91 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)
92 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)
93 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)
94 Appendix 1
95 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. 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 Educational Emphases Multiple Intelligences (Verbal-Linguistic, Naturalistic) Constructivism Thinking Skills (Applying, Creating)
96 Appendix 2 tlc.howstuffworks.com/family/how-to-draw-a-tiger.htm
97 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 ______________ ______________ .
98 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, VerbalLinguistic) Constructivism Creativity & Innovation Thinking Skills (Applying, Creating)
9Write 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
10Write your Octopoem in thehttp.bacground-pictures.feedio.net/cute-octopus-clip-art/clipartguide.com*_small*051It hugs me tightly. It wriggles slowly. It giggles loudly. It juggles clumsily.
00 Appendix 5 e tentacles.(Sample answer) 12-0806-1016-5352.jpg/ It tickles me funnily. It eats hungrily. It squeezes me gently. It loves me dearly.
101 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, VerbalLinguistic) Contextual Learning Creativity & Innovation Thinking Skills (Creating, Evaluating)
102 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
103 Appendix 7 Examples of shape poems Source: http://stlukesfirst.creativeblogs.net
104 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?
105 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, E-I-E-I-O. Educational Emphases Multiple Intelligences (Visual-Spatial, VerbalLinguistic, Musical, Naturalistic) Knowledge Acquisition Creativity & Innovation Thinking Skills (Applying, Creating)
10 Pictures of HLigSource: http://likes.com/weird/
06 ybrid Animals Appendix 8 ger /15-unbelievable-hybrid-animals?
10ZebSource: http://likes.com/weird/
07 roid /15-unbelievable-hybrid-animals?
10GrolarSource: http://likes.com/weird/
08 r Bear /15-unbelievable-hybrid-animals?
109 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
110 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-AnimalHybrid.jpg
111 Poem 6: The Meal
112 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)
113 Educational Emphases Multiple Intelligences (Visual-Spatial, Musical, Bodily-Kinaesthetic) Creativity & Innovation Thinking Skills (Creating) 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)
114 Appendix 1 TURNIP http://wales.lovefoodhatewaste.com/sites/files/lfhw/imagecache/image_main/image /turnip_swede.jpg
115 ONION http://tasty-dishes.com/data_images/encyclopedia/red-onion/red-onion-01.jpg
116 KETCHUP http://img0045.popscreencdn.com/109561285_heinz-squeeze-ketchup-64-oz-2- pack---2-pk-amazoncom-.jpg
117 PICKLES http://preview.turbosquid.com/Preview/2010/12/04__16_16_00/Pickles_11.jpgb58c 694b-d0dc-4d08-866b-fd0bd317b8f2Larger.jpg
118 PRUNES http://www.abiramienterprises.com/images/delmonte/4.jpg
119 http://t3.gstatic.com/images?q=tbn:ANd9GcRffwvHGWzs2Da5nHGXI8N0ALyBa2U0Ib tp-kOYMkAd6jR9yL774g
120 Appendix 2 http://ebook4everything.com/wp-content/gallery/vegetables/turnip.jpg VEGETABLES 1. turnip 2. onions 3. pickles 4. 5. 6.
121 https://encryptedtbn3.gstatic.com/images?q=tbn:ANd9GcSyn5LdyqyP_micqny13FCzMH fIbjXzqltRU2i7KiZUgM3Ke4If5A FRUITS 1. prunes 2. 3. 4. 5. 6.
122 http://imgs.steps.dragoart.com/how-to-draw-a-glass-step-4_1_000000014011_5.jpg 1. tea 2. 3. 4. 5. 6. DRINKS
123 http://www.clker.com/cliparts/Y/s/i/b/V/Y/sauce-bottle-hi.png 1. ketchup 2. 3. 4. 5. 6. SAUCE
124 Educational Emphases Multiple Intelligences (Musical, Verbal-Linguistic) Creativity & Innovation Thinking Skills (Applying, Analysing) 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.
125 Appendix 3 http://babybib.net/baby-bib-styles/ 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
126 Educational Emphases Multiple Intelligences (Musical, Bodily-Kinaesthetic) Creativity & Innovation Thinking Skills (Creating) 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.
127 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
128 Educational Emphases Multiple Intelligences (Verbal-Linguistic, Intrapersonal) Creativity & Innovation Thinking Skills (Creating, Evaluating) 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. 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. http://www.ithink.org.my/Home/Map/Tree/Continents/0
12(Tree Map –Adapted fromFOBREAKFAST LUN
29 Appendix 5 m the i-Think programme) OD NCH DINNER
130 Appendix 6 http://1220zy.files.wordpress.com/2011/05/kids-menu.jpg http://candostreet.com/chefs_club/wp-content/uploads/2012/03/Carrows-300x249.jpg Nutritional Values: Dietary Fibre Protein Vitamin A Vitamin C Calcium n Nutritional Values: Dietary Fibre Protein Vitamin A and C Calcium n
131 Educational Emphases Multiple Intelligences (Verbal-Linguistic, Bodily-Kinaesthetic, Interpersonal) Creativity & Innovation Thinking Skills (Applying, Synthesis, Creating) 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.
132 Appendix 7 Role Cards Situation 1: Customers order food while waiter/waitress takes down the order. Waiter 1) Give the menu to both the customers. 2) Take their orders. 3) Repeat customers’ orders. Customer 1 1) You are to order 2 types of food from the menu given to you by the waiter Customer 2 1) You are to order 2 types of food from the menu given to you by the waiter Situation 2: Waiter serves food to the customers. Waiter 1) Serve food to the customers. 2) Tell the customers the name of the food you serve them. 3) Say “Please enjoy your meal”. Customer 1 1) Say “Thank You” Customer 2 1) Say “Thank You”
133 Situation 3: Customers complain about quality of food to waiter. Waiter 1) Walks to table. 2) Say “How can I help you”. Customer 1 1) Complain rudely. 2) Shout “Hey! What is this? Don’t you know how to cook? This is too salty!” Customer 2 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 1) Pay your bill at the cashier. 2) Ask “How much is the bill?” 3) Say “thank you” after the cashier gives you the receipt. Cashier 1) Ask customers at which table they were sitting. 2) Tell customers the amount they have to pay. 3) Thank customers after they have paid.
134 Poem : Seaside