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Poem 2: Butterfly, butterfly by Adrian Bates

This poem is a rhyme poem which has 10 lines and two rhyming syllables which are /y/ and /h/. It contains repetition and it is related to the life cycle of a butterfly. They are few reasons why I think this poem is suitable for students in primary school. Let us look at the pedagogical concerns in choosing primary school children poetry which have been my guidelines in choosing this poem. The first concern is on the students age. This is a must-refer-to principle before choosing any text or poem for students. Children love repetition as it could help them to memorize things they learn fast. In this poem, the poet repeats the word butterfly and its poem in which to emphasize the main idea of his poem. This is aligned to what has been stressed in schema theory in which human reconstructs a story when recalling it so as to make more sense of it in terms of their knowledge and experience. The second pedagogical concern is on interest. This poem is related to one of the topic in primary science school syllabus which is the life cycle of a butterfly. Children love something that they can explore and see the development. Besides, teacher can train students to love and always appreciate their surroundings and nature. As far as I have concerned, most children have experienced of at least see butterfly through their own eyes even they have no experienced of touching it. The new knowledge of the origins of a butterfly could help to further develop their imaginative thinking as well as helping to develop the way they organize their thinking. Most students love rhyme because it can be adapted into any suitable song and the words used are easy to understand and it is not too long. The third pedagogical concern is on culture. Theres no cultural sensitivity or any cultural aspects that students and teachers could explore from this poem. Mainly, this poem is all about the life cycle of a butterfly.

The fourth pedagogical concern is proficiency level. Level of language proficiency varies from one person to another. Therefore, I prefer to start with an easy one as a way to motivate students to love language. Most of the vocabulary uses in this poem are still new to few students. Therefore, teacher will start the learning session with vocabulary activities before moving further to its in deep meaning. This poem contains simple sentences in active voice. The grammar stresses in this poem is simple present tense. The ideas are not too complex and easy to understand as it follows the life cycle of butterfly. The main purpose of choosing this poem is it fulfills the criteria in choosing poem for primary school students which must be either rhyme, ballads or cinquain. Besides, it can be adapted in variety activities that involve various skills such as writing, listening, reading and speaking. For example, in speaking, students could listen to and repeat accurately the correct pronunciation of words and the correct intonation and word stress in phrases, expressions and sentences by adapting this poem into activities such as repeating words, phrases and sentences or role playing.

Poem 3: Weather by Meish Goldish

Weather by Meish Goldish is a free verse poem and it has 4 stanzas. Each stanza has four lines. Based on the pedagogical concern in choosing poem for primary school students, there are a few reasons why I think this poem is suitable for students in primary school. The first pedagogical concern is age. It has repetitions though this poem is quite long. Children often learn things through repetition before they start to develop their understanding upon a certain thing. Students in upper primary school have developed their associative thinking. This type of poem is part if drill for them to learn on how to associate pictures and words. This poem is suitable for students from 10 to 12 years old as it is quite long and the sentence structure is quite complex for beginners. The second pedagogical concern is on interest. Children loves poems or songs that contain rhyme as it is pictured as more interesting and relax kind of learning. The gist of this poem is mainly revolved on something that always happens in our daily life. Children can see and imagine it using top down method. They tend to relate their new knowledge to their prior knowledge. They will try to find any connection between their new knowledge to their previous knowledge. Most children love to learn something that they have seen and experienced it before. Therefore, this poem is absolutely suitable for children as it arouses students to further explore their surrounding and appreciate the nature. The third pedagogical concern is on culture. There is no cultural sensitivity or any cultural aspects that students and teachers could explore from this poem. Mainly, this poem is all about the universal weather. The last pedagogical concern is on proficiency level. There might be few of the vocabulary used in this poem is unfamiliar to students. Therefore, teacher will drill them with vocabulary before going further details into the connotative meaning of the poem. Most of the ideas are abstract and children might be able to understand it directly

because there is no symbolism term used in this poem. The content is easy to understand as it revolves around students daily experience. The purpose of choosing this poem is to demonstrate enjoyment, increasing interest and concentration during listening as the main idea of this poem is to let students acknowledge the processes that happen around them such as weather changes. By the end of the lesson, students will be able to listen and progressively understand the spoken language without reference to the written form. Perhaps, it could help to increase their confidence level in speaking and expressing their thoughts without any written materials help. The content is simple and easy to understand even if the teacher simply refers the lines to picture cards without explanation. At the same time, teacher can touch on the vocabulary used in this poem so that by the end of the lesson, students will be able to use it in their daily life.

Poem 4: One Two by Alan Benjamin

This is a rhyme poem in which contain 8 lines. It has four stanzas that contain rhyming couplet. This poem is an adaptation of learning about numbers and weather. Based on the pedagogical concern in choosing poem for primary school students, there are a few reasons why I choose this poem. The first pedagogical concern is age. This poem is absolutely suitable for primary school children as it follows the sequence of weather and students can see it clearly. At the same time, it drills students on numbers while adapting it into the cycle of weather. I prefer to choose something that is near to students and I believe all students have experienced it before they come in to the class. The second pedagogical principle is interest. The idea is organized and easy for students to see its sequence. The number acts as connectors to link between one idea to another. The illustration symbolizes the meaning of each line. Therefore, it helps students to create a link between pictures and words. It drills them to associate their creative thinking with the new vocabulary. The third pedagogical concern is on culture. There is no cultural sensitivity or any cultural aspects that students and teachers could explore from this poem. Mainly, this poem is all about the cycle of weather. The fourth pedagogical concern is on proficiency level. There are a few words that, I believe, is familiar to students and there are few words such as roar and blow that are unfamiliar to students especially those who have no basic English at home or before they come in to the class. Therefore, the teacher must start the lesson by drilling students on their vocabulary before touching on other aspects in the poem. The grammar used is simple past tense in active voice. Students will use their prior knowledge as they go through the poem. They will use top down skill as most of the gist in the poem are related to their previous knowledge. The ideas are presented in a very

simple way and there is no symbolism words as most of the words used are abstract and easy to understand. The main purpose for choosing this poem is it can be a start for reading comprehension. This poem is suitable for beginning reading. It helps to develop students phonemic awareness as they learn recognize rhyme, divide words into syllables, change beginning sounds, blend sounds together and segment words into individual sounds. These are part bonus for rhyme as it helps students from the lower level of language proficiency to start their first move in reading.