Justification of poem

We have chosen the poem Caterpillar by Christina Rossetti for Year Two pupils.
The poem is appropriate for them because the simple diction used by the poet and the
theme chosen is ideal for our next teaching-learning activity in classroom. Then, we would
like to relate the activity in classroom with pedagogical principle learnt.
The first characteristic is the simple diction used in the poem. The choices of words
and language are significant because the pupils can get clear understanding of the lines in
the poem. Liu and Huang (2010) proposed that the advanced vocabulary and abstract ideas
in poetry obstruct the children to develop further understanding in learning poetry. Besides,
the sentences also short which contains five to six words in each lines and makes the
children easy to follow the poetry reading. Moreover, the poem is chosen because the theme
of this poem is suitable and straightforward. In poem, the poet will not state the description of
the theme for the reader. However, it is responsibility for the readers to interpret the theme
through understanding of the lines. In the article Introduction to the Children Literature
(2008), it stated that a theme is more easily understood if it is stated in a complete sentence.
Therefore, the theme and diction should be very simple and easy for the young learners to
be discovered.

The suggested teaching-learning activity in the classroom
Activity : Poem Recitation
Theme : World of Knowledge
Title : Caterpillar
Objective : 1. Pupils will be able to read and understand simple sentences.
2. Pupils will be able to list down the animals in the poem.
3. Pupils will be able listen and respond to the sound of animals.
Pre-reading Activity:
1. The pupils will be divided according to the groups
2. Each of them in the groups will have to recite aloud the poem in front of the classroom
While Reading:
1. Teacher asks the pupils the type of animals contained in the poem
2. The pupils list down and draw the animals in the exercise books
Post Reading:
1. Pupils have to demonstrate the sound of that particular animals in front of classroom
2. The others have to guess the sound of animals made by them

From the teaching-learning activity, we have applied the pedagogical principal for
the young learners. Firstly, the pupils have to do reciting aloud in front of the classmates.
The pupils have to stand up and recite the poem in front of the classroom. This activity will
develop character-building infused whereby they can gain confident level and good
characters. The character-building and confidents level gained will help them to apply it in
their daily life. Therefore, they will have eager to participate more like in public speaking or
singing competition from what they had gained in the classroom. It shows that the good
character-building gained will lead them to be more responsibility and perform well in their
performance. Battistich (2013) proposed that as students grow in character, they grow in
their capacity and commitment to do their best work, do the right thing and lead lives of
purpose. In relation to implementation of KSSR, the lesson learnt can build characters of
young learners in order to be more active and independent in their own learning. In
classroom, they can voice out their opinions and take the lead in classroom discussions. It
also provides chance for pupils to be more creative and innovative in their ideas, able to use
critical thinking and reasoning skills in learning and most importantly, creates a better
environment that is fun and interactive for pupils to be in, which is not done in the KBSR
syllabus.
Besides, the activity also emphasizes on learning back to basics. Basically,
children love to imitating and skilful in listening correctly and mimicking the sound heard by
using gestures, actions and facial expressions (Boon, Lawrence & Gomez, 2013). Through
this ability they had, we have to polish on these skills. In the classroom, they have to do
poem recitation and sound animals guessing. Therefore, this lesson will improve their strong
foundation of competence in basic literacy skills like reading through phonics, basic listening
and speaking skills. Research indicates that children who enter school with more of literacy
skills are better able to benefit from the reading instruction they receive when they arrive at
school (Six early literacy skills, n.d). By reciting the poem, they can make them to know the
exact pronunciation of words by the guidance from teacher. The pronunciation will be
practised more by repeating those words afterward. At the same time, speaking skills will be
developed during this stage in early stage of age. Development at early stage of age will
make them able to digest the coming lesson afterward. Apart from that, they can improve
their listening skills since every one of them have to listen to the sound of animals made.
Moreover, this lesson also promotes learner-centred teaching strategy. In the
strategy, the lesson will be focussed on the learners in the classroom. They have to
participate actively during the lesson in classroom. For example, the pupils have to list down
and draw the animals stated in the poem. Besides, they also have to guess the sound of
animals and the correct answers will be rewarded. Those activities will make the children
enjoy learning and discover the lesson when they actively participating involved rather than
passive listener. The rewards given can be in form of praise or presents. This positive
reinforcement will stimulate and encourage them to participate more actively in the lesson.
This will create a friendly atmosphere because they feel like being at home. This lesson also
will promote discovery learning. Discovery learning happened because the pupils derive the
final form of information through the process which involves the student interacting with their
physical and social environment (Boon, 2013). In relation to KSSR curriculum
implementation, the theory of constructivism is more to be focused on. In classroom, pupils
are required to discover and construct their own learning whereby the strategy of learner-
centred is applied. They believe that the knowledge constructed will be longer in their mind
compared to what are taught by the teachers directly.
In conclusion, the poem Caterpillar by Christina Rossetti is a perfect choice for
teaching-learning activity in the classroom for Year Two pupils based on the simple diction
and theme in the poem. There are many advantages from the learning activity in the
classroom for the students. Therefore, we hope that the teaching-learning activity suggested
is suitable and making them fun to be in school.




Bittistich, V. (2013) 8 Keys of Excellence Character Education Program
http://www.8keys.org/

Boon, P.Y. Lawrence, A.A. Gomez, J. (2013). Learning and the learner course book. In
Tomei, L. (1998). Cognitive views of learning (pp. 45-51). Kuala Lumpur: Education Studies
Department.
Introduction to the world of children literature (2008).
https://multcolib.org/parents/early-literacy/six-early-literacy-skills