Samples for T&L 2

7/28/2019 Samples for T&L 2

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Poem: Bear in There by Shel Silverstein.

by Shel Silverstein

Theres a Polar Bear

In our Frigidaire-

He likes it cause its cold in there.With his seat in the meat

And his face in the fishAnd his big hairy pawsIn the buttery dish,Hes nibbling the noodles,Hes munching the rice


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Hes slurping the soda

Hes licking the iceAnd he lets out a roarIf you open the door

And it gives me a scareTo know hes in there-That Polary Bear

In our Frigiditydaire.

Poem: Bear in There by Shel Silverstein


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Rationale for choice:

The poem Bear in There by Shel Silverstein is chosen because of poet

brings a special unlikely event to life. The poem describes about an event

where a boy finds out that there is a polar bear inside his house fridge. This

event will attract the students to read this poem. In addition, the poems

structure is more to direct description and minimal use of difficult words.

[Structure, theme]

Activity 1: What has the Polar Bear done? Gallery Walk (While Reading

Activity)

Instructions:

The teacher pastes a paper on each corner of class and each corner

functions as a station (Four stations).

The students are divided to five groups. The teacher explains that each group

need to go to a station and carry out the activities given. Then they move on

to another station.

At each station , there is a list of questions for each group to answer all the

questions and write their answers on a piece of paper.

The group who has the most correct answers wins the gallery walk

challenge.

Finally, the teacher discusses the answers and asks for the students

feedback on the activities.

Rationale for the activity:

The activity is devised to cater for the students that have high bodily

kinaesthetic intelligence. They have a strong liking to activity that involves

movement. Furthermore, other students bodily kinaesthetic intelligence is

challenged throughout the activity. Proper group work value is inculcated

when the students put strategy to play in order to win thus increase the

competitiveness among the students in the class.


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Material for Activity 1:

Bear in There by Shel Silverstein.

Station 1:

Can you guess the meaning of these words?

Station 2:

Is the polar bear a male or female polar bear?

Why the polar bear likes the Frigidaire?

Station 3:

Can you write back the lines of the poem that contain these words?

1) Nibbling = Hes nibbling the noodles.2) Munching = ___________________3) Slurping = ______________________4) Licking = _______________________

Station 4:

The poem has been jumbled up. Can you arrange it back? Write it back on

a piece of paper.Theres a Polar Bear

In our Frigidaire-With his seat in the meat

That Polary BearAnd his big hairy paws

In the buttery dish,Hes licking the ice

Hes nibbling the noodles,In our Frigiditydaire

.Hes munching the rice

He likes it cause its cold in there.Hes slurping the sodaAnd he lets out a roarIf you open the door

And his face in the fishAnd it gives me a scareTo know hes in there-

Frigidaire, Fridgitydaire, Paws, Soda, Polar bear


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Poem: Bear in There by Shel Silverstein.

Activity 2:E-mail time (While Reading Activity)

Instructions:

The teacher provides an e-mail outline to all the students.

The teacher gives explanation on the subject of E-mail and asks the students

to fill the information from the poem to the E-mail outline.

The students have to refer back to the poem in order to complete the activity.

After the students have finished writing, the teacher asks the students to

send the e-mail outline to any of their friends. The students exchange their e-

mail outline.

At last, the teacher initiates a discussion on the answers and reviews all the

e-mails.


The activity is devised to give an exposure to the students about Information-

Technology (IT) advancement. The activity gives another variation of letter

writing thus makes the students aware of different medium of writing. By

doing this, English poetry lesson is integrated with IT. In the activity, the

students information transfer and reasoning skills are tested when they have

to find the particular information and reason out a solution to their problem.

Not only that, students imagination skill is enhanced when they have to

imagine as if the poems event is really happened.


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Worksheet for Activity 2:

Bear in There by Shel Silverstein.

You want to send an e-mail to one of your friends. You want to tell him about an

incident that recently happened to you. Based on the poem, complete this e-mail

outline and send to your friend when you have finished doing this activity.

To: __________________________________

Receivers e-mail address: ___________________________

From: _________________________________

Senders e-mail address: ___________________________

Title: A polar bear in the fridge.

Contents:

Hi,

Last night, I saw a polar bear inside my house fridge. I was surprised. Thepolar bear liked the fridge because its ____________________. To describethe details, his seat _________________, his face _______________________,his big _____________ paws ______________. I saw he was ______________the noodles, ____________ the rice, _________________ the soda,

_____________ the ice, and let out a ______ when I opened the fridges door. Itwas scary to know that a polar bear was in the fridge.

Now, I am trying to______________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________. Bye.

Chase out dangerous fierce wild catch callmother and father- police send to Alaska do not want

animal in fridge hope reply.


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Poem:Mary Had a Little Lamb by Sara Josepha Hale.

by Sara Josepha Hale

Mary had a little lamb,

Its fleece was white as snow;

And everywhere that Mary wentThe lamb was sure to go.

It followed her to school one day,Which was against the rule;

It made the children laugh and play


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To see a lamb at school.

And so the teacher turned it out,

But still it lingered near;And waited patiently about

Till Mary did appear.

Why does the lamb love Mary so?The eager children cry;

Why, Mary loves the lamb, you know,The teacher did reply.

Poem: Mary Had a Little Lamb by Sara Josepha Hale.



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The poem Mary Had a Little Lamb by Sara Josepha Hale is suitable for the

students because it can be connected to the famous Mary Had a Little

Lamb nursery rhyme. The poem extends the nursery rhyme to an event

where the lamb follows Mary to school. The poem offers a simple structure

with four stanzas that consist of description and dialogues. Minimum usage of

unfamiliar words eases the students to understand.

Activity 1:Pictures and Words (While Reading Activity)

Instructions:

The teacher brings a set of cards and all the cards contain pictures.

The teacher arranges the cards on one table and divides the students to six

groups.

Two groups are asked to come in front of the class. One group will read the

poem, line by line and another group will find a card that suitable to the line.

Then, both groups change their place and take different role.

The activity is carried out until all the groups have finished reading and

flashing the cards.Towards the end, the teacher relates the pictures to the

words in the poem back and discusses with the students about the activity.

Rationale:

The activity is created to develop the students participation in class. By

having grouping in the activity, this move can enhance the students

cooperation among each other thus improving their communication skills

(interpersonal intelligence) and pronunciation. When the activity combines

reading and pictures, the students understanding can be reinforced. The

students have to connect pictures to the poem hence improve theirimagination.

Material for Activity 1: ( Manila Card to be pasted onto the board)


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Group 1 Group 2

Mary had a little lamb,

Its fleece was white as snow

And everywhere that Mary went

The lamb was sure to go.

It followed her to school one day,

Which was against the rule

It made children laugh and play

To see a lamb at school.

And so the teacher turned it out,

But still it lingered near,

And waited patiently about

Till Mary did appear.

Why does the lamb love Mary so?

The eager children cry

Why, Mary loves the lamb, you know,

The teacher did reply.

Cut-out pictures



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Activity 2:Poem Talk (While Reading Activity)

Instructions:

The teacher brings a set of pictures. First, teacher brings out two pictures.

One picture is of a girl and another one is a sheep. The girl picture represents

Mary and the sheep is the little lamb.

The teacher pastes the pictures on the blackboard.

The activity starts when teacher discusses with the students on Marys

characteristics and the little lambs characteristics.

Then, the teacher inquires the students in a simple way on what feelings are

evoked when the students read the poem.

The teacher uses pictures as clues to the students to answer.


The activity is constructed to raise the students emotional intelligence. The

activity is able to make the students to think about the emotions that linger

around the poem thus can lead them to the important values inside the poem.

By doing mind mapping, the students process of abstracting information is

tested and this activity helps the students to understand the characteristics of

the characters inside the poem.



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Poem: Blame by Shel Silverstein.

MARY

The Little Lamb

Characteristics

Go to

Has a

Loves her

Its fleece is

as

Loves

Both each other.

can be friend with


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by Shel Silverstein

I wrote such a beautiful book for youbout rainbows and sunshine

And dreams that come true.But the goat went and ate it

(you knew that he would)So I wrote you another one

Fast as I couldOf course it could never beNearly as great

As that beautiful bookThat the silly goat ate.So if you dont likeThis new book I just wrote-Blame the goat.


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Activity 1: Picture Time-line (While Reading Activity)



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The poem Blame by Shel Silverstein is preferred for teaching poetry

because it is an enjoyable poem to learn. The act of a goat that eaten a

persons book is easy for the students to understand. It is a trouble-free

poem where few unknown words are used and the length is comprehensible

to the students.

Instructions:

The teacher requests the students to group themselves into five groups.

The teacher gives out pieces of cards contain pictures and words.

Each group has to rearrange the pictures according to the poem.

Next, each of the groups must cut and paste the pictures and words to a

cardboard.

After the activity is completed, the teacher and the students check every

groups picture time-line together.


The activity is formulated to improve the students organising and listing skills.

The students have to organise the poem according to the flow chart in the

activity. Then, they have to list the information they have to match the pictures

that represents the information they have. By carrying out this activity, it will

help the students to progress their bodily kinaesthetic intelligence where they

have to rearrange and move around in order to cooperate with group

members. To conclude, the activity provides a challenging task yet fun to the

students.



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Write

about

blame

not asgreat

but

dreamscome true

Blame

by

Shel Silverstein

Use the pictures providedin order to complete thepoem.

Refer to the poem in orderto choose the correctpicture.

You can use any picturemore than one time.


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Activity 2: Crossword Puzzle (While Reading)

Instructions:

The teacher draws a crossword puzzle on a mahjong paper.

The teacher distributes a handout that contains the same croossword puzzle

to the students.

Then, the teacher asks the students to make a group consists of four people.

Each group has to discuss among each other in order to complete the

crossword puzzle.

The teacher calls for discussion when time limits and calls each group

representative to fill the answers in the mahjong paper on the blackboard

earlier.


The activity is constructed to insert fun inside learning poetry where a game is

inculcated. Crossword puzzle is modified to become an activity to make the

students to find the answers inside the poem. By answering the questions,

the students have to reread the poem over and over again thus improve their

understanding towards the poem. The students information transfer skill is

enhanced with a challenging activity like this. Through this activity, the

students vocabulary is improved when they rewrite the words back inside the

activity.



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Blame by Shel Silverstein

Can you complete this crossword puzzle? Refer to the poem in order to complete all

the blanks. Good luck!

1) B

4) B 4) G

3) U 2) D

2) T 3) R

1) I

Down:1) I wrote such a ____________ book for you

2) And ________ that come true.3) So I wrote another ______4) Nearly as ________

Across:1) About rainbows and __________2) But the ______ went and ate it3) Fast as I ________4) ______ the goat.


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Answers:

1) B

4) B L A M E 4) GA R

3) C O U L 2) D E

2) G O A T 3) O R A

1) S U N S H I N E T

F E A

U M

L S


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Poem: Zebra Question by Shel Silverstein.

by Shel Silverstein

I asked the zebra,Are you black with white stripes?Or white with black stripes?

And the zebra asked me,Are you good with bad habits?Or are you bad with good habits?

Are you noisy with quiet times?Or are you quiet with noisy times?

Are you happy with some sad days?

Or are you sad with some happy days?Are you neat with some sloppy ways?Or are you sloppy with some neat ways?

And on and on and on and onAnd on and on he wentIll never ask a zebra

About stripes

Again.


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The poem Zebra Question by Shel Silverstein is chosen because this poem

discusses what if animal and human communicate. The students who are still

in their childhood level may believe that animal can communicate with human.

The structure of the poem is uncomplicated and consists of straightforward

questions that ease the students to get the poems meaning.

Activity 1: Complete Me (While Reading Activity)

Instructions:

The teacher opens an envelope that contains different coloured paper strips

containing lines of the poem.

Each student has a strip of different coloured paper that contains a line of

sentence taken from the poem.

The students have to find another half of the strips with the same colour in

order to complete the lines.

After the students managed to get the strips match, they will combine and

paste it on a piece of paper in order to get the complete poem.

Teacher observes the final product and comments.


The activity is focused on initiating discussion inside the classroom. When the

students have an activity to do together, they have to converse to each other

in order to complete the task. In this activity, the students have to exchange

paper strips in order to complete the lines in the poem. By conducting this

activity, the students Bodily-Kinaesthetic Intelligence can be increased and

their interpersonal skills are enhanced when they find their paper strips

match.


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Materials for Activity 1:

Or are you sloppy with some neat ways?

Are you neat with some sloppy ways?

Or white with black stripes?

Are you black with white stripes?

Are you good with bad habits?

Or are you bad with good habits?

Are you noisy with quiet times?

Or are you quiet with noisy times?

Are you happy with some sad days?

Or are you sad with some happy days?


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Activity 2: Antonym and Meaning (While Reading Activity)

Instructions:

A handout is given to students where they have to match the antonyms that

appear in the poem.

After that, half of students are given the adjectives and another half of

students have the adjectives meaning. They are required to cut and paste the

right meanings to the adjectives.

To complete this, they have to move around the classroom to get the pairs for

their adjectives or meanings.

At last, each student will fill the blanks about the adjectives connected to

them.


The activity is constructed to improve the students vocabulary while in the

process of understanding the poem thus increases their linguistic intelligence.

At the end of the activity, the students have to relate the proper adjectives to

them. This activity makes the students to reflect and evaluate their personality

hence improves the students intrapersonal intelligence where they match the

adjectives to them and emotional intelligence where they learn more about

their own self.


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Materials for Activity 2:

Example of adjective-meaning activity.

Neat

Happy

Quiet

Good

Black

Sad

Noisy

White

Sloppy

Bad

Can you match the

antonyms in the poem?

Adjective

Neat

Meaning

tidy and in order,carefully done or

arranged


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Poem: Grizzly Bear, Grizzly Bear by Anonymous.

by Anonymous

Grizzly Bear, Grizzly Bear,Where have you been?

Over the mountains -Such things I've seen!

Grizzly Bear, Grizzly Bear,What have you done?Eaten blueberriesMade ripe by the sun.

Grizzly Bear, Grizzly Bear,What have you found?

Ice-cold spring waterDeep from the ground.

Grizzly Bear, Grizzly Bear,What do you dream?Sweet tasting salmonSwimming upstream.

Grizzly Bear, Grizzly Bear,

Where do you creep?Into my dark caveAlone, let me sleep!


Activity 1: Picture Frame (While Reading Activity)


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Description:

The poem Grizzly Bear, Grizzly Bear by Anonymous is selected because of

the poem gives details on grizzly bears. The poems structure consists of four

stanzas which contain conversations and the poet uses minimum unfamiliar

words. The recurring elements in the stanzas make the students understand

better.

Instructions:

The teacher divides the students to form five groups and a brief explanation

or introduction about stanza is given. Each group will receive a set of

pictures. The students have to discuss and find out which stanza from the

poem is connected to their set of picture.

The groups are required to rewrite the stanza in the box provided by using

pencil only. Then, the groups have to submit their complete work for

checking. A correct stanza chosen is given one point.

Then, the teacher erases the answers and each group exchanges their set of

pictures among each other. The activity is carried out until every group

completes all the sets of pictures. At last, the teacher discusses all the sets

of pictures answers and announces the activitys winner.


The activity is devised to make the students to relate pictures to the poem.

When the students start to learn to relate the correct picture to a specific

stanza where the picture acts as stimulant to develop the students

imagination. In future, the students in expected imagine the stanza and thepoem as a whole. This act makes the students visual intelligence increased

and caters for the students who have extroverted personalities that they like

more activities.



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Grizzly Bear, Grizzly Bear by AnonymousInstructions:Look at the pictures and choose a stanza that suits the picture. Write the stanza inthe space provided.

1)The related stanza: ____________________________________

____________________________________________________________________________________________________________


____________________________________________________________________________________________________________

3)

The related stanza: ____________________________________________________________________________________________________________

____________________________________

4)

The related stanza: ________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________



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Activity 2: An interview with the Grizzly Bear. (While Reading Activity)

Instructions:

A short explanation of interview is given before the students are asked to form

a group of four. (Four students in one group)

The teacher gives out two different handouts for each group. One handout for

two students.

One handout functions as an interviewers script and another handout as an

interviewees script.

The students have to reorder the words in order to become full sentences the

handout given in order to complete the script.

When the students finished rearranging the words, the teacher asks each

group to conduct the interview by reading the completed scripts.

The teacher and the students correct any mistakes together.


The activity is structured in order to test the students word formation skills

and reading skills. The students have to form back the jumbled up line from

the poem. While rearranging the words to form the lines, they increase their

linguistic intelligence. When the students conduct the interview, they practise

their speaking skills and pronunciation thus enhance their communication

skill.


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Handout for Activity 2:

An interview with the Grizzly Bear.

Rearrange the words underlined in order to form correct questions.

The interviewer

Question 1: Where Bear you been, Mr. Grizzly have ?

Question 2: What done you, Mr. have Bear Grizzly ?

Question 3: have Bear you Grizzly found, Mr. What ?

Question 4: Bear do What you Mr. dream, Grizzly ?

Question 5: do you Mr. creep, Grizzly Where Bear?

You Thank !

An interview with the Grizzly Bear.

Rearrange the words in order to form correct sentences.

The interviewee (The Grizzly Bear)

Answer 1: mountains over I the went .

Answer 2: eaten had blueberries I .

Answer 3: I ice-cold spring drank water .

Answer 4: dreamt about I tasting salmon sweet .

Answer 5: Into dark sleep my cave I because wanted to !

You Thank !

Date post:	03-Apr-2018
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Samples for T&L 2

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