
2. Give each group a situation to role play (Appendix 7).
3. Pupils discuss their characters and role play.

Educational Emphases
 Multiple Intelligences
(Verbal-Linguistic, Bodily-Kinaesthetic,
Interpersonal)
 Creativity & Innovation
Thinking Skills (Applying, Synthesis, Creating)



131

Appendix 7

Role Cards

Situation 1:
Customers order food while waiter/waitress takes down the order.

Waiter Customer 1 Customer 2
1) You are to order 2
1) Give the menu to 1) You are to order 2 types of food from
the menu given to
both the customers. types of food from you by the waiter

2) Take their orders. the menu given to

3) Repeat customers’ you by the waiter

orders.

Situation 2:
Waiter serves food to the customers.

Waiter Customer 1 Customer 2
1) Say “Thank You”
1) Serve food to the 1) Say “Thank You”

customers.

2) Tell the customers

the name of the

food you serve them.

3) Say “Please enjoy

your meal”.

132

Situation 3:

Customers complain about quality of food to waiter.

Waiter Customer 1
1) Walks to table. 1) Complain rudely.
2) Say “How can I help you”. 2) Shout “Hey! What is this? Don’t you
know how to cook? This is too
Customer 2 salty!”
1) Complain politely.
2) Say “ Excuse me, this food is too salty.
I would like to change my dish.”

Situation 4:

Customers pay the bill after their meal.

Customer 1 and 2 Cashier
1) Pay your bill at the cashier. 1) Ask customers at which table they
2) Ask “How much is the bill?” were sitting.
3) Say “thank you” after the cashier 2) Tell customers the amount they
gives you the receipt. have to pay.
3) Thank customers after they have
paid.

133

Poem : Seaside
134