Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

KURSUS PENATARAN DSKP TAHUN 6

KSSR 2015

CONTEMPORARY CHILDRENS LITERATURE

POEMS
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Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

LANGUAGE ARTS
YEAR 4

YEAR 5

YEAR 6

4.1
By the end of the 6-year primary schooling, pupils will be able
to enjoy and appreciate rhymes, poems and songs.
4.2
By the end of the 6-year primary schooling pupils will be able to
express personal
response to literary texts.
4.3
By the end of the 6-year primary schooling, pupils will be able
to plan, organize and produce creative works for enjoyment.

Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

YEAR 4

YEAR 5

YEAR 6

4.1.1

Able to enjoy jazz chants, poems and songs through nonverbal response

4.1.2

Able to sing songs and 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

a) characters
b) place and time
c) Values

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

4.3.2

Able to plan, prepare and participate in a performance with

guidance based on literary works

POEMS
Messing About by Michael Rosen
The Sandwich by Tony Bradman
Toes by Judith Nicholls
My Sisters Eating Porridge by John
Coldwell
Here is the Nose by Clyde Watson

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POEMS
Dont by John Kitching
The Mud-pie Makers Rhyme by Janet
Paisley
A Garden by Leila Berg
Tadpoles by Rose Fyleman
Swinging by Leila Berg

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Using poetry in the classroom

Poetry helps students do well on high stakes tests
because it gives their minds an exhilarating workout.
Poetry inspires students to read more, imagine more,
think more, discuss more and write more. (K.J. Wagner).
In other words, poetry encourages pupils to think outside
the box and helps them to be imaginative and creative
and as the famous poet says, A poem begins in delight
and ends in wisdom. (Robert Frost)
Poetry is the most emotionally charged means of written
expression and it consists of words arranged in patterns
of sound and imagery to spark an emotional, and
intellectual, response from us. It is also the language of
imagination, of feelings, of emotional self-expression, of
high art. It is musical, precise, memorable and magical.
(Russel, 2005)
Bahagian Pembangunan Kurikulum
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STRATEGIES TO TEACH POEMS

Learning poems a line or two at a time (varying
the tone and expression)
Reciting poems which have been learned
Enacting poems
Performing jazz chants and tongue twisters
Listing rhymes or onomatopoeic words
Making lists of words on a topic
Composing or creating poems as a group or class
Holding small group discussions during which the
children discuss poems they have read or written
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POEM1

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KEMENTERIAN PENDIDIKAN MALAYSIA

Some steps to teach the poem.

Paste the poem on the board.
Recite the poem.
Ask pupils to repeat after you.
Ask pupils to recite the poem with actions
You may incorporate some HOTs questions too
- If your parents were to come back home now,
how do you think they would feel?
- How would your mum react?
- Based on your parents reaction, how will you
react?
Can you think of other questions ?

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Application
Do you know another instance where . . .?
Could this have happened in . . .?
Can you group by characteristics such as . . .?
What factors would you change if . . .?
Can you apply the method used to some
experience of your own . . .?
What questions would you ask of . . .?
From the information given, can you develop a
set of instructions about . . .?
Would this information be useful if you had a . . .?

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Analysis
Which events could have happened . . .?
If . . . happened, what might the ending have been?
How was this similar to . . .?
What was the underlying theme of . . .?
What do you see as other possible outcomes?
Why did . . . changes occur?
Can you compare your . . . with that presented in . . .?
Can you explain what must have happened when . . .?
How is . . . similar to . . .?
What are some of the problems of . . .?
Can you distinguish between . . .?
What were some of the motives behind . . .?
What was the turning point in the game . . .?
What was the problem with . . .?
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Synthesis
Can you design a . . . to . . .?
Why not compose a song about . . .?
Can you see a possible solution to . . .?
If you had access to all resources how would you deal
with . . .?
Why dont you devise your own way to deal with . . .?
What would happen if . . .?
How many ways can you . . .?
Can you create new and unusual uses for . . .?
Can you write a new recipe for a tasty dish?
Can you develop a proposal which would . . .?

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13

Evaluation
Is there a better solution to . . .?
Judge the value of . . .?
Can you defend your position about . . .?
Do you think . . . is a good or a bad thing?
How would you have handled . . .?
What changes to . . . would you
recommend?
Are you a . . . person?
How would you feel if . . .?
How effective are . . .?
What do you think about . . .?

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14

POEM 2

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Cont..
POEM 2

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16

The Sandwich

the
n
i
l
l
i
irs, f the
a
p
n
I
ith
w
s
ents
i
k
d
n
e
a
l
r
b
ing
e
t
i
r
u
ich.
favo
w
d
n
sa
for a

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Oh what shall I have

Today for my ____?
I know a sandwich,
As big as can be!
Ill start with the _____,
Two slices, quite large;
Then slap on some _____,
Oh yes, and some ______,
Ill put in some _____,
A _____ or two,
And maybe an ______
This big one will do!
Ill bung in some ______,
A _____, of course,
And .. a sizzling _____,
All covered in _______!
Add in some _____,
And maybe some ______,
Some _____, an ______,
A packet of _______,
A _____ with some candles,
Some _______ (one bar),
________, _________,
_______ from a jar,
Baked _____ and _______,
________ and _______,
All topped off with _______
And steaming hot ______..
Now a sandwich like that
You really cant beat,
Its packed out with goodies,
A real tasty treat.
Theres only one problem;
Its breaking my heart.

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POEM 3
About the Poem
The poem is about
the poets
observation of his
sister eating porridge
and the mess she
makes. In the end,
she does not eat the
porridge as most of it
lands on the floor
and she cries as she
is still hungry.

Message
Dont make a mess
when eating.

Bahagian Pembangunan Kurikulum

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Suggested
Activities
1. Similarities and
Differences
2. Think-Pair-Share
3. Poetry
Dramatisation
Freeze Frame
4. Cause and Effect
5. Be Creative
6. Do you want to be
a poet?
7. Guess What Im
Thinking of?
8. Be a writer

POEM 4

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POEM 4

Create
A diamante poem is a 7 lined poem:
Line 1 One word noun
Line 2 Two adjectives
Line 3 Three verbs that the noun does
Line 4 Four things that the top noun
and bottom noun has
Line 5 Three verbs that the bottom
noun does
Line 6 Two adjectives that describes
the bottom noun
Line 7 One word that is opposite the
top noun

Example

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Cat
Funny Silky
Sleeping
purring
meowing
Tail fur tongue
collar
Barking playing
licking
Friendly
big
Dog

Don't
Don't do this, don't do that.
Don't scrape your plate.
Don't tease the cat.
Don't pick your nose.
Don't suck your thumb.
Don't scratch your head.
Don't swallow gum.
Don't stick your tongue out.
Don't make that face at me.
Don't weary our socks in bed.
Dont slurp your tea.
Dont touch your fathers records.
Dont touch your brothers glue.
So many things I mustnt
Whatever can I do ?
John Kitching
Bahagian Pembangunan Kurikulum
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POEM 5

POEM 5

Lines from the poem

Dont scrape your plate
Dont tease the cat
Dont pick your nose
Dont suck your thumb
Dont scratch your head
Dont swallow gum
Dont stick your tongue out
Dont slurp your tea
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THINK ABOUT IT?

Why?

POEM 6

Vocabulary
practice
smelled

tiptoes

fresh-baked

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Cont..
POEM 6

wide

lapped

growled

whack ,
smack
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24

Match the words

that rhyme
squidgy

runny

POEM 7

mess

too

goo

woozey

press

funny

oozey

sludgey

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25

POEM 8

Suggest an activity you

would conduct for
classroom assessment
using this poem ?
In pairs/groups
brainstorm things that can
be found in a garden. You
may use the picture and
words from the poem to
guide you.
Present your list to the
rest of the class
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POEM 9

In pairs design an activity to teach

this poem ?
Include various Educational emphasis
ie. Hots, MI

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POEM 10
Read these statements and
correct the false statements.
There were ten fat tadpoles in
the poem.
The water-rat asked the
tadpoles to follow him to
school.
The tadpoles were swimming,
racing and diving in the pool.
Their mother called them to
have their lunch.
The tadpoles were feeling
happy and carefree.
Provide 2 more HOTs
questions ?

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ASSESSMENT

Name:__________
Class:_____
Title of Poetry & Activity:________
NO

CRITERIA

Interaction with peer

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

GOOD

SATISFACTORY

IDEAS TO
IMPROVE

Teachers Comment:

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29

GROUP ASSESSMENT

Name:__________
Class:_____
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

GOOD

SATISFACTORY

IDEAS TO
IMPROVE

Writing * - creating parallel poem, dialogue, chant, etc

Creative works creating shadow puppets, creating new menu, dirty class candles, collage etc
Teachers Comments:
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30

Samples of certificates to be given to

outstanding pupils

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31

Bahagian Pembangunan Kurikulum

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Thank You
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