Sunday, January 18, 2015

PPG-PLAYS AND DRAMA FOR YOUNG LEARNERS (INTERACTION 5)



























13 comments :

  1. Thank you to Madam Yee Bee Choo for sharing the ppt slides.

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  2. Dear teachers,
    I'm sure your pupils have provided various responses to the literature introduced to them. Give some examples of interesting responses given by your pupils. Why do you think your pupils respond in such a way?

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    1. Recently, I introduced Gullivers’ Travel to my Year 5 pupils. We started the literature session a bit late ; the beginning of March. As soon as I get the chance, I acknowledge my pupils with the novel. The boys were thrilled to flip over the pages because the publisher made it presentable for young learners’ view. They can’t stop checking out all the details account of the illustrations made. My pupils tend to read the novel while lying on their stomach as if they were on their own beds at home. I let them be for the first 30 minutes then I started introducing the tittle and characters in the novel. My pupils listened attentively. Personally I was also amused by the illustrations.

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  3. The responses given by my pupils were overwhelming. They were very satisfied with their performances and asked me when we can have the next drama.

    At the end of this drama, pupils admit that this drama helped them in problem solving skills. There are about 24 characters in this play and it is considered a lot. Therefore, somehow there were situations where pupils will want to play the same role. For example, two pupils wanted to play the role of piper as they both can play flute. So, to sort out this problem, pupil sat and discussed about the characters as a whole to make a final decision about the characters.

    Moreover, most pupils also agreed that they could generate their built in vocabularies. In this play, pupil said that they could new words that can aid in the development of their cognitive level. For example, the words mayor, pied piper, barns, warehouses may sound new to some pupil .So, by getting familiar to these words, pupils can trace them and use them confidently in the play.

    I personally agrees that a good play can allow pupil to go through the story without any difficulties and very comprehensible to them. In addition, the story must also be at their finger tips. So, for that, I really find this play very suitable. Pupils could read and comprehend the script without any obstruction. This is because the plot line is very clear and very direct. Therefore, it provides many opportunities for pupils to modify the story. Modifying a story is not easy unless we have a good understanding of the story because there are many chances it can be diverted from the main input of the story. So, as pupil modified the story, it enhanced their intellectual skills indirectly and this made them to be confident to participate in the further literary texts.

    Ganesan Veerappan
    PPG Tesl
    Sem 6

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  4. I must say that there are pros and contras while introducing literature for my pupils. The usual response that I got from my pupils mostly comes from reality literature but not the fairy tales. The pupils love fairy tales. Sometime the reality ones bore them so easily. Maybe these kinds of literature do not have the thrill, too few illustrations or the illustrations were not very attractive. Pupils this day love to response to something which is not enough to give them fun and excite. For me, I love if my pupil doing it. It tells me that I have to do better.

    As I always do interesting activity after reading literature such as role play or quiz or outdoor activity such as playing kite after reading ‘The King of Kites’, my pupils always ask what kind of activity will be conducted by me after I finishing the literature. If my ideas are not good enough for them, they will voice out their idea and my pupils love quizzes. They love it so much they are asking for it almost in every lesson but, it is up to me to proceed with it.

    Mohd Nizam Mohamed
    PPG TESL S6 2015

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  5. Good respond means good teaching. I observed that pupils like to participate in the activities during teaching and learning session. Pupils will get bored if the session is only read aloud or pupils read together. So if I need them to give good respond, so I have to make the classroom come alive. Pupils like to see props, videos or listen to the song.

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  6. As in the study of Maths and Science, the study of literature builds thinking skills that are native to the subject but applicable outside the subject as well. Skills of argumentation (logical thinking, citing evidence, etc.), intepretation, critical thinking, and writing are all a part of the study of literature.
    From handling literature session in my new English classroom I could see as a body of works which offers a unique education in itself, representing a wealth of ideas, perpectives, world views, emotional insights and more, all of which enrich the pupils "ideational vocabulary", expanding the range of thoughts and ideas available .
    My pupils in Year 4 Vairam told me that literature offers them the opportunity to discover imagination world such as think, evaluate, and analyze around them in broader, more universal terms. Studying literature naturally lends itself to involving those higher level thinking skills that we as teachers so desperately want for our students. Whether it has a novel length text, play, or short story, a good piece of literature can be implemented in the classroom to train them to be higher level thinkers. My students enjoys the lesson and they are waiting for the following class when I would have literature part next time.
    Not only they do build their vocabulary and reading comprehension skills, they also could build their metacognitive skills while annotating literature, and then use those annotations to assist them in comparing or contrasting, or evaluating and analyzing the text in terms of theme, conflict, figurative language, tone or mood.

    Uma Mageswari D/O Balakrishnan
    PPG TESL
    Sem 6
    2015

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  7. I take a story from the textbook for teaching year 2 to my students in which they are mixed ability level. In this story The White Radish, I asked students to infer whether the outcome of the story. I can see many answers as a results among them, therefor who is understand the whole story, they can make a conclusion that we feel the answer is reasonable and thoughtful, while for pupils who can understand, many various responses we received. nevertheless we as teachers should give a positive answer to them. As a teacher, we must use a variety of approaches that can attract students to participate in learning sessions. I also like to make the play so that students are more interested in learning literature.

    Rosnita Ab. Rahman
    PPG Tesl ,
    Semester 6

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  8. Children love fairy tales, even my daughter too. She love "Frozen" by the way. Fairy tales appeal to children’s sense of justice. Cinderella is essentially the triumph of good over bad, in a family context. I choose CINDERELLA short play in my lessons because the story is so well known, it is useful in teaching about main ideas and Cause and Effect. Pupils will attract to this story more because they have seen the cartoon, movies or read the story book. I myself went to watch this 2D movie with my family.

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  9. Children preferred esthetic than efferent response; Cox 2008. Aesthetic responses are more open such as questioning, text part, associating, hypothesizing and performance. Efferent responses are more closed such as explanations, print and language, content and analysis. According to that I can see that, young learners preferred more open style then more closed style. In my teaching I introduce simple activities to introduce literature. I just pick up some stories from the textbook Year 1 stories about animals in the jungle with action and I adapt to simple dialogues. Then the children will read and do action just like choral reading. They enjoy when they look at me do it first. Spontaneous the children can do the same things and do the action and imagine that they are some of the character in the story. It shows that they preferred aesthetic responses, when they enjoyed and show their best performance to attract me.
    Maria binti Zainal
    PPG TESL
    Semester 6

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  10. This year I am teaching year 5, and it is the KSSR class. In the KSSR syllabus, I have to teach the pupils literature, and one of it is the comic book that is “Gulliver’s Travel”. To introduce it to my pupils with the story, I let them to watch a part of the movie which I have already downloaded from you tube. My pupils were eager to know more about the story because I only give them to watch the first chapter, until the ship sink into the sea and Gulliver’s last order to the captain. They even told me that the story is interesting and adventure for them to watch.

    Surprisingly there is a boy in the class which is my weaker pupils, stand and told me that he had watch the movie previously on TV2. He also told me the best part of the movie that he likes. The other pupils tend to flick to other pages to find the part that the boy told in the class. The comic book were illustrated attractively for the pupils.

    At this point, my other pupils asked me to let them watch the movie to the end. So I gave them some rules. They have to read and act with me until the end of the story. Then only my pupils will get the chance to watch the movie. The girl in the class too love to read and act up the story when it comes to the chapter that Gulliver came to the Giant Island. Using the comic book it can attract the pupils’ attention in the classroom. They also can use the dialogue in their daily life. Now a days, pupils were exposed to varieties of stories or comic. So the Ministry Of Education had taken their good effort and responsibility well.

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  11. i noticed that pupils like to watch movies. so i show them the story of Frozen. I stop the movies in middle and ask question related..Can you tell me what happen next..some of them can give correct answer because they had watched the movie..so it mean that it can generated the pupils mind.and pupils interest in English..when come to the song/ sing part..how enjoy they are...

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  12. I am teaching 2 classes of year 4. One of the class is a good class and one is the weaker pupils.Every Thursday I teach Literature to the pupils. Normally I use the short story book entittle The King of Kites. I ask the pupils to read the pages and explain about the story. Sometimes I teach Grammar such as Simple Past Tense, Conjunction or Preposition.

    But, I remembered one Thursday that I taught the pupils the story from the text book.It was a poem about The Red Riding Hood. I wore a wolf mask and enter the classroom. All the pupils were very exicited to know what happen next. then I played the sound of wolf and asked the pupils to name me as an animal. It was a wolf sound. Then I read the poem to the pupils. Later we did some activities making a wolf mask. The pupils were very exicited and asked for more activities.

    I quiet surprised because they seem to love to learn about the literature. Maybe because of the activities they enjoyed very much.They eager to know what happen to Red Riding Hood at the end of the story.

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