LGA3102 Modul PPG IPG

TSL3102 SONGS AND POETRY
TOPIC 1
OVERVIEW
1.0 SYNOPSIS
Topic 1 will look at literature in the Malaysian primary ESL classroom ,
the rationale on the use of songs and poetry with young learners in the
primary classroom.
1.1 LEARNING OUTCOMES

By the end of Topic 1, you will be able to:
distinguish the difference between poetry and songs
identify the roles and purposes of using songs and poetry in the
primary ESL classroom
1.2 FRAMEWORK OF TOPICS

Overview
Literature in the
Malaysian Primary
ESL classroom
Intra and
inter
personal
development
Linguistic
development
Purposes of using
songs and poetry
in the Malaysian
primary school
Aesthetic
development
Cultural
Considerations
---------------------------------------------------------------------------------------------------------
CONTENT
SESSION ONE (6 HOURS)
1.2.1 OVERVIEW
Lets try and do some exercises. Can you try and answer these questions.
1. What is literature?
2. Why do we read it?
So how about it? Can you answer the questions. Take a look at the responses
given below. Is it the same as the answers given by you.
1. Literature is a term that is used to describe the collection of
written or spoken materials through different periods and
cultures.
2. We read it because we want to know about knowledge of
the world, of other cultures, for entertainment purposes and to
get an insight of the human beings and the society because
works of literature convey emotions and experiences of
human beings. (Oak, 2009)
1.2.1.1
Literature in the Malaysian primary ESL classroom.

Lets read
Primary school children were already exposed to literary texts even before the
official launch of the Childrens Contemporary Literature component for Years 4
till 6. They were already familiar with nursery rhymes, stories and so on. The then
Curriculum Development Centre Director Ali Ab Ghani said that the Primary
Literature Project was introduced in the school curriculum to strengthen pupils
proficiency in English (The Star, May 25, 2008).
2
The objectives for introducing the Childrens Contemporary Literature are as

follows:
to instil and inculcate the reading habit among pupils.
to enrich pupils vocabulary and language content.
to enhance pupils thinking skills.
to promote cultural understanding in the Malaysian context
to improve English language proficiency of pupils.
To provide lively, enjoyable and high-interest readings.

(Pusat Perkembangan Kurikulum, 2006)
Apart from stories, the students were also introduced to songs and poetry.
Put your thinking cap
on
WHY???
Song and Poetry
WHEN??
So how did you do? Did you manage to answer all? Lets check. Read the
reasons listed below.
Why do we use songs and poetry with young learners
in the primary ESL classroom?
Music is highly memorable and motivating.
Songs,rhymes and chants are ideal tools to be used in the language

classroom.
To introduce, reinforce and recycle structures and vocabulary.

3
To develop all skills in an integrated way.
To help improve all aspects of pronunciation:stress,rhythm and intonation

of the target language.
To present new language in a new rich and imaginative context.
To encourage physical involvement.
To contribute to the learning of the cultural component of the language.
To contribute to the development of a positive attitude towards the

language learning.
To help to develop a positive relation between teachers and students
They promote the practice of pronunciation, intonation and stress.
They are a nice way to introduce, practice, and review vocabulary.
They are useful to practice writing.
They enrich the knowledge of cultural features.
They are a way of developing of language skills

(http://www.slideshare.net/ddeubel/using-songs-in-the-efl-classroom)
When do we use songs and poetry with young learners in the

primary ESL classroom?
For eg, they can be used :
as a warm up
as a transition
to introduce new language structures
to practice or revise language
to integrate with storytelling
1.2.1.2
Songs and poetry in the Malaysian primary school curriculum
Lets read
Songs and poetry are part of our daily life. Almost everyone enjoys songs and
poetry. Language teachers use songs and poetry to open or close their lessons,
to illustrate themes and topics. They also use songs and poetry to add variety or
a change of pace, present new vocabulary or recycle known language in their
classrooms. But how do songs or poetry actually benefit or give purpose to our
students?
Lets think about this again. Can you list

down the purposes of using songs and
poetry in the Malaysian primary school?
1.2.2 Purposes of using songs and poetry in the Malaysian primary

school
Check your answers. Are they the same as the

answers that youve given?
Purposes:
for personal development

- intra and inter personal development
for linguistic development
for aesthetic development
Cultural considerations
Before we go any further. Lets try and answer some more questions. Can you try
and answer these questions.
How do songs and poetry help:
to develop the students intra and inter personal ?
to develop
potential?
to develop students aesthetic values?
to develop students cultural considerations?
students
linguistic/language
learning
Take a look at the explanation below. It will help to clarify

some things for you. If you need further clarification,
discuss with your lecturer.
1.2.2.1
Intra and inter personal development

Intrapersonal development
Intrapersonal development is the growth within yourself that is having an

understanding of yourself, of knowing who you are and what you can do. In other
words, all these takes place within ourself. Students intra personal development
can be enhanced by using songs and poetry that would inspire the students to
develop and believe in their abilities. Some examples of inspirational poetry and
songs are listed below.
Poetry
Songs
1. It couldnt Be Done Edgar A

Guest.
1. Hero -Mariah Carey

2. Walk a Mile in my shoes Joe
South
2. If - Rudyard Kipling
3. The Climb Miley Cyrus
3. Pretty Good - Charles Osgood
4. This is Me - Demi Lovato

4. On Being a Champion - Matthew
Stepanek
Go to this website for more wonderful inspirational poetry.

http://www.teensselfhelp.com/GreatPoems.html
Find 3 songs and poetry that could help to enhance

students intrapersonal development
Interpersonal development
Interpersonal development is whereby students must learn to work with
others by building a positive social relationship and learning how to work as a
team. It is also the development of students ability to understand other people.
Interpersonal development can be inculcate in the students with the use of songs
and poetry. For example, the song entitled The family song or The friendship
song or the poetry, entitled Ations - by Shel Silverstein. Here the teacher can
get the students to act out or role play as they sing the song. When the students
are working in a group , they learn how to communicate, respect as well as to
help each other. They also learn how to socialise and negotiate with their friends.
Find 2 songs and poetry that could help to enhance

students interpersonal skills development.
Suggest some activities that could be conducted to develop
students interpersonal skills.
Discuss the activities with your lecturers.
1.2.2.2
Language Learning Potentials
Songs and poetry:

helps children improve their listening and sound discrimination skills
will aid not only in learning to read but also becoming better students and
better people in the future
as an activity to enrich your students' English vocabulary, to improve their

grammar and accents. This is because songs and poetry have lots of
vocabulary therefore the students can enhance their vocabulary by
learning new words in a fun way. They also learn how to pronounce words
with the appropriate stress and intonation.
as a classroom activity use for learning structures. This is because the
structures are sometimes repetitive. This is good as the students will be
practising the particular structure again and again. This is useful as they
provide reinforcement of the linguistic functions.
promote listening and speaking exercises practices through different
tasks.
provides a fun and interesting way to learn the language structure and
grammar.
provides a nice way to introduce, practice, and review vocabulary.
are useful to practice writing and reading skills.
1. Can you think of 2 other reasons on how songs and

poetry can help to develop students language learning
potentials.
2. Think also of an activity that you can do with your
students to promote language learning.
Discuss with your lecturer.
1.2.2.3
Developing students aesthetic values

Some example of activities that can help students towards
developing their aesthetic skills : pottery, crafts, embroidery,
painting, origami, soft-toys & puppet making so on
Aesthetics (also spelled esthetics) - means the study of the emotions and the
mind in relation to their sense of beauty in literature and other fine arts, but
separately from moral, social, political, practical, or economic considerations.
This area of study is concerned with the appreciation and criticism of what is
considered beautiful or ugly. It is sometimes referred to as art for arts sake.
1. Can you think of 2 activities on how songs and poetry

can help to develop students aesthetic values.
1.2.2.4
Developing students cultural considerations

1.Why do you think there is a need to develop students
cultural considerations?
2. How do songs and poetry help to develop students
cultural considerations?
TOPIC 2
SONGS AND POETRY FOR YOUNG LEARNERS
2.0 SYNOPSIS
Topic 2 will look at the different genres/types of songs and poetry and their
values in the primary ESL classroom.

identify the different genres/types of songs and poetry and their

characteristics.

Songs and Poetry for Young Learners
Genres/Types of
Poetry
Genres/Types of
Songs
Folk
songs
Hailku
Limericks
Nursery
Rhyme
Epic
Narrative
Dramatic
Pop
10
Lullabies
Ballads
Blues
R&B
Jazz
Something to think about.

In every society, songs and poems play an important role. They show
many aspects and important elements of culture in each society. For
eg: the relationship to the past and the ancestors as well as the faith,
the fun, the anxieties of its people, the hopes and the view of the
future
Through songs and poetry childrens curiosity about everything new
will be satisfied. They are able to learn or get to know parts of a
foreign culture.
Being familiar with songs and rhymes in a foreign language, pupils
feel closer to the foreign culture and its language. So they see them
as enrichment for their own life (http://www.grin.com/en/ebook/106150/songs-and-rhymes-in-teaching-english-at-primaryschools)
If the pupils hear the same melodies or similar rhymes they are
astonished at the parallels between their own culture and the
foreign one so, the foreign cultures arent alarming and frightening
but interesting and worth being discovered
(http://www.grin.com/en/e-book/106150/songs-and-rhymes-inteaching-english-at-primary-schools
Go to this website for extra reading

http://www.freepatentsonline.com/article/Multicultural-education
http://www.grin.com/en/e-book/106150/songs-and-rhymes-in-teachingenglish-at-primary-schools
nnnnnEducation/180030028.htmlEducation/180030028.html
Look at the above framework.
Name 3 more types of poetry and songs. Have you done that ?
Go to this website :
1. http://www.poemofquotes.com/articles/poetry_forms.php
2. http://www.poeticterminology.net/
3. http://www.buzzle.com/articles/types-of-songs.html
4. http://musicgenreslist.com/
11 correctly?
Did you manage to name them
Lets think for a while.

Why do you think teachers like to use songs and poetry in their
teaching? Can you give some reasons for using songs and poetry in
your teaching?
Have a short discussion with your colleagues in school. Are the reasons
they give the same as yours?
2.2.1 Genres of Poetry

General Introduction to Poetry
Poetry. What exactly is poetry? The term poetry comes from an ancient
Greek word, which means I create. In other words poetry is an art form
in which language is used for its aesthetic qualities as well as for its
imaginary and semantic content (http://www.poetry.org/whatis.htm).
Poetry is a creative use of words which, like all art, is intended to stir
an emotion in the audience. Poetry generally has some structure that
separates it from prose
(http://www.teachers.sheboygan.k12.wi.us/elee/documents/PoetryPack
et_001.pdf}
Recap
Haiku is a form of Japanese poetry,
usually about nature. The first line has
five syllabus, the second line has seven
syllabus, and the third line has five.
Look at the example below:
Haiku
Ocean waves roll in, (5)

Foam against the sandy shore, (7)
Then slide back to sea (5)
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Limericks
Limerick is a five line poem with a rhyme scheme

of a-a-b-b-a. Limerick always has a humorous
tone.
A Clumsy Young Fellow Named Tim
There once was a fellow named Tim (a)
whose dad never taught him to swim. (a)
He fell off a dock (b)
and sunk like a rock. (b)

And that was the end of him. (a)
Nursery Rhyme
A nursery rhyme is a short rhyming story, often set

to music and usually designed for young children.
Typically, a nursery rhyme has simple vocabulary
and a catchy rhyme. Children can quickly learn to
sing along with a nursery rhyme, and nursery
rhymes are often used to help young children build
their vocabulary.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
One for my master,
One for my dame,
And one for the little boy
Who lives down the lane.
Baa, baa, black sheep,
Have you any wool?
Yes sir, yes sir,
Three bags full.
One for my master,
One for my dame,
Who lives down13
the lane.
Epic
Epic Poems are long, serious poems that tells the

story of a heroic figure or the actions of gods and
goddess. Some of the most famous epic poems
are the Iliad and the Odyssey by Homer and the
epic poem of The Song of Hiawatha by Henry
Wadsworth Longfellow (1807 - 1882).
Go to this website to have a look at the epic poem.
lliad : http://www.poemhunter.com/homer/
Odyssey:
http://www.onlineliterature.com/homer/odyssey/1/
The song of Hiawatha :
http://www.hwlongfellow.org/poems_poem.php?pid=62
Narrative
Narrative Poems are poems that tell stories. There is a

beginning, which introduces the background to the
story, a middle, which tells the action of the event, and
an end, which concludes and summarizes the story.
It is a poem that tells a series of events using poetic
devices such as rhythm, rhyme, compact language, and
attention to sound. In other words, a narrative poem
tells a story, but it does it with poetic flair! Many of the
same elements that are found in a short story are also
found in a narrative poem. Here are some elements of
narrative poetry that are important:
o character
o setting
o conflict
o plot
Go to this website to have a look at a narrative poem:
www.pflugervilleisd.net/curriculum/.../Narrative_Poetry_
Lesson.pdf
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A narrative poem in which one or more characters

speak. The dramatic poem consists of the thoughts or
spoken statements (or both) of one or more characters
other than the poet himself in a particular life situation. It
is dramatic rather than narrative since the character is
not "written about" by the poet; rather, the poem
consists of the character's own thoughts or spoken
statements. He may be thinking (or talking) to himself; a
poem recording his thoughts or speech to himself is
called a soliloquy. Or a character may be speaking to
one or more other characters in a given situation; a
poem recording his speech is called a dramatic
monologue.(http://www.studyguide.org/lit_terms.htm)
Dramatic
Go to this website to have a look at a dramatic poem

Tamburlaine The Great by Christopher Marlowe for
parts 1,2 and 3.
http://www.fullbooks.com/Tamburlaine-the-Great-Part1.html
Now that you know the different genres/types of

poetry. Why not try and create one or two poems on
your own.
Try creating one limerick and one haiku. Remember
the number of syllabus and the rhyme scheme.
Show your work to your lecturer.
2.2.2 Genres of Songs

General Introduction to Song
What is a song? Most people will say its a combination of melody and
lyric. The more enlightened will add harmony and rhythm, or a beat.
Adding to this, it has structure, usually repeats of verses and
choruses. According to the Meriam Webster dictionary a song is a
short musical composition of words and music
15
Folk song
Folk music reflects the lives of common people. Through this music people give
voice to their feelings. They cry about their sorrows and shout about their
happiness. They express their beliefs and remember their ancestors. They tell
about the things they have seen and heard and felt in their lives. Through folk
music people preserve their history. Not the history of textbooks, but the history
of common people. http://eslfolk.com/articles-about-folk-music/
Some example of Malaysian folk songs: Jambatan Tamparuli, Rasa Sayang Eh

Other example of folk songs : Clap your hands, The ants go marching, Down in
the valley.
Blues
It was created by African Americans who used to be slaves in the early part of
the 1900's. Black people in America used to live and work on large farms called
plantations. Their working conditions were not very good, and while they worked,
they would sometimes sing to each other in the fields. Later, these songs
became the first Blues music. This kind of music is very emotional. Slaves did not
have happy lives, and even after slavery became illegal, life for black people in
the south was still extremely difficult. Therefore, the words to these songs were
often very sad. It became possible to say, I've got the blues or I'm blue when
you were sad because of the lyrics of these songs. http://eslfolk.com/articlesabout-folk-music/
Some examples of famous blues songs/music : Memphis Blues by W.C. Handy,

Crazy Blues by Mamie Smith, The Thrill is Gone by B.B.King and Pride and Joy
by Stevie Ray Vaughan.
16
Ballad
In the later 19th century it took on the meaning of a slow form of popular love
song and the term is now often used as synonymous with any love song,
particularly the pop or rock power ballad. http://www.musicstack.com/genre/jazz
Some example of ballads: How can I live without you by Micheal Bolton, I Swear
by All-4-One, Speak Sofly love by Andy Williams, Fifteen by Taylor Swift.
Lullaby
A lullaby is a soothing song, usually sung to young children before they go to
sleep, with the intention of speeding that process. As a result they are often
simple and repetitive. Lullabies can be found in every culture and since the
ancient period. Lullabies share common musical characteristics i.e. they are
gentle, often use rocking rhythms, are melodically simple and often repeat
melodic patterns.
http://www.oxfam.org.uk/education/resources/global_music_lesson_plans/5_7/fil
es/lesson4_lullabies_around_the_world.pdf
Some example of lullabies: Hush Little Baby, Go to Sleep you little baby and
Twinkle twinkle Little Star,
17
Jazz
Jazz is defined as a style of music, native to America, characterized by a strong

but flexible rhythmic understructure with solo and ensemble improvisations on
basic tunes and chord patterns and, more recently, a highly sophisticated
harmonic idiom. The Free Dictionary
Some examples of Jazz: Somewhere over the rainbow, I got rhythm, Soul Bossa
Nova, and Strange Fruit by Billie Holiday
R&B
Rhythm and blues, often abbreviated to R&B and RnB, is

a genre of popular African-American music that originated in the 1940s. The term
was originally used by record companies to describe recordings marketed
predominantly to urban African Americans, at a time when "urbane,
rocking, jazz based music with a heavy, insistent beat" was becoming more
popular. The term "R&B" became used to refer to music styles that developed
from and incorporated electric blues, as well as gospel and soul music
Some example of R&B songs: Diamond by Rihanna, Girl on Fire by Alicia Keys,
Thinkin Bout You by Frank Ocean and Young Girls by Bruno Mars.
18
POP
There is no particular style of music that can be clearly identified as pop. This is
because pop music is always changing. It can be identified as the most popular
mainstream music of the time. The most consistent component of pop music has
been the concept of the pop song. Most pop songs range in length from
approximately 2 minutes to 5 minutes, and they frequently include a versechorus-verse-bridge-chorus structure or some close variant. Longer compositions
are rare in pop music. Pop music has been and continues to be a melting pot of
styles.
Some example of pop songs: One More Night by Maroon 5, We are never Ever
Getting Back Together by Taylor Swift, Dont Wake Me up by Chris Brown.
19
References
1. Cox, C. (2008). Teaching Language Arts: A Student-centered Classroom,
(6thed). USA: Allyn & Bacon.
2. Fogiel, M. (2000). Aesthetics Retrieved 13 Sep, 2012 from
http://www.enotes.com/literary-terms/
3. Introduction to poetry. Retrieved 1 Nov. 2012 from..

http://www.teachers.sheboygan.k12.wi.us/elee/documents/PoetryPacket_001.pdf
4. Kursus PelaksanaanProgram Bacaan Sastera Kontemporari Kanakkanak
Bahasa Inggeris Tahun 6, (2006) Pusat Perkembangan Kurikulum,
Kementerian Pendidikan Malaysia
5. Null, K,C. (2002). How to write a poem. Teacher Created Materials, Inc:
USA
6. Oak, M. (2009). The importance of literature. Retrieved 11 Sept 2012 from
http://www.buzzle.com/articles/importance - of -literature.html
7. Retrieved 11 Sept 2012 from http://www.slideshare.net/ddeubel/using-songsinthe-efl-classroom
8. Retrieved 12 September 2012 from
http://faculty.buffalostate.edu/smithrd/UAE%20Communication/Unit4.pdf
9. Retrieved 12 September 2012 from http://www.poetry.org/whatis.htm
10. Retrieved 12 September 2012 from http://eslfolk.com/articles-about-folk-music/
11. Simrit Kaur, Exposed to Literature. (2008, May 25). The Star.
12. Songs and Rhymes in Teaching English at Primary Schools. Retrieved 1

Nov 2012. http://www.grin.com/en/e-book/106150/songs-and-rhymes-inteaching-english-at-primary-schools
13. What is poetry. Retrieved 1 Nov. 2012 from
http://www.poetry.org/whatis.htm
20
TOPIC 3
PEDAGOGICAL PRINCIPLES OF TEACHING SONGS AND

POETRY TO YOUNG LEARNERS
3.0 SYNOPSIS
This topic aims to look at the pedagogical principles underlying the

teaching of songs and poetry to young learners. It also aims to create an
understanding of the pedagogial principles linked to the KSSR syllabus.
Finally the three broad themes (World of self, family and friends; World of
Knowledge and World of Stories) embeded in the teaching of songs and
poetry are discussed.
1. Select and evaluate songs and poetry for use in the primary ESL
classroom based on pedagogical principles (3.3, 3.6, 6.3, 6.6)
2. To examine the link between poetry and songs with Malaysian primary
school syllabus (KSSR/KBSR)
3.2 FRAMEWORK OF TOPIC
21
CONTENT
SESSION TWO (6 hours)
3.2.1 Introduction
From previous chapters you would have learnt the various types of songs and
poetry available for young learners in the primary classrooms. However, this
knowledge alone is not enough for you to decide which poems or songs are
suitable for your students. One important aspect that needs consideration is the
pedagogical principles underpinning the the teaching of songs and poetry for
young learners.
This chapter will guide you to learn more about these
pedagogical principles; namely underlying pedagogical principles of the primary

school curriculum and the principles related to teaching songs and poetry for
young learners. These two aspects are deemed crucial in the understanding of
the overall curriculum and its link to the teaching of songs and poetry in the
primary schools. You will be able to see the link as you read and answer the
questions found in this chapter. This chapter also highlights the three broad
themes identified in the curriculum, namely; World of self, family and friends;
World of stories and World of knowledge.
By understanding each of these
element you will be able to make connections on how to teach songs and poetry
and the ways of selecting and adapting resouces to suit the needs of young
learners.
Activity 1
Identify the meaning of these words from the dictionary.
i.
pedagogy:
________________________________________________
ii.
principles:
________________________________________________
22
You should be aware that pedagogy refers to the art of teaching. This includes
instructions and activities related to knowledge and skills. On the other hand,
principles are ideas, truths or beliefs used as a base for reasoning or action.
Pedagogical principles are good practices of professionals in educational
contexts. They are referred to as maxims for action, which, in a defined scope,
claim permanent validity for every concrete situation, be it in pedagogical practice
or in educational science as one type of societal practice (Handbook on
Educational Science, 2004, p.122).
Castillow (2004) believes that pedagogical
principles has these characteristics; pure, pristine, and packed with pedagogical
power.
Edelenbos et al. (2006) claim pedagogical principles synthesize a rich set of

practical, instructional experiences and can be used to deal with new practical
problems.
They also highlight the fact that it should be aligned with the
personality of a learner and cognition. From there, one derives and expands
didactical concepts, giving teachers a manageable number of points of
orientation.
The KSSR is a new curriculum implemented in the Year 2011 for Year 1 students
in the primary schools. There are several pedagogical principles highlighted in
the teaching of English. Look through the English primary school syllabus and
identify each one of them.
3.2.2 Pedagogical Principles of the Curriculum
There are several pedagogical principles that govern the learning process in the
teaching of Language Arts in the primary schools. They are;
back to basics
learning as fun, meaningful and purposeful
teaching is learner-centered
23
integration of salient new technologies
character-building
assessment for learning
Now let us look at each principle closely.
3.2.2.1 Back to Basics

This principle emphasizes the basic requirements needed for young learners at
the beginning of the schooling years.
It refers to a strong foundation of
competencies in basic literacy skills. Among the areas highlighted are phonics,
penmanship and basic listening and speaking skills.
Thinking question
Why listening and speaking skills are highly emphasized under the
first pedagogical principle?
Activity 2
a. Why do you think penmanship is one of the important factors
emphasized for young learners?
Answer:
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
24
b. What do you understand with the term phonics?

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
3.2.2.2 Learning as fun, meaningful and purposeful
The activities catered under KSSR emphasizes full commitment from the
students in engaging themselves in fun learning activities. Teachers have to find
suitable activities that are purposeful and meaningful for students in order for
them to explore various possibilities in knowledge and skill improvement. For
example, teachers can introduce songs, poetry, music and art in teaching the
language which will enable students to have fun in carrying out these activities.
Activity 3
Can you identify two activities that can be fun and meaningful in a
language classroom?
Answer:
_____________________________________________________
Chenfeld (1995) claims young children never get
tired in showing off their
bodies. They love repetition, familiar chants, games and challenges. Some of
their earliest words are body words.
According to the author, their first
accomplishments are skills of body coordination where a teacher can combine

two or three movements, such as clap and turn, jump and clap; and jump, clap
and turn. Through body movement children express their understanding of ideas
and language.
When children are given opportunities to enjoy experiences
25
involving their bodies and their senses they feel good about themselves and
others. Along with healthy body they develop healthy self concepts. One way of
making songs and poetry fun is by coming up with interesting activities such as
action songs where students will be able to do body movement while singing,
chanting or reciting.
Thinking quesiton
What do you understand with the term purposeful and meaningful
activities?
3.2.2.3 Teaching is learner-centered
The activities planned should allow learners to explore and experiment ideas.
This will allow them to adopt critical thinking skills in seeking for solution.
Therefore, teachers must identify students needs before designing
suitable
activities for them. Learner-centered teaching allows teachers to optimize the

opportunities for the learners to learn. This is achieved by allowing learners to
experiment and investigate by themselves. This will enable active engagement
in the learning process. Furthermore, Piaget (1970) claims children are active
learners and thinkers. Therefore they can construct knowledge from actively
interacting with the physical environment in developmental stages. They learn
through their own individual actions and exploration.
3.2.2.4 Integration of salient new technologies
In the new millenium, ICT has dominated the education industry.
Various
methods and approaches of using ICT are applied in assisting teachers to impart
knowledge and skills to young learners. Allowing pupils to learn through ICT will
enhance language learning in the classroom besides instillling creativity and
innovation. Technology also allows teachers to be creative in customizing their
own materials besides making learning more meaningful for the students.
26
Examples of Web technologies are blogs, Wikis, YouTube and online big books
among others.
3.2.2.5 Character building infused

Teachers should be able to infuse character building among young learners
through the use of literary texts. Songs and poetry can help students develop
their personality traits besides being articulate, confident and resourceful through
performances in the classroom. Teachers should be able to highlight the values
embedded in particular songs and poetry because this will help students
understand about themselves and their place in the world. Furthermore, it will
also develop ans shape their attitudes about themselves and of others.
3.2.2.6 Assessment for learning

Two forms of assessment are carried out in the primary classroom; formative and
summative.
Formative is an ongoing assessment carried out by the teacher
throughout the term to assess students performance. On the other hand, the
summative assessment is carried out at the end of the term or of a particular unit.
Assessment is crucial to enable teachers to know what their students have
gained or learnt. Besides, it also allow teachers to plan suitable activities and
materials based on the students existing knowledge.
So far, you have read the five pedagogical principles that underline the KSSR
sylllabus in the primary school. Now let us look at the principles that are crucial
in teaching songs and poetry for young learners.
3.3. Pedagogical Principles in Teaching Songs and Poetry for Young

Learners
Teaching Songs and poetry for young learners involves several pedagogical
principles.
27
Activity 4
Can you name a few pedagogical principles that are crucial in
teaching Songs and Poetry for Young learners?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Read and understand the scenario below.
Puan Zahedah was upset with the outcome of her lesson today. She chosed the
right poem for her Year Three class. She even designed her own teaching
materials so that her students could have fun with those colourful materials.
Even bringing in the real football into the classroom and showing a video of the
football match did not have any effect on the students. They were rather passive
and played ignorant to what she was saying throughout the lesson. Perhaps
these girls need to be reprimanded for being naughty was what Puan Zahedah
wrote in her reflection.
Activity 5
Based on the scenario above, identify two reasons for the Year
Three students behaviour towards Puan Zahedahs lesson.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
28
There are a few things that you need to consider before planning a lesson using
songs and poetry in the classroom. Puan Zahedahs students consist of 10 yearold girls. She needs to consider the students interest before deciding on the
topic of the lesson. For example, football may not be the students favourite
sports, hence they were not interested in the lesson.
Second, making students
watch part of a football match is definately not suitable to be adopted in the

classroom as well. Therefore, the selection of content needs to be considered by
Puan Zahedah.
Activity 6
Now read the following reflection of an English teacher from a rural
school.
I tried introducing songs in the classroom. However, the students are not keen
in learning anything. They could hardly use the language and are unable to
memorize the lyrics of the song. Despite being in Year 4, I think this is not a
suitable song for them.
The teacher definately had a hard time with her students since she used a rather
difficult song for them. Although the song may be appropriate in terms of values
instilled in the lyrics, the teacher should have taken into consideration her
students proficiency level.
Since these students are of low proficiency, they
would have a difficult time trying to understand the lyrics of the song.
The
teacher could have selected songs with simple sentence structure which are
repetitive in nature. This will enable students to remember words easily.
By simply playing a song for students to listen to may not be adequate. The
teacher needs to find suitable resources for her students to listen as well as to
view. One example is the use of video which is available online.
29
Activity 7
Read the following dialogue between a teacher and the
Headmaster
Headmaster:
I understand that your students make noise everytime

you enter the classroom.
Puan Lay See:
Actually, I have a difficult time teaching this particular

class. The students are rather passive.
Headmaster:
Have you tried various strategies in teaching these

students?
Puan Lay See:
Headmaster:
Yes, I have tried almost everything. For example,

yesterday I
taught them a very interesting poem on Gopher. I
know they
have never heard of the word before. But it is our job to
teach them new things, right?
Puan Lay See:

What was your students reaction?
Headmaster:
They were not interested as usual. I even brought a

small rat to show them an example. Half the class
screamed out loud and one even wanted to kill the poor
rat.
Puan Lay See:

Dont you think this poem is rather too difficult for your
Year 2 students?
Headmaster:
I thought they would enjoy reading it. Its informational

you know. They would have learnt new vocabulary such
as rodent, predators, tunnel and so on. Moreover, I
have been teaching poetry for the past three weeks.
I think we need to look at this issue quite seriously.
First, you need to...
30
1, Identify the reasons why Puan Lay See failed in teaching the
poem to her students?
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________________________
2. As the Headmaster, what advice would you provide for Puan Lay
See to improve her teaching?
____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Puan Lay See needs to consider a few factors before selecting suitable texts
for her students. First, she needs to create opportunities for her students to
extend and develop their skills according to their personal interests and
abilities. Since rodent is an unfamiliar name for the Year Two students, the
teacher could have introduced a poem of a familiar animal. The selected
songs and poems need to be motivating, able to develop imagination,
stimulate curiosity, draw on personal experience, encourage participation and
create a desire to continue learning. By introducing familiar animals, students
will have the desire to move further to identify unfamiliar animals.
Second,
introducing similar types of poem to the students may lead to boredom. Puan
Lay See needs to consider including different genres, topics and themes that
will engage her students in learning. Third, the selection of topic needs to
cater to the students age. It would be quite difficult for a 8 year old student to
understand difficult words such as rodent.
31
Activity 8
Read the poem below.
Take a Snowball
Take a snowball, put it on the ground,
push it, roll it, make it big and round.
Look, your snowman is big and tall
but has no eyes, no nose at all.
Two stones will do and a carrot, too.
Now, Mister Snowman, how are you?
Source: http://www.grin.com/en/e-book/106150/songs-and-rhymes-inteaching-english-at-primary-schools
As a teacher, would you select this poem to be taught in the

English classroom? Give your reasons.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Young children need to learn in a language-immersed environments where they

will be able to learn and appreciate other peoples values and culture. Songs
and poetry will enable this to happen since it is a common treads that tie people
together.
Although, the topic may be something new for the learners, for
example snowman as depicted in the poem above, children will be able to know
parts of a foreign culture besides satisfying their natural curiosity about
something new. The poem above is suitable for young learners since it allows
for active discovery and construction of meaning, and leading to the use of
language as a vehicle to do things.
32
Songs and poems are important elements of each culture. By learning this
authentic material pupils get to know parts of a foreign culture. It satisfies
childrens natural curiosity about everything new. Being familiar with songs and
rhymes in a foreign language will allow pupils to feel closer to the foreign culture
and its language. If the pupils hear the same melodies or similar rhymes they
are astonished at the parallels between their own culture and the foreign one. So
the foreign cultures arent alarming and frightening but interesting and worth
being discovered. Its an important contribution to the development of tolerance
and open-mindedness
Read the conversation below between an English teacher and her

student.
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
Teacher:
Student:
Can someone tell me about the poem? Why was the boy sad?
The boy was sad because his sister did not let him into her room.
Do you have a sister?
Yes, I have two sisters.
Do you like your sisters?
Yes, I love them very much.
Why?
My eldest sister takes good care of me. She always brings me sweets
when she comes back from school. My second sister will share her
toys with me.
Teacher: Are you happy being with your sisters?
Student: Yes, I am happy. Not like the boy who is sad.
Teacher: What do you think the boys brother and sister should do?
Student: They must share their toys with their brother.
Despite the abundance of poems and songs available in print and online, you
must be very careful in selecting the right text for your students. The most
important element that you need to look into is the value that is instilled in the
poem or song. For example, the teacher in the excerpt above has
successfully related the value of the poem to the students personal
experience. A good teacher will be able to provide opportunities for children
to make connections between their understanding of lesson themes and their
own personal experiences. This will allow for understanding and promoting
ownership of learning. Indirectly, learners will be able to model the right
behavior to be adopted when they are dealing with their siblings or friends.
33
Activity 9
Now based on your understanding, list down the pedagogical
principles that you need to focus on in the selection of songs and
poetry for young learners.
Answer:
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Tutorial task
1. Read the poem below. Identify if this poem is suitable to be taught to a
group of young learners. Provide reasons for your choice of answer.
Once it was snowing.

Everything was cold.
Everything was asleep.
Then the sun came out and warmed the ground.
It started to rain.
Seeds under the ground started to grow.
Little caterpillar s crawled around.
They curled up and turned into buterflies.
The sun got hotter.
The seeds grew to flowers.
Butterflies flew around.
It was spring.
Source: Chenfeld, M. B. (1995: 36)
34
2. Study the diagram below and fill in the box with suitable
words/pharses.
Enjoyable
Full of practice
Supported
Meaningful
Purposeful
Social
Read, C. (1998, April). The challenge of teaching children. English Teaching Professional, 7: 810. Retrieved September 1, 2012, from http://www.etprofessional.com/articles/challenge.pdf
35
SESSION 2 (3 hours)
3.4 Linking Poetry and Songs for Dimensions in the Malaysian Primary
ESL Curriculum
Besides pedagogical principles, the teaching of English in the primary schools is
also based on three broad themes.
Activity 10
With reference to the English language syllabus identify the three
broad themes.
i.
__________________________________
ii.
__________________________________
iii.
__________________________________
You will notice that the three broad themes are highlighted in all primary school
English language syllabi. They play an important role in the teaching of English.
The three themes are shown in Figure 1.
possessions
values
belongings
behaviour
relationships
attitude
Stories
Self, Family,
brother
Friends
sister
friends
neighbours
objects
Knowledge
Shapes
colours
Transportation food
36
health
Two of the objectives highlighted in the English Syllabus are for the students to :
appreciate and demonstrate understanding of English language literary or

creative works for enjoyment,
read and comprehend a range of English texts for information and

enjoyment.
Therefore, it is important for you to be able to activate students imagination and

interests through fun and meaningful learning.
Activity 11
With reference to the Year Two English syllabus, identify three
learning standards related to the teaching of songs and poetry in
the classroom.
i.
________________________________________________
________________________________________________
ii.
_______________________________________________
_______________________________________________
iii.
_______________________________________________
________________________________________________
In order to achieve these learning standards, the selected materials must be

related to the relevant themes. Now let us look at each theme closely.
37
3.4.1 World of self, family and friends
The young of the human species are not like sea turtles left to hatch themselves
then run for their lives to the water. They are not like insects, curled in cocoons
until they must wing it on their own. The most helpless of all infants, human
babies ae totally dependent on the care of the others.
Source: Chenfeld, M. B. (1995: 109): Creative experiences for young children. FL: Harcourt Brace College
Publishers.
Based on the statement above, one will understand the importance of educating
young learners from the day they were born. Young learners are very much
dependent on elders for guidance to survive in this world. Therefore, a teacher
plays an important role in coaching them to acquire the necessary skills and
knowledge in order for them to become life long learners.
The theme on World of self, family and friends mainly focuses on the
child/learner.
A child learns to be familiar with oneself followed by family
members and later the friends they meet. Therefore, this theme highlights three
specific areas, namely;
self
family
friends
Children becomes very conscious of themselves as they are growing up. First,
they become curious about themselves.
They are eager to know about
themselves such as body parts, relationships, clothings, possessions, likes and

dislikes. As a result, children will first learn things related to them. For example,
wanting to taste each food they see, eager to touch things they come across due
to curiosity and getting to know people around them.
38
Activity 12
Look at the list of topics below. Label each topic according to the
themes by placing a tick ( ) in the right box.
Topic
World of Self
World of
Family
World of
Friends
Hooray! We are back

Do the right thing
Where am I?
Read me a story
I am special
Delicious food
Growing plants
When I grow up.
Caring and sharing
Looking good
On the Farm
Good deeds
Save the sea creatures
Reuse, recycle
Myths
Children must know that in addition to the family they live with and their
extended families, their family of friends at school, they belong to the great
Human Family. Especially in these difficult times for so many children
who feel alienated and abandoned, their relationship to greater family
structures is important and appreciated.
Source: Chenfeld, M. B. (1995: 125): Creative experiences for young

children. FL: Harcourt Brace College Publishers
Next, students are conscious of their own family members. Family is basic to all
people consisting of many members. Family members are a source of creative
and important learning experiences. Since family members consist of
parents,
stepparents, uncles, aunts, grandparents, cousins and siblings among others,

they have much to contribute to childrens lives. Children can talk about oneself
39
and family and their personal details. They can also talk about happenings in
their everyday life.
Sometimes we have such good friends and neighbours that
we think of them as members of our own family. Friends and family members
are people who care about us.
Activity 13
Read the poem below and answer the questions that follow.
The Greedy Boy

Rain or shine
I want whats mine,
so said the greedy boy.
My game, my bike, my ball of twine,
my basket full of toys.
I dont care
I will not share,
he said to the bitter end,
and so with despair, no one would dare
to make this boy their friend.
Timothy Rasinski
Would you use this poem to teach your primary school students? Give
your reasons.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
The Greedy Boy is a good poem to be introduced to primary school students
for these reasons. The poem focuses on a boy who refuses to share his toys
with his friends.
Being possessive is one common characteristic among
young children which normally ends up with fights among brothers, sisters
40
and friends. They need to be taught the value of friendship and being able to
share their things with others. This poem highlights the need to share among
family and friends. It also highlights the consequence of not sharing that is
not having any friends to play with.
3.4.2 World of knowledge

The Oxford dictionary defines knowledge as the state or condition of
understanding [some matter], acquired by learning. It is best achieved by
using songs and poems because the outcome of individuals mental
processes can be given external representations through symbolic
systems such as language and music. One way of making young learners
gain knowedge is through songs and poetry. Since they are attracted to
music, songs and poetry can be used as tools to teach these learners the
required knowledge.
For example, learning of alphabets, numbers,
objects around them, festivals and celebrations among others.
Activity 14
Rearrange the topics listed below in the order you would teach
them for a Year 1 class.
Topic
All about me
Chad My Milkman
I see colours
In the garden
Lets be friends
Lets go shopping
Listen to me
Look at me
Meet my family
Sound around us
Stay clean, be happy
When is your birthday?
41
Order
These topics are taken from the Year 1 English syllabus. You will notice
that they are sequenced in the following manner:
Talking about self and friends
Ways of taking care of oneself
Getting to know family members and friends
Learning about things around them
World of knowledge deals with the things young learners see or feel around
them. For example, in Year One, they are required to identify and distinguish the
shapes of the letters in the alphabet. They are also required to voice the sounds
of words. Learners are also required ot listen and follow simple instructions in
the classroom. Besides this, they also need to know how to keep themselves
clean and healthy. These information are necessary for young learners to learn
and follow through the theme World of Knowledge. One example of a poem
dealing with the theme is provided below.
Red Means Stop

Stop, stop!
Please, do not go.
The big red sign
Tells us so.
I know that,
And so does Joe.
Read means stop,
And green means go.
Tim Rasinski
The above poem is suitable to be taught in the primary classroom. The topic is
relevant since it provides information on traffic rules and regulations. Learners
will be able to be aware of road safety and learn from young the importance of
following these rules.
Besides, they will also learn colours which is another
important aspect to be taught.

42
Activity 15
Heres a Rabbit
Oh, heres a fluffy rabbit
With two ears so very long
See him hop, hop, hop about
On legs so very strong,
He nibbles, nibbles carrots
For his dinner every day
And as soon as he has had enough
He hops, hops, hops away.
Identify and discuss why this poem falls under the theme
World of Knowledge. What would the students learn from
the above poem?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
3.4.3 World of stories

The theme World of Stories focuses on stories that capture young
learners interests in learning. Young children loves to listen to stories and
these stories can be in the form of poems and songs. One example is
shown below.
43
Three Little Kittens

Three little kittens,
They lost their mittens,
And they began to cry,
Oh, mother, dear,
We sadly fear,
Our mittens we have lost.
What! Lost your mittens,
You naughty kittens,
Then you shall have no pie.
Meow, meow,
Then you shall have no pie.
The three little kittens,
They found their mittens,
And they began to cry,
Oh, mother, dear,
See here, see here,
Our mittens we have found.
What, found your mittens,
Then you're good kittens,
And you shall have some pie.
Purr-rr, purr-rr,
Then you shall have some pie.
Three little kittens,
Put on their mittens,
And soon ate up the pie.
Oh, mother, dear,
We sadly fear,
Our mittens we have soiled.
What! Soiled your mittens,
You naughty kittens,
And they began to sigh.
Meow, meow,
And they began to sigh.
The three little kittens,
They washed their mittens,
And hung them out to dry.
Oh, mother, dear,
44
Do you not hear,

Our mittens we have washed?
What! Washed your mittens?
Then you're good kittens!
But I smell a rat close by.
Meow, meow,
We smell a rat close by.
Source: http://www.ivyjoy.com/fables/mothergoose.html#woman
Activity 16
Three Little Kittens is poem suitable to be introduced for the
primary school children. Discuss how this poem can be
used to help students in in learning the language.
___________________________________________________________
__________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Read the poem A Mouses Tail written by Lewis Caroll which is

taken from the movie Alice in Wonderland. As you read, identify if
this poem is suitable for your students in school.
45
The Mouse's Tale by Lewis Carroll

"Mine is a long and a sad tale!" said the Mouse, turning to Alice, and sighing.
"It is a long tail, certainly," said Alice, looking down with wonder at the Mouse's
tail; "but why do you call it sad?" And she kept on puzzling about it while the
Mouse was speaking, so that her idea of the tale was something like this:
"Fury said to
a mouse, That
he met
in the
house,
'Let us
both go
to law:
I will
prosecute
you.
Come, I'll
take no
denial;
We must
have a
trial:
For
really
this
morning
I've
nothing
to do.'
Said the
mouse to
the cur,
'Such a
trial,
dear sir,
With no
jury or
judge,
would be
wasting
our breath.'
'I'll be
judge,
I'll be
jury,'
Said
cunning
old Fury;
'I'll try
the whole
cause,
and
condemn
you
to
death.' "
46
"You are not attending!" said the Mouse to Alice, severely. "What are you
thinking of?"
"I beg your pardon," said Alice very humbly, "you had got to the fifth bend, I
think?"
"I had not!" cried the Mouse sharply and very angrily.
"A knot!" said Alice, always ready to make herself useful, and looking anxiously
about her. "Oh, let me help to undo it!"
"I shall do nothing of the sort, said the Mouse, getting up and walking away. "You
insult me by talking such nonsense!"
Source: http://bootless.net/mouse.html
This poem is suitable for upper primary students for these reasons. First,
the teacher can turn the text into a mental movie that allows students to
visualize the content of the poem. This is possible since the text is taken
from the famous movie Alice in Wonderland.
Second, student can infer
what happened before and after the poem which will further enhance their
understanding of the text.
Third, the choice of diction used should be
suitable for students in the upper primary school. Words such as trial,
jury, prosecute and judge can be taught to them since they should be able
to understand these terms.
Further Reading
Please refer to the following website for additional information.
Salcedo, C. S. (2002). The effect of songs in the foreign language
classroom on text recall and involuntary mental rehearsal. (unpublished
doctoral dissertation). Louisiana State University, Retrieved from
http://etd.lsu.edu/docs/available/etd-1111102204823/unrestricted/Salcedo_dis.pdf
47
Tutorial Task
Read the poem below. Discuss why this poem is suitable to be used in
the primary classroom. Justify your choice by making reference to the
pedagogical principles.
Marys Lamb
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;
I made the children laugh and play,
To see a lamb at school.
And so the teacher turned him out,
But still he lingered near,
And waited patiently about,
Till Mary did appear.
And then he ran to her and laid,
His head upon her arm,
As if he said, Im not afraid Youll shield me from all harm.
What makes the lamb love Mary so?
The little children cry;
O Mary loves the lamb, you know,
The teacher did reply.
And you each gentle animal,
In confidence may bind,
And make it follow at your call,
If you are always kind.
Sarah Josepha Hale (1788-1879)
48
source:
http://www.mothergoosecaboose.com/newstuff/nrb/NURSERYRHYMEBO
OK.pdf
References
Chenfeld, M. B. (1995: 109): Creative experiences for young children. FL:
Harcourt Brace College Publishers
Edelenbos, P.; Johnstone, R.; Kubanek, A. (2006). The main pedagogical
principles underlying the teaching of languages to very young learners
Languages for the children of Europe. Retrieved from
http://ec.europa.eu/education/policies/lang/doc/young_en.pdf
Geyer, V. 92001). Songs and rhymes in teaching English at primary schools.
Retrieved from http://www.grin.com/en/e-book/106150/songs-and-rhymesin-teaching-english-at-primary-schools
Piaget, J. (1970). The Science of Education and the Psychology of the Child.
Grossman: New York.
Rasinski, T. and Karen McGuigan Brothers (2006). Poems for word study. USA:
Shell Education Publishing.
Read, C. (1998, April). The challenge of teaching children. English Teaching
Professional, 7: 8-10. Retrieved from
http://www.etprofessional.com/articles/challenge.pdf
Mother goose and selected nursery rhymes. Retrieved from
http://www.ivyjoy.com/fables/mothergoose.html#woman
49
TOPIC 4A
PRINCIPLES OF SELECTION AND ADAPTATION OF SONGS
4.0 SYNOPSIS
Topic 4A highlights on the principles of selection and adaptation of
songs. This session will focus on the principles of selection of songs for
young learners by looking at the purposes for using songs in the ESL
classroom, the principles of song selection and the techniques of using
songs in the classroom. It will also highlight on the adaptation of songs
for the language classroom.
4.1
LEARNING OUTCOMES
identify the principles of selection and adaptation of songs for

use in the primary ESL classroom
justify the choice of song selection using the criteria of text

selection
adapt and justify songs collected using the principles of text

simplification
4.2
FRAMEWORK OF TOPICS
SONGS
50
Selection
Adaptation
Purposes
Techniques
Criteria of
Text
CONTENT
Selection
4.2
TOPIC FOUR
A (3 HOURS)
Teachers should "place students in an environment in which it is appropriate to
use target utterances in a genuinely communicative fashion." (Gatbonton and
Segalowitz, 1988, p.476).
As songs present an authentic use of language,
teachers are advised to use songs as part of their classroom teaching repertoire.
This is because apart from presenting language in an authentic way, songs are
also easily obtainable, provide vocabulary, grammar and cultural aspects and are
fun for your students. Songs provide valuable speaking, listening and language
practice in and out of the classroom. It will also look at learner levels and cultural
considerations.
4.2.1 SELECTION OF SONGS FOR YOUNG LEARNERS

The following section will focus on the types of songs, purposes of using
songs in the classrooms, the criteria of text selection and suggestions of
techniques or activities that could be used in using songs in the language
classroom.
4.2.1.1
Types of songs
Lets think about this...
In your opinion, what type of songs would be suitable for classroom use?
List at least 3 types.
Why are the songs you have listed above suitable for classroom use?
List at least 5 criteria.
51
There are different types and genres of songs you can choose from to teach in
the language classroom. Here are some examples of the different types of
songs that can be used with your students:
No
1.
Types
Special occasion songs
Description
Songs which are sung on certain
occasions or at certain times of the
year.
2.
Songs, usually childrens songs,
Songs and games
which are sung to accompany certain

games
3.
Action songs
Songs which require actions or some

sort of mime to be performed while
singing them.
4.
Songs where one structure or a
Specially written songs for teaching.
lot of lexis is repeated over and

over again
5.
Songs which tells a story.
Songs that narrate stories.
(Source: Hubbard, P., Jones, H. , Thornton, B. & Wheeler, R. A Training Course for TEFL.
1991)
Provide some examples for the each type of

songs listed in the table in 6.3.1
4.2.1.2
Purposes for Using Songs in the Language Classroom
52
Why do teachers use songs in the classroom? List at least 5 reasons.

What are the advantages of using songs in the teaching and learning of
English classroom? List at least 5 advantages.
There is strong practical evidence supporting the use of music in the English
language classroom; there is also a growing body of research confirming that
songs are a useful tool in language acquisition. In fact musical and language
processing occur in the same area of the brain (Medina, 1993).
Murphy (1992) suggests that carefully selected songs are particularly appropriate
for language learning, because their discourse includes simple, affective
language with riskless communication qualities, familiar native texts, a high verb
count, and familiar vocabulary. Certain songs may be easily remembered due to
the quality of the melody and the text. Pop songs and advertisement jingles have
melodies that are catchy and easily learned thus making them very suitable to be
used in the language classroom with young learners.
Songs can be used for a number of purposes and there are many reasons why
songs can be considered a valuable pedagogical tool. Perhaps the greatest
benefit to using songs in the classroom is that they can be fun! In line with the
National Philosophy of Education Malaysia, the main purposes for using songs in
the ESL classroom is because of its potential to develop students in the following
areas:
Personal development
Aesthetic development
Cultural development
Language learning development
Moral values
53
Some key reasons songs can work exceedingly well in ESL language classroom
include the following:
Songs exposes students to authentic, natural language.
Grammar and cultural aspects can be introduced through songs.
Songs exposes students to a wide range of accents.
Songs can be selected to suit the needs and interests of the

students.
Songs can help young learners improve their listening skills and
pronunciation.. It provides pronunciation practice (stress and rhythm, and
individual sounds) and intonation when speaking, moving around and
using gestures. This will therefore help young learners to improve their
speaking skills
Songs can also be useful tools in the learning of vocabulary, sentence

structures, and sentence patterns. A variety of new vocabulary can be
introduced to students through songs.
Unlike structure drills, songs give students intensive practice in selected

patterns, but without boredom.
Songs are usually very easily obtainable.
Songs promote learner independence.
It increases students motivation to learn the language (weaker students

will feel a real sense of achievement when they are able to learn a new
song).
Songs help to promote cooperation (singing is a group activity that helps

bring students together and breaks down barriers of reserve which
prevents them learning the language effectively)
Using songs reinforces other things the teacher is working on in the

classroom such as discipline, teaching students to work together,
rewarding good behaviour and fostering teamwork amongst students.
Students have fun and are therefore motivated for the rest of the lesson
and future lessons.
54
Students learn quicker than with other methods.
Songs make the learning experience more memorable.
Students lose some of their inhibitions about speaking out.

(Source:
4.2.1.3
http://www.eslbase.com/articles/songs)
Criteria for Songs Selection
What factors should be considered when selecting songs for the

language classroom? List at least 5 factors.
Why do you think that the factors you have identified are crucial?
Justify.
The way you teach and the practice activities you do depend to a large extent on
the sort of songs you have chosen. There are factors that you need to consider
when using songs and how they can be used effectively in your language
classroom.
i.
Learner Levels
Learner levels is the most important criteria that must be considered in the
selection of a teaching learning material, in this case songs. Learner levels is
also an important consideration in designing teaching learning activities. Much of
this have been elaborated earlier in the section Readibility of Text.
Nuttal (1982) argues a text should be at the right level with the students
proficiency. Students can be categorized into three levels of proficiency which
are elementary, intermediate and advanced levels. In selecting songs, a teacher
needs to choose the ones that suit their students level in terms of text difficulty
55
and language complexity (vocabulary, structure). When we try to find a readable

text, we have to assess the level of its structural and lexical difficulty. Still, the
students can still deal with more difficult texts, provided the task is not too
challenging.
ii.
Cultural Considerations
Songs reflect culture and by using these songs can give your students the
opportunity to acquire a better understanding of the culture of the target
language. In choosing songs, you have to consider the following factors:
Cultural biasness
Sensitivity to the impact of culturally-induced behaviour
Familiarity to learners background knowledge
The use words or expressions which are perceived as inappropriate,

offensive or vulgar in the context of the students
If you find that the lyrics of the songs are not suitable, for example, if it contains
slang or offensive words, you may need to adapt the lyrics to suit your students.
iii.
Other Considerations
Little (1983) offered some song selection criteria for language teachers:
the song should be popular
the song should be meaningful to the student
the song should be slow enough to test comprehension as well as clear

enunciation on the part of the singer
the level of language used in the song should be simple with no difficult
idioms, slang or vulgarities
the tune should be catchy, easily remembered and age-appropriate
The following are criteria for selection and adaptation of songs that need to be
considered :
56
A.
Readability of text
B.
Suitability of content
C.
Exploitability
These song selection criteria are discussed in the following sections.
A.
Readability of Text
What do you think the term readibility of text mean?

What does it refer to?
Readability is a measure of the comprehensibility of written text. It is the

combination of lexical (i.e. vocabulary) and structural difficulty found in a text.
(Nuttal,1982). Hence, the songs chosen should be at the right level of difficulty
for your students. Therefore, select songs that are appropriate to your students
level of proficiency in terms of sentence length, word length within sentences,
complexity of vocabulary and sentence structure.
The following are some questions you might want to ponder on when selecting:
What is my students language level?
How much new vocabulary (lexical) is acceptable?
Are there structural difficulties in the song?
Can your students understand the meaning of the songs and can it be
made clear in a quick and easy way?
(Source:: http://www.usingenglish.com/articles/using-songs-with-young-learners.html)
B.
Suitability of Content
57
What does suitability of content mean?

Which kind of content might be suitable and might not be suitable?
Students interest is among the most important requirement you should take into
consideration in text selection (Nuttal, 1982). Songs can be selected to suit the
needs and interests of your own students. There are many English songs
available for selection with suitable themes, levels and vocabulary which is not at
all difficult.
When selecting songs for their content suitability, you need to make sure of the
following:
what type and genre of songs appeal to your students?
is the content of the song (issue raised) appropriate for your students
(social cultural background, maturity level)?
does the song present an authentic use of language?
does the song contain slang or offensive words and overly crude, foul or
otherwise objectionable language which is inappropriate especially for
young learners?
(Source: http://www.usingenglish.com/articles/using-songs-with-young-learners.html)
With careful screening, you can compile an extensive library of usable songs for
students in your language classrooms.
C.
Exploitability
What do you understand by the word exploitability?
58
Exploitability means that the text should facilitate the development of reading
skills in order to help the students become competent and independent readers
(Nuttal, 1982). However, in the context of song selection, the term exploitation
could also be translated as the facilitation of learning. This means, a good song
is one which you can exploit in your teaching. When you exploit a song, you
make use of it to develop your students competence in achieving their learning
outcomes.
When selecting songs for their exploitability, you need to make sure of the
following factors:
is the song suitable for your students in terms genre, speed, content (issues,
language complexity)?
is there repetition of particular words and phrases?
is the language in the song similar to the language they will be able to use in
other parts of the class and/ or outside the class?
does the song consist of the vocabulary / grammatical item / sentence

structure you wish to teach?
are the songs tune and lyric memorable?
does the song allow for plenty of actions and movements?

(Adapted from http://www.usingenglish.com/articles/using-songs-with-young-learners.html)
Choose a catchy song that students can easily sing and memorize until next time
you sing it in class. Choose songs that which are easy to understand, to explain
and to express. Avoid translation as much as possible but instead, perform
actions. This provides a good platform for students to have fun and therefore
motivates them for the rest of the lesson and future lessons.
4.2.1.4
Techniques in Using Songs with Young Learners
There are a variety of different ways or techniques to use songs in the

classroom. Some teachers prefer to use background music and others use music
59
lyrics as the basis of a lesson. Generally, at the lower primary level, techniques
employed focussing on prosodic features (suprasegmental features) of the
language are often emphasized. On the other hand, techniques employed at the
higher primary level focussed on the practice of grammar items.
Can you think of two activities each, to be carried out with the song
Old McDonald and Ten Little Indians?
The following are several techniques you can employ when using songs in the
language classroom:
Dictation
Focus questions
Class discussion
Add a final verse
True-false statements
Gap fills or close texts
Teach reading comprehension
Teach listening for details and gist
Put lines into the correct sequence
Teach pronunciation and intonation
Teach and build vocabulary and idioms
Circle the antonyms/synonyms of the given words
Introduce a new theme or topic (colours/feelings etc)
Change the mood (liven things up or calm things down)
Review material (background music improves memory)
Breaking the ice in a class where students do not know each

other or are having difficulty communicating
60
Teach songs and rhymes about difficult grammar and spelling rules
that need to be memorized ("i before e", irregular verbs, phrasal
verbs)
Source: http://www.englishclub.com/teaching-tips/music-classroom.htm
http://www2.vobs.at/ludescher/Grammar/teaching_grammar_through_songs
_a.htm
Here is a sample activity that you could use with your students:
Elephant Song
(teacher and students actions are indicated in brackets)
What is that noise (cup hand to ear)

Up in the attic (point over your head)
It is an elephant (make a trunk with your arm)
Cycling round and round. (cycling motion with legs)
It is an elephant (make a trunk with your arm)
All chic and elegant (fashion model pose)
With one tail here (make trunk with your arm)
And one behind. (point to where your tail would be if you had one!)
Repeat the song a number of times, each time, you stop singing one line of the
song, but continue to do the action for that line. By the end of the song all
you're doing is actions, no singing.
(source: http://songsandpoetryforesl.weebly.com/)
A.
Tips on Carrying Out Activities Using Songs
Here are some tips on how to use poems with young learners in the English
classroom.
i.
Pick the right song.
ii.
If it is a new song introduce it slowly.
iii.
If you like the song but find that some of the words are too difficult,
consider adapting the song.
61
iv.
Teach the lyrics of the song by using materials like flash cards or book.
v.
Teach the song slowly at first, if possible use meaningful gestures.
vi.
Play the song, and give it a try!
vii.
Play games that deal with the vocabulary in the song.
(Source: http://www.teachingvillage.org/2010/03/24/teaching-young-learners-with-songs-by-mattrichelson/)
4.2.2 ADAPTATION OF SONGS

The following section will focus on factors to consider when adapting
songs for use in the language classroom.

Sometimes we find ourselves in a position whereby we need to adapt
some of the songs we would like use. List at least 5 reasons why we
might need to adapt some of the songs.
Some of the most basic children's songs can sometimes be too difficult. Hence,
you may need to adapt the songs to suit your students. Instances where an
adaptation may be needed are:
when the songs beat is too fast
when the song is too long
when the vocabulary and sentence structure used are too complex or too
difficult
when the lyrics does not allow any gesture and dance
the lyrics may not be suitable and contain slang or offensive words and
grammatical mistakes
when the lyrics only marginally teach the language points you want to
focus on.
62
The following are factors of consideration in adapting songs:

Lexical items
Sentence structure
Content
As such, you may have to do any one or all of the following to meet to the needs
of your students or your teaching point:
adapt the song by making the melody appropriately paced: make the
tempo or beat slower if the songs beat is too fast.
find an appropriate point to end the song if it is too long.
adapt the song by replacing the wordings / lyrics which are difficult with
simpler words.
simplify the words or sentence structure of the lyrics of the songs chosen.
reduce most carefully some of the lyrics of the songs chosen.
adapt the song by replacing some of the words with words which will allow
gestures.
adapt the song by including the language points you want to focus on.
In adapting the songs you have selected, you can made them simple for your
students by creating songs that are appropriately paced, lyrically simple, full of
space for movement, easily taught through gesture, and FUN!
In the box below is a modified lyrics from the song the song The Wheels on the
Bus The adaptations are in bold. By adapting the song in this way, you have the
advantage of being able to select a particular language feature and incorporate it
into the song. This feature could be an item of vocabulary, syntax, phonology, or
a simple conversational expression. This allows you to incorporate more songs
into a curriculum and save time searching for and learning new songs.
SONG: THE WHEELS ON THE BUS
Alternative Lyrics
Original Lyrics
63

The wheels on the bus go round and round.
round and round.
round and round.
The wheels on the bus go round and round,
all through the town!
The fish in the sea goes swim, swim, swim,

swim, swim, swim,
swim, swim, swim.
The fish in the sea goes swim, swim, swim,
all day long!
The people on the bus go up and down.

up and down.
up and down.
The people on the bus go up and down,
The lobster in the sea goes pinch, pinch, pinch,

pinch, pinch, pinch,
pinch, pinch, pinch.
The lobster in the sea goes pinch, pinch, pinch,
all day long!
The crab in the sea goes click, click, click,
click, click, click,
click, click, click.
The crab in the sea goes click, click, click,
all day long!
The horn on the bus goes beep, beep, beep.

beep, beep beep.
beep, beep, beep.
The horn on the bus goes beep, beep, beep.
The octopus in the sea goes wiggle, wiggle, wiggle,

wiggle, wiggle, wiggle,
wiggle, wiggle, wiggle.
The octopus in the sea goes wiggle, wiggle, wiggle,
all day long.
The wipers on the bus go swish, swish, swish.

swish, swish, swish.
swish, swish, swish.
The wipers on the bus go swish, swish, swish,
The signals on the bus go blink, blink, blink.
blink, blink, blink.
blink, blink, blink.
The signals on the bus go blink, blink, blink,
The motor on the bus goes zoom, zoom, zoom.
zoom, zoom, zoom.
zoom, zoom, zoom.
The motor on the bus goes zoom, zoom, zoom,
The babies on the bus go waa, waa, waa.
waa, waa, waa.
waa, waa, waa.
The babies on the bus go waa, waa, waa,
The parents on the bus go shh, shh, shh.
shh, shh, shh.
shh, shh, shh.
The parents on the bus go shh, shh, shh,
The mommy on the bus says, I love you.

I love you, I love you
The daddy on the bus says, I love you, too.
All through the town.
Source: http://bussongs.com/songs/wheels-on-the-bus-go-round-and-round.php
http://www.youtube.com/watch?v=Jdqk6SMfIvA
64
Can you come up with other alternatives

to the song lyrics above?
More practice...
Practice 1
1.
Identify the melody of the songs below by carrying out a search for the song
on Youtube .
2.
Identify the level and the background of the students you can use the songs
with in a language classroom. (year, rural/urban, proficiency level)
3.
Think of a few activities to carry out based on the poem.
4.
Justify your answers using the principles of text selection below:

- the teaching learning purposes
- the selection criteria
- your learners level (proficiency, maturity)
- cultural considerations
5.
Adapt the song using the principles of text simplification and justify your
adaptation.
Its a Small World
Miss Lucy Had a Baby
Its a world of laughter, a world of tears,

Its a world of hopes, and a world of fears,
Theres so much that we share,
That its time were aware,
Its a small world after all.
Miss Lucy had a baby,

His name was Tiny Tim,
She put him in the bathtub
To see if he could swim.
He drank up all the water,
He ate up all the soap,
He tried to eat the bathtub,
But it wouldn't go down his throat.
Miss Lucy called the doctor,
Miss Lucy called the nurse,
Miss Lucy called the lady
With the alligator purse.
Its a small world after all (3 x),

Its a small, small world.
There is just one moon and one golden sun,
And a smile means friendship to everyone,
Though the mountains divide,
And the oceans are wide,
Its a small world after all.
65
Itsy-Bitsy Spider
Do Re Mi
The itsy-bitsy spider

Climbed up the water spout
Down came the rain
And washed the spider out
Doe - a deer, a female deer,

Ray - a drop of golden sun,
Me - a name I call myself
Far - a long, long way to run,
Sew - a needle pulling thread,
La - a note to follow so,
Tea - a drink with jam and bread,
That will bring us back to doe, oh,oh,oh..
* Repeat (2 x)
Do-Re-Mi-Fa-So-La-Ti-Do, So-Do.
Out came the sun

And dried up all the rain
And the itsy-bitsy spider
Climbed up the spout again
Youve Got a Friend

By Carole King
BINGO
There was a famer had a dog
and Bingo was his name-o
BINGO, BINGO, BINGO
When you're down and troubled

And you need some loving care
And nothing, nothing is going right
Close your eyes and think of me
And soon I will be there
To brighten up even your darkest night
(Clap when you see a * )

*INGO, *INGO, *INGO
You just call out my name

And you know wherever I am
I'll come running to see you again
Winter, spring, summer or fall
All you have to do is call
And I'll be there
You've got a friend

**NGO, **NGO, **NGO
If the sky above you

Grows dark and full of clouds
And that old north wind begins to blow
Keep your head together
And call my name out loud
Soon you'll hear me knocking at your door

***GO, ***GO, ***GO
****O, ****O, ****O

I'll come running to see you
And I'll be there

*****, *****, *****
Ain't it good to know that you've got a friend

When people can be so cold
They'll hurt you, and desert you
And take your soul if you let them
Oh, but don't you let them

BINGO, BINGO, BINGO

I'll come running to see you again
66

And I'll be there
You've got a friend
Practice 2
Writing Parallel Lyrics
London Bridge
London Bridge is falling down,
Falling down, falling down,
London Bridge is falling down,
My fair lady.
Take the key and lock her up,
Lock her up, lock her up,
Take the key and lock her up,
Lock her up, lock her up,
My fair lady.
a)
The following phrases are also sung similar to the wordings of the verse
in bold.
1. Build it up with iron bars
2. Iron bars will bend and break
3. Build it up with silver and gold
Can you come up with other examples for the verse?
_________________________
_________________________
b)
If Youre Happy
If youre happy and you know it,
Clap your hands (2 x)
Then youll really want to show it,
Clap your hands.
Other examples of the first verse:

1. Stamp your feet
2. Nod your head
3. Turn around
67
4. Say We are!
5. _________________
6. _________________
Practice 3
Discuss and share your views
1. Browse through the internet and select one from each genre of songs
below for the following groups of students:
Students background
A classroom of Year 4 low proficiency students
in the rural area.
Song genre
pop
ballad
A classroom of Year 6 high proficiency students

in a SBT in Kuala Lumpur.
pop
ballad
2. Justify your choice of selection based on the following principles of

text selection:
- Criteria
- Purposes
- Techniques
- Learners Level
- Cultural considerations
3. You may have to adapt the songs classroom use. Justify
your adaptation (refer to 6.3.3).
4. Suggest suitable activities based on the songs you have selected and
describe in simple teaching steps how you would carry out the
activities.
68
References
Cox, C.(2008). Teaching Language Arts: A Student-centered Classroom, (6thed).
USA: Allyn & Bacon.
Gatbonton, E. & Segalowitz, N. (1988). Creative automatization: Principles for
promoting
fluency
within
a
communicative
framework. TESOL
Quarterly, 22, 473-492.
Hubbard, P. et al(1991) A Training Course for TEFL.Oxford: Oxford University
Press.
Little, J. (1983). Pop and rock music in the ESL classroom. TESL Talk, 14 (4),
40-44.1
Malaysian Primary Syllabus KSSR Syllabus Curriculum Specifications
Medina, Suzanne L, The Effect of Music on Second Language Vocabulary
Acquisition, National Network for Early Language Learning, Vol 6-3, 1993.
Murphy, T (1992), The Discourse Op Pop Songs, TESOL Quarterly 26(4), 770774.
Nuttall, C.(1982) Teaching Reading Skills in a Foreign Language. Oxford:
Heinemann International.
Showalter, E. (2002). Teaching Literature. Oxford: Blakewell Publishing.
Tomlinson, C.M. and Brown, C.L.(2002) Essentials of Childrens Literature.
Boston, USA: Allyn and Bacon.
69
Websites
http://bussongs.com/songs/wheels-on-the-bus-go-round-and-round.php
http://www.eslbase.com/articles/songs
http://digitaldreamdoor.com/pages/best_balladsddd.html
http://www.kidsmusictown.com/
http://songsandpoetryforesl.weebly.com
http://www.englishclub.com/teaching-tips/music-classroom.htm
http://www.teachingvillage.org/2010/03/24/teaching-young-learners-with-songsby-matt-richelson/
http://www2.vobs.at/ludescher/Grammar/teaching_grammar_through_songs_a.ht
m
http://www.usingenglish.com/articles/using-songs-with-young-learners.html
70
TOPIC 4B
PRINCIPLES OF SELECTION AND ADAPTATION OF POEMS
4.0 SYNOPSIS
Topic 4B highlights on the principles of selection and adaptation of
poems. This session will focus on the principles of selection of poems
for young learners by looking at the purposes for using poems in the
ESL classroom, the principles of poem selection and the techniques of
using poems in the classroom. It will also highlight on the adaptation of
poems for the language classroom.

By the end of Topic 4B, you will be able to:
identify the principles of selection and adaptation of poems for

use in the primary ESL classroom
justify choice of poem selection using the criteria of text selection
adapt and justify poems collected using the principles of text

simplification

POEMS
Selection
Purposes
CONTENT
Criteria of
Text
Selection
Adaptation
Techniques
71
CONTENT
TOPIC FOUR B (3 HOURS)
Students should be exposed to different types of poetry in the language
classroom. This exposure will enrichen their knowledge and experience of the
target language as it exposes students to authentic language use. Through
poetry, students are also exposed to a form of language that can provide new
insights through imaginative and beautiful expressive language.
4.3
SELECTION OF POEMS FOR YOUNG LEARNERS
The following section will focus on purposes of using poems in the classrooms,
the criteria of text selection and techniques or activities that could be used in
using poems in the language classroom for young learners, including learner
levels and cultural considerations.
4.3.1 Purposes for Using Poetry in the Language Classroom
Why do teachers use poems in the classroom? List at least 5 reasons.

What are the advantages of using poems in the teaching and learning of
English classroom? List at least 5 advantages.
Poems can be used for a number of purposes and there are many reasons why
poems are used in the classroom. Poems can help young learners improve their
listening skills and pronunciation, therefore potentially helping them to improve
their speaking skills. Poems can also be useful tools in the learning of
72
vocabulary, sentence structures, and sentence patterns. In selecting poems, you

should consider your students potential development of the following areas:
Personal Development
Aesthetic Development
Cultural Development
Language Learning Development
Moral Values Development
There are many reasons for teaching and using poetry in ESL language
classroom. Some of the key reasons include the following:
poem provides enjoyment some poems are amusing and

entertaining
the reading and recitation of poems helps to develop confidence in

using English
reciting poetry encourages the use of correct stress and intonation in

English speech
poems help to develop interest in words and word usage in new ways
to achieve certain effects
poems helps to introduce new vocabulary and word order
poems present the use of ordinary words in new ways helps to

sharpen pupils senses and appreciation of language
the rhythm and repetition in poems helps pupils to remember and

memorise them easily
poems help to expand students knowledge about the world
poems help students to identify with people and situations
poems express moods familiar to pupils
poems give insights into pupils and their feelings

(Adapted from Wario, L.H.(1989).Ways of Teaching Primary English. London and
Basingstoke: MacMillan)
73
4.3.2 Criteria for Poetry Selection
Which poetry genre(s) would attract young learners?

What topic would interest young learners? List at least 5 topics.
4.3.2.1
Learner Levels
Learner levels is the most important criteria that must be considered in the
selection of a teaching learning material, in this case poems. Learner levels is
also an important consideration in designing teaching learning activities. Much of
this have been elaborated earlier in the section Readibility of Text.
In selecting poems, a teacher needs to select poems that suit their students level
in terms of text difficulty and language complexity (vocabulary, structure). The
most basic children's poetry can sometimes too difficult for students in the rural
areas. Hence, they might need to be adapted.
4.3.2.2
Cultural Considerations
Poems reflect culture and by using these poems can give your students the
opportunity to acquire a better understanding of the culture of the target
language.
In choosing poems, you have to consider the following factors:
Cultural Biasness
Sensitivity to the impact of culturally-induced behaviour

74
Familiarity to learners background knowledge
The use words or expressions which are perceived as inappropriate,

offensive or vulgar in the context of the students
The poems must present the world through a childs perspective and focuses on
lives and activities as well as on activities to which the child can relate. The
expression of the ideas and feelings, however, must be unique, often causing the
student to perceive ordinary things in new ways. The poem needs to appropriate
to the experiences of a child and does not preach to them. If you decide that the
poetry is well selected, consider the illustrations and the appearance of the book.
Beautiful illustrations do not ensure a good collection of poems within the covers.
4.3.2.3
Students Interest
Young children prefer narrative poems over lyric poems as compared to free
verse and haiku. They also like humorous poems, poems about animals, and
poems about enjoyable familiar experiences. Limericks are childrens favoured
form. They also prefer poems that have pronounced sound patterns of all kinds,
but especially enjoy poems that rhyme. Children prefer poems with regular,
distinctive beats (rhythm). Generally, the elements of imagery and figurative
language are not well received by young learners because it is not easy to
understand poems figurative language.
(Source: Tunnell & Jacobs, 1999)
4.3.2.4
Other Considerations
There are different types and genres of poems you can choose from for use in
the language classroom. In selecting poems for your students, the following
factors could also be useful for consideration:
rhyme, humorous narrative, and content based on familiar experiences
enthusiasm declines as children get older
favour contemporary over traditional poems
use of minimal complex imagery and subtle emotion

75
Some other criteria that must also be considered when selecting the poems are:
poems that are lively, with exciting meters and rhythms, are most likely to
appeal to young children.
poems for young children should emphasize the sounds of language and
encourage play with words.
sharply cut visual images and words used in fresh novel manners allow
children to expand their imaginations and see or hear the world in a new
way.
poems for young children should tell simple stories and introduce stirring
scenes of action.
the poems selected should not have been written down to children's
supposed level.
the most effective poems allow children to interpret, to feel, and to put
themselves into the poems. They encourage children to extend
comparisons, images, and findings.
the subject matter should delight children, say something to them,

enhance their egos, strike happy recollections, tickle their funny bones, or
encourage them to explore.
poems should be good enough to stand up under repeated readings.

(SOURCE : http://homepages.stmartin.edu/fac_staff/belinda/poetry.html)
Nuttal (1982:25) outlines a list of criteria as guidelines for selecting a text for
classroom use. These are:
the readability of text
the suitability of content
the exploitability of the authentic text
The above selection criteria are discussed in the following sections.
76
A.
Readability of Text
Readability means that the text should be at the right level. When we try to find a
readable text, we have to assess the level of its structural and lexical difficulty.
Still, we should not forget that the students can deal with more difficult texts,
provided the task is not too difficult (Nuttal, 1982). Readability is a measure of
the comprehensibility of written text. In other words, it is the combination of
lexical (i.e. vocabulary) and structural difficulty found in a text. There are some
measures on readability that you can use to find out the difficulty level of the text
for examples the SMOG index, the FRY readability estimate and Cloze Test
(Nuttal,1982).
In terms of readability of text, poems chosen should be at the right level of

difficulty for your students. Therefore, select the ones that are appropriate at your
students level of proficiency in terms of sentence length, word length within
sentences and complexity of sentence structure. Sometimes, presentation
factors unrelated to the language of the text also affect readability for example
choice of text size, layout, illustrations and colours.
The Table below shows three poems of three levels of difficulty and an analysis
based on the criteria of text selection:
1. SIMPLE
2. MORE DIFFICULT
3. MOST DIFFICULT
Apples, Peaches
Sing Your Way Home
December Leaves
Apples, peaches,
Pears, plums,
Tell me when your
Birthday comes
Sing your way home

At the close of the day.
Sing your way home
Drive the shadows
away.
The fallen leaves are

cornflakes
That fills the lawns wide
dish,
At night and noon
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The winds a spoon

Smile every mile,
That stirs them with as
For wherever you roam wish.
It will brighten your road, The skys silver sifter
It will lighten your load,
A-sifting white and slow
If you sing your way
That gently shakes
home.
On crisp brown flakes
The sugar known as snow
Verse 1
Verse 2
Verse 3
simple and short
longer lines
theme is easy
more complex
ideas
few syllables
imagery is easy
to grasp
rhythm helps
learners
learn it
imagery demands
more of the reader
repetition
learners can say it

over and over
again, in a circle
game.
December Leaves
is about the same
length as Sing
Your Way Home
metaphors are
more complex
a poem by literary
definition
(Source: Pinnell,G.S. & Fountas, I.C. (2004).Sing a song of Poetry: A Teaching

Resources for Phonics, Word Study, and Fluency.USA : Heinemann).
Avoid choosing poems which are too long and involved. Descriptive poems
should be reserved for advanced students in the upper primary classes. Choose
poems which are short because children, the younger they are, have very short
attention span. The poems also need to have a clear message depending on the
maturity level of rhe students. Students need to have the maturity of thought in
order to understand more sophisticated themes. Avoid choosing poems with
words outside the experience of your students. If you must choose a poem from
distant cultures, then you must adapt it to the needs of your students.
78
B.
Suitability of Content
Suitability of content means that the text should be interesting and informative.
The students preferences should not be neglected and a survey of their tastes
might help the teacher quite a lot (Nuttal, 1982). Students interest is considered
the first requirement you should take into consideration in poem selection. This
can be developed through a regular and varied exposure to poetry, thus creating
and sustaining students interest in this area. Poems should be carefully
chosen. They must have some appeal and be interesting to read. You can
help students to appreciate and understand poems better by providing
illustrations via drawing diagrams or having collections of pictures which help
them to visualize the content of the poems more meaningfully.
The poem should be of interest to your students and perhaps amuse and
entertain them (Wario, 1989). Below is an example of a poem that your students
might find interesting:
I Taught My Cat To Clean My Room

I taught my cat to clean my room,
to use a bucket, brush and broom,
to dust my clock and picture frames,
and pick up all my toys and games.
He puts my pants and shirts away,
and makes my bed, and I would say
it seems to me it's only fair
he puts away my underwear.
In fact, I think he's got it made.
I'm not as happy with our trade.
He may pick up my shoes and socks,
but I clean out his litterbox.
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The poem you choose must be relevant to the context in which students are
familiar with and meet their needs and hopes. It should not overstretch students
imagination. It should be related to your students experience, or be within their
reach (Wario, 1989). Look at this poem. Is it relevant to your students?
What would you like to be?
Id like to be a farmer
growing maize and wheat.
Id like to be a mother
and cook good things to eat.
Id like to be shopkeeper
with a lot of things to sell.
Id like to be a childrens nurse
and make sick children well.
Id like to be a soldier
and learn to march and shoot
Id like to be a tailor
and sew a dress or suit.
Id like to be a policeman
catching thieves at night.
Id like to be a teacher
and show to you how to read and write.
C.
Exploitability of the Authentic Material
Exploitability means that the text should facilitate the development of reading
skills in order to help the students become competent and independent readers
(Nuttal, 1982).
A good selection of text is the one you can exploit in your
teaching. In selecting poems, you are asked to use your own judgement on
making the best choice of poems for your students. When you exploit poem, you
make use of it to develop your students competence in achieving their learning
outcomes.
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The poem chosen should have a strong rhythm and also contain some repetition
(Wario, 1989). Can you notice these two features in the poem that follows?
Weve just been to Nairobi
Weve just been to Nairobi.
Tell us what youve seen.
Bicycles and trains,
Cars and aeroplanes.
People standing, people walking.
People standing, people talking!
People doing everything!
High buildings, clock towers,
Trees, gardens and flowers.
The poem chosen should tell a story and possibly be suitable for acting
(Wario, 1989). Look at this poem. What story does it tell? Is it suitable for
acting?
What would you like to buy?
I like to buy a bicycle
And ride along the roads.
Id like to buy a donkey
To carry heavy loads.
Id like to buy a blanket
And put it on my bed.
But Ive only got five pence piece
So Ill buy a loaf of bread!
Id like to buy a pretty dress
And give it to my mother.
Id like to buy a radio
And give it to my brother.
Id like to buy a new scarf
And tie it around my head.
But Ive only got ten pence piece
So Ill buy a pen instead!
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4.3.3 Techniques in Using Poems in the Classroom

The following are some techniques you can employ in the language classroom
using poetry:
i.
Marching to Rhymes
marching around the room while chanting a poem will help students
feel the rhythm.
ii.
Listening to Rhymes
have students clap or snap their fingers when they come to a

rhyming word. They can also say it softer (or louder)or mouth the
word without making a sound.
iii.
Rhyming Cloze
read poems, asking students to join in only on the rhyming words.

Put highlighter tape on the rhyming words.
iv.
Poem Pictures
after reading a poem aloud at different times of the day, have

students make pictures to go with it and display them with the
poem. Duplicate individual copies of a simple poem and ask each
student to illustrate it.
v.
Word Endings
write the poem in large print on a chart or on strips for a pocket

chart. After many readings of a poem on a large chart, help
students notice words that rhyme and specific vocabulary. They
can use a masking card or highlighter tape to mark these words.
vi.
Poem Performances
students can perform the poems after they learn them, sometimes
adding sound effects with rhythm instruments such as sticks and
drums or by clapping and snapping their fingers
vii.
Poetry Play
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lead students in saying their favourite poems while they line up, as
they walk through an area in which their talking will not disturb other
classes.
viii.
Finger poems and Action Poems
make finger plays from poems. Do poems with motions in involving

the entire body.
ix.
Poem Posters
use art materials(coloured and/or textured paper, pens, crayons,

paints) to illustrate poems on charts for the whole group to enjoy, or
individually in personal poetry books.
x.
Poem Puzzles
have the students cut a poem into strips, mix them up, order them,
and glue them on paper in the correct order. Then have them use
art materials to illustrate the text. You can create a simple template
to photocopy for many different poems.
xi.
Poetry and Prose
take a poem and create a prose version of it. Place the two
versions of the story beside each other so that the children can see
and talk about differences in language, form, punctuation, mood
etc.
xii.
Word Match
place one line of apoem in the pocket chart and have students
rebuild the line by matching individual words under the line.
(Source: Pinnell,G.S. & Fountas, I.C. 2004).
4.3.3.1 Tips on Carrying Out Activities Using Poetry:

Below are some tips on how to successfully carry out the above poems activities
in 8.3.3:
i.
Reading Poetry Aloud to Children
83
The most important rule to keep in mind is that poetry should be read for
its meaning. Stress the meaning elements of the poem just as you do
when reading prose. Often, the words in poetry are phrased in such a way
that you must continue past the end of the line before pausing. In other
words, the breaks must be determined by the meaning units of the poem,
not by the lines.
The first rule is that as a reader, you should not overemphasize the beat of
the poem. Doing so results in an annoying singsong effect. The natural
rhythm of the poem will be felt in a more interesting way if you avoid an
unnatural, meaningless reading and let the poetic language provide the
rhythm.
Poetry should be enunciated clearly. Each sound and each syllable of a

poem are important and must be heard to be appreciated. This often
means that you will need to slow down your normal reading pace to give
full value to each sound.
Poetry needs to be performed and dramatized. Take some chances and

try out different effects (using different voices, singing, shouting,
whispering, pausing dramatically, and so on) as you read poems aloud.
Your voice is a powerful tool. You may change it from louder to softer to
only a whisper; you may start at a deep, low pitch and rise to a medium
and eventually high pitch; you may speak very quickly in a clipped fashion
and then slow down and drawl out the words.
Poems may need to be read aloud a number of times because their many
meanings may be perceived only after the literal sense is known. Also,
favourite poems can be enjoyed again and again, as you and your
students savor one more reading. Another way to provide students with
opportunities to listen to poems is by recording audiotapes of poems for
the listening center and making them available along with the poem in
print, on a chart or in a book for the student to listen to and read.
84
Commercially made tapes with popular poets reading their works,

accompanied by music, are available and are quite popular with children.
After reading a poem aloud, some form of response is usually enjoyed.

Sometimes the response students have to a poem is simply the desire to
hear it again. Other times, students need just a few moments to reflect
silently on the poem. Some poems warrant discussion, and students can
take the opportunity to tell how the poem made them feel or what it made
think about.
ii.
Choral Poetry
Choral Poetry is another technique you can employ in your language classroom.
The following are some tips on the arrangement on how you can add variety to
this activity:
In unison choral speaking, the students learn the poem and recite it
together as a group. Two-part or three-part choral poetry is usually based
on arranging students into voice types (for example, high, medium, and
low) to achieve different effects and by selecting lines of the poem for
each group to recite or read.
Solo voices can be added to either of these presentations and are

sometimes used for asking a question or making an exclamation.
Some poems lend themselves to cumulative build-up presentations. A

cumulative build-up is affected by having, for example, only two voices say
the first line, and then two more join in on the second, and then two more,
gradually building to a crescendo until the entire class says the last line or
stanza.
Poems can be presented by simultaneous recitation, which forms a

presentation similar to a musical round. In this case, group one begins the
poem and recites it all the way through. When group one begins the third
line, for example, then group two starts the first line, and the two groups
85
recite simultaneously until the end. Other groups can, of course, be

added.
Poetry selected and arranged for dramatic choral readings on a particular

theme infuses an interesting variation into choral poetry. The poems can
be read aloud by two readers at once, one reading the left half of the page
and one reading the right half. At times, the readers read certain line
simultaneously. Pairs of students may each take a different poem from the
collection for presentation.
iii.
Learning to Write Poetry
After teaching your students about a kind of poetry, work with them during the
writing process on developing motivations. Let them begin by sharing ideas.
Have students compile personal and class anthologies of their own
poems or their favourite poems.
Design bulletin boards with poetry displays of students own poems as
well as copies of poems by favourite poets.
Let students rework a narrative poem into a different genre, such as a
newspaper article or a letter. In turn, students may attempt the
reverse- taking a newspaper article and putting it to verse.
Suggest to students that they design posters, individually or in groups,
to illustrate a favourite poem. Posters are then displayed around the
school for a few weeks.
Encourage students to model the works of professional poets by
attempting imitation of a whole poem or of specific techniques.
Read aloud many poems of one poetic form: then analyze the form
with the students to reveal the characteristics of its structure.
Quatrains, cinquanis, haiku, concrete poems, and limericks can all be
used as models with students once they have an appreciation for
poetry and for the specific poetic form.
(Source: Tomlinson, T. M. & Brown, C. L. (2002))
86
4.4
ADAPTATION OF SONGS
The following section will focus on factors to consider when adapting
songs for use in the language classroom.
Sometimes we find ourselves in a position whereby we need to adapt

some of the songs we would like use.
List at least 5 reasons why we might need to adapt some of the songs.
You may have to adapt, simplify or reduce most carefully some of the poems
chosen, to meet to the needs of your students. The following are factors of
consideration in adapting songs:
Lexical Items
Sentence Structure
Content
More practice...
Practice 1
5.
Identify the poems below according to their genres:

Alphabet / Limerick / Cinquain / Acrostic / Imagery / Haiku
A young girl was walking in the rain.
But her umbrella didn't open.
Couldn't run, couldn't hurry,
Dressed in new shoes,
Entered a house full of chocolates.
Found all her friends enjoying them.
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Crisp and colourful

Adorable and crunchy
Nice and tasty
Delicious and tempting
Yummy and best
i. _______________________
ii. _______________________
'Penguins'
Penguins
Black, white
Swimming, jumping, fishing
All the penguins jump down into
the water.
Tall penguins
I'm the fairy of my garden

My white wings and golden crown
make me charming.
I can weave magic
with my magic wand.
I'm the fairy of my garden.
by Kenneth Miller
iii, ________________________
iv. _______________________
'Night and Day'

The stars are shining
they will shimmer and they'll glow
until the sun shines
by Mattie M.
"There was an old man from Peru

Who dreamed he was eating his shoe
He awoke in the night With a terrible
fright
To discover it was totally true."
v. _________________________
6.
vi. _________________________
Using one of the poems in the previous task, decide on the class you are
going to use for your language classroom.
i. Think of a few activities to carry out based on the poem.
ii. Justify your choice in terms of:
- your learners level
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Practice 2
"The Broken-Legg'd Man"

I saw the other day when I went shopping in the store
A man I hadn't ever, ever seen in there before,
A man whose leg was broken and who leaned upon a crutchI asked him very kindly if it hurt him very much.
"Not at all!" said the broken-legg'd man.
I ran around behind him for I thought that I would see
The broken leg all bandaged up and bent back at the knee;
But I didn't see the leg at all, there wasn't any there,
So I asked him very kindly if he had it hid somewhere.
"Then where," I asked him, "is it? Did a tiger bite it off?
Or did you get your foot wet when you had a nasty cough?
Did someone jump down on your leg when it was very new?
Or did you simply cut it off because you wanted to?"
"What was it then?" I asked him, and this is what he said:
"I crossed a busy crossing when the traffic light was red;
A big black car came whizzing by and knocked me off my feet."
"Of course you looked both ways," I said, "before you crossed the street."
"They rushed me to the hospital right quickly, "he went on,
"And when I woke in nice white sheets I saw my leg was gone;
That's why you see me walking now on nothing but a crutch."
"I'm glad," said I, "you told me, and I thank you very much!"
by John Mackey Shaw
1. Suggest THREE suitable activities and describe in simple teaching steps

how you would carry out the activities using the poem.
2. Justify your choice of selection of both the poems and the activities based
on the following:
89
the teaching learning purposes

cultural considerations
Practice 3
Discuss and share your views
1.
Browse through the internet and select one poem for each of the following
groups of students:
Students background
A classroom of Year 3 low proficiency students in the rural area.
A classroom of Year 5 high proficiency students in a SBT in Kuala
Lumpur.
2.
Suggest THREE suitable activities and describe in simple teaching steps
how you would carry out the activities using the poem.
3.
Justify your choice of selection of both the poems and the activities based
on the following:
90
References
Cox, C.(2008). Teaching Language Arts: A Student-centered Classroom, (6thed).
USA: Allyn & Bacon.
Malaysian Primary Syllabus KSSR Syllabus Curriculum Specifications
Nuttal, C. 1982. Teaching Reading skills in a foreign language. Oxford:
Heinemann
Pinnell, G.S. & Fountas, I.C. (2004).Sing a song of Poetry: A teaching
Resources for Phonics, Word Study, and Fluency.USA:
Heinemann.
Showalter, E. (2002). Teaching Literature. Oxford: Blakewell Publishing.
Wario, L.H.(1989).Ways of Teaching Primary English. London and Basingstoke:
MacMillan Publishers
Tomlinson, T. M. & Brown, C. L. Essentials of Childrens Literature
Brown (2002) : Boston: Allyn and Bacon
Tunnell, M. O., & Jacobs, J. S. (1999), Childrens Literature, Briefly 2nd
Edition: Prentice Hall
Websites:
http://www.buzzle.com/articles/types-of-poems-for-kids.html
http://www.gigglepoetry.com/poetryclass/limerickcontesthelp.html
http://homepages.stmartin.edu/fac_staff/belinda/poetry.html
http://www.teachingideas.co.uk/english/limerick.htm
http://volweb.utk.edu/Schools/bedford/harrisms/limerick.htm
91
TOPIC 5
ACTIVITIES AND MATERIALS TO ENCOURAGE

AESTHETIC DEVELOPMENT THROUGH SONGS
AND POETRY
5.0 SYNOPSIS
Topic 5
This topic intends to help course participants to select materials and design
activities to encourage aesthetic development through songs and poetry.

To select and create activities and materials for the primary ESL
classroom to suit learning outcomes
To adapt activities and materials for different levels
To select materials and conduct activities to encourage reader response
92
CONTENT
5.2 Activities and materials to encourage aesthetic development (3 Hours)
5.2.1 Selecting and Creating Activities and Materials to Suit Learning
Outcomes
Young learners will enjoy singing a song or reciting a poem which they could
easily associate the content closely to their existing world knowledge, culture and
tradition. Using songs and poetry to achieve the learning outcomes prescribed in
the KBSR and KSSR syllabus for Malaysian primary schools requires the
teachers to select appropriate materials and create relevant activities. Aesthetic
values and fun element in language learning experience can be achieved if
teachers plan their teaching points stage by stage to suit specific learning
outcomes. To do this, teachers need to highlight the aesthetic elements in songs
or poems and take into considerations criteria such as:
Are the materials suitable and appropriate in every possible way?

Do they possess any aesthetic values?
If yes, what , type and level of aesthetics?
If no, how to adapt the material to add this value?
How does a teacher help instil and develop aesthetics among students?
How to create activities in the lesson plan that connect and enhance this?
Imagine if you plan to use a poem that enables your Year 2 students to
achieve the following learning outcomes:
1.1.3 Able to listen to, say aloud and recite rhymes or sing songs
2.1.1 Able to recognise and articulate initial, medial and the final sounds in single
syllable words within given context
2.1.2 Able to blend phonemes into recognizable words and read aloud
What you could do is to design an activity that requires the students to read and
enjoy doing the designed tasks and at the same time appreciate the poem that
they read. Lets have a look at the example below.
93
Example 1: Using a poem

Activity
Class
Level
Theme
Focused Skill
Integrated Skills
: Role Play
: Year 2
: Beginning and Intermediate
: World of Story
: Listening
: Speaking, Reading
In the following example, the basic idea of exposing onomatopoeia is to give

children insights into themselves and imitate sounds familiar to them. Some
students may be familiar with the sounds of fire crackles, water sizzles, crunching
potato chips, tent poles cracking together, smoothing sleeping bag and cricket
chirp. These sounds might evoke their inner feelings that camping is not a creepy
moment or a terrifying event but they get to listen to different sounds in the
surrounding at night.
Camping
Crack! Crack!
The fire crackles under the stars.
Sizzle! Sizzle!
The water sizzles above the fire.
Crunch! Crunch!
The campers crunching on potato chips.
Click! Clack! Click! Clack!
The tent poles clicking and clacking together.
Rustle! Rustle!
As we prepare our sleeping bags to go to sleep.
Chirp! Chirp!
The crickets say, good-night.
By Natasha Niemi
http://www.mywordwizard.com/onomatopoeia-poems.html
To promote appreciation of literariness of a poem does not mean the poem

chosen has to be an established one. A simple start is students are put into
groups. The teacher distributes the following poem to each group and asks them
94
to read the poem for 10 minutes focusing on the literary element which is
onomatopoeia. Concurrently, the teacher could emphasize the initial and the
final sound of /k/ in single syllable words such as crack, crunch, click, and clack
as the students recite the poem. Learning sounds performed by specific verbs in
a context, for example during camping, enables the students to relate their
existing knowledge of sounds. In fact, the teacher could ask students to come up
with their own other familiar sounds in the form of one syllable word too.
Reading the poem at this stage gives the opportunity for the students to realise
the first two learning objectives. After this activity is completed, each group is
required to role-play the poem using precise voice projection and appropriate
style. Role play gets the students to blend phonemes into recognizable words
and read aloud the poem thus internalise the input on onomatopoeia exposed to
them in the earlier stage.
This activity subsequently leads the students to
accomplish the third learning objective.

So long as a teacher identifies certain aesthetic features of a poem which match
with areas specified in the curriculum specification, then the poem could be used
as the basis for a lesson which eventually increases students awareness of
these features. In short, selection of relevant materials and appropriate activities
designed by the teacher to suit learning outcomes not only enhances students
aesthetic development but it is also a way to improve language knowledge.
95
Tutorial Task
Excercise 1
Read the following song and suggest one activity to enable young learners
develop their aesthetic knowledge based on one learning outcome from the
KBSR or KSSR curriculum specification.
You are My Sunshine
You are my sunshine
My only sunshine
You make me happy
When skies are grey
You'll never know dear
How much I love you
Please don't take my sunshine away.
The other night, dear
As I lay sleeping
I dreamed I held you in my arms.
When I awoke, dear
I was mistaken
And I hung my head and cried;
Lyrics and Music by
Jimmy Davis and Charles Mitchell
96
Excercise 2
Based on the learning standards from KSSR Year 2:
i. Design one activity to teach this song
ii. Get the students to change the lyrics below to create a new song from the old
tune of Im a Little Teapot.
I'm a Little Teapot
I'm a little teapot, short and stout
Here is my handle, here is my spout
When I get all steamed up, hear me shout
Just tip me over and pour me out!
I'm a clever teapot, yes it's true

Here's an example of what I can do
I can change my handle to my spout
Just tip me over and pour me out.
Poem by Betty Harris
5.2.2 Adapting Activities and Materials for Different Levels

Students language proficiency is one of the principles that a teacher has to take
into account when it comes to selecting materials to teach songs and poetry for
young learners. It is crucial for the teacher to adapt existing poems or songs
and design activities suitable for mixed abilities class for aesthetic development.
Using existing materials can save time, effort and expense in acquiring language
materials or materials for teaching or learning. However, adaptation of materials
has to be done meticulously so that beginners do not feel awkward to read
different texts compared to intermediate or advanced students. There is also a
danger that they will instantly realise they have been labelled as weak or low
proficiency students.
In the case of developing aesthetic values among
beginners, labelling affects their motivation to appreciate songs or poems given

to them. Therefore, adapting materials should not be neglected by any teacher
97
in ensuring that none of the students in the class feels neglected. Here are
examples of adapting a poem for a class with mixed abilities.
Just think about it

Your low proficiency students may not realise that hill-Jill, down-crown
and water-after are actually rhyme. How would you adopt this rhyme to
encourage its aesthetic value among this group of students?
As a starting point for the class, the teacher could pre-teach difficult vocabulary
such as the words went up, fell down, tumbling and crown to the low
proficiency students. Then, the teacher can ask the students to sing the rhyme
and share their experience with their peers. Integrating speaking and listening
skills or even three language skills concurrently adds elements for dicussion in
which students could associate their newly acquired classroom experience to the
world of knowledge.
As for the intermediate students, the teacher may use the following poem to
challenge their existing knowledge.
98
Jack and Jill

Jack and Jill
went up the hill
To fetch a pail of water
Jack fell down
and broke his crown
and Jill came tumbling after
Up Jack got
and home did trot
As fast as he could caper
Went to bed
and bound his head
With vinegar
and brown paper
The teacher now divides the students into small groups and includes the low
proficiency students in the groups. With the help of intermediate students , they
now need to identify the sequence of what actually happens to Jack by drawing
the list of event on a drawing block.
Alternatively, the teacher may ask the whole class to copy down the first stanza
and change the nouns in the rhyme to produce a new or nonsense version.
Rewriting a new version encourages students of any proficiency level to engage
with the poem and respond to it personally without worrying about getting the
right and sensical meaning. Here is an example:
Original Rhyme
New Version
Jack and Jill

went up the hill
to fetch a pail of water
Jack fell down
and broke his crown
and Jill came tumbling after
Jenab and Jojo

went up the Kilimanjaro
to fetch a kilo of laughter
Jenab fell down
and broke her crystal gown
and Jojo came tumbling after
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There are some key considerations for selecting literary texts before you could
adapt available materials for different type of students.
To summarise the
criteria, you may use the checklist below by Lazar, G. (1993) :
Checklist for choosing literary texts

TYPE OF COURSE
Level of students
Students reasons for learning English
Kind of English required
Length/intensity of course
TYPE OF STUDENTS
Age
Intellectual maturity
Emotional understanding
Interests/Hobbies
Cultural background
Linguistic proficiency
Literary background
OTHER TEXT-RELATED FACTORS
Availability of texts
Length of text
Exploitability
Fit with syllabus
Selection of task or suitable activity to cater the needs of different levels plays a
major role in ensuring that young learners enjoy and appreciate the aesthetic
values of songs and poems. Teachers are encouraged to adapt and modify
available materials to let the students see how poems and songs are structured
and webbed together using literary and linguistic features.
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Tutorial Task
Exercise 1
Look at the following song. You plan to use Here We Go Round the Mulberry
Bush tune to exploit specific language features. With what level of students do
you think it could be used? Decide one literary feature in this song that can be
exploited and design a suitable activity for your students.
This Is The Way

This is the way we wash our face,
Wash our face, wash our face,
This is the way we wash our face,
On a cold and frosty morning.
This is the way we clean our hands,
Clean our hands, clean our hands,
This is the way we clean our hands,
This is the way we brush our teeth,
Brush our teeth, brush our teeth,
This is the way we brush our teeth
This is the way we comb our hair,
Comb our hair, comb our hair,
This is the way we comb our hair,
Poem by Anne Dalton
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Excercise 2
Adapt the poem Five Little Ladybirds to teach a group of beginners. Prepare
one pre-activity, while-activity and post-activity based on the poem below.
Five Little Ladybirds

Five little ladybirds, climbing on the door
One flew away and then there were four.
Four little ladybirds, sitting on a tree.
One flew away and then there were three.
Three little ladybirds, sitting on a shoe
One flew away and then there were two.
Two little ladybirds, looking for some fun
One flew away and then there was one.
One little ladybirds, hiding behind the sun
One flew away and then there was none.
http://www.kidsfront.com/rhymes/five_little_ladybirds.html
5.2.3 Activities and Materials to Encourage Reader Response

Songs and poetry guide readers to construct meaning based on their common
daily experiences.
Construction of meaning can be done by letting young
learners respond to the text. To get learners voice out their responses, a teacher
can ask them to write down what they thought about the text and discuss this
idea in the class. This perspective is known as reader-response. It views that
readers are actively engaged in the construction of meaning while reading a text.
Carter (2007) argues that there is no single correct way of analyzing and
interpreting the text, nor any single correct approach. Thus, how young learners
make meaning from their own experiences with a text will make them eventually
appreciate the aesthetic values of songs and poetry.
Knowing how young learners respond is essential in using songs and poetry to
encourage aesthetic development. Primary school students in Malaysia normally
102
respond to literary texts whenever they are engaged in activities that involve
questioning, making association, explaining and performing.
This is because
answering questions, giving reasons and acting out the text given become the
springboard for the young learners to move from understanding information in a
text to appreciating and enjoying the content stated in the English language.
Rosenblatt (1994, as cited in Cox, 2008) argues that children should take the
aesthetic stance to enjoy and appreciate literary texts be it poetry, songs and
even stories so that the importance of meaning and expressing feeling will not be
reduced. Therefore, the role to allow students to construct the meanings and
express their feelings precisely relies on the teachers.
If students fail to
comprehend the content of a text, they will not be able to provide necessary
response no matter how much the teacher tries to explain the meaning of the
songs or poems given to them. Here is an activity to use with students when
exploiting a poem to encourage reader response.
Read the poem below and do the following suggested activities.
I taught my cat to clean my room
I taught my cat to clean my room,
to use a bucket, brush and broom,
to dust my clock and picture frames,
and pick up all my toys and games.
He puts my pants and shirts away,
and makes my bed, and I would say
it seems to me it's only fair
he puts away my underwear.
a. Sing with actions
In fact, I think he's got it made.
I'mthe
notpictures
as happy with our trade.
b. Draw and colour
He may pick up my shoes and socks,
c. Write a dialogue
based
onout
thehis
poem
but
I clean
litterbox.
d. Write your response for the following prompts (personalised questions):
--Kenn Nesbitt from
i. How would you feel if your
pet could help you to clean your bedroom?
http://www.poetry4kids.com/poem-156.html
ii. Has anything like this ever happened to you? Tell about it.
iii. What else do you wish to happen in the poem?
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iv. What would you do or say if you were the persona in the poem?
v. Tell anything you want about the poem.
There are numerous songs and contemporary childrens poems to teach colours,
manners, animals, sounds and almost any concept that we can incorporate in the
aesthetic development.
classroom.
Music can change the learning atmosphere in a
According to Harmer (2007), music can amuse and entertain
students as it ...can make a satisfactory connection between the world of leisure

and the world of learning in the classroom. Music and poetry can be interwoven
in a lesson provided that the teacher selects suitable activities and marries it with
language activities to enhance a childs inner development. The selected
materials should be sufficient to cover activities that can be used to evoke reader
response when they work individually, in pairs, in small groups and as a whole
group.
Aesthetic Development can be enhanced:
A. Through various kind of activities
Singing solo, duets, small groups, chorus

Singing and Movement/ Dancing
simple solo movements and gestures
group movements / marching /variety
Role-play drama, acting, miming
Picturizations drawing, painting, colouring
Cartoon creations - favourite scene or an entire story
Handworks using play-dough, recycle things
Games simple in-door / out-door games
Music adding / adapting/ changing tunes
Improvisation
Readers Theater
Make a puzzle depicting a scene or a character.
Create a crossword puzzle based on the story.
Create a scrapbook.
B. Through various language activities
Cursive writing exercises

Character identifying
Word / picture match
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Reading tone, voice projection, style

Story-telling
Retell a story.
Words-linking /poem puzzles, jigsaw
Word-choices adjectives eg. good, clever
Summarize song lyrics or a poem
Write a review.
Write a letter to a character.
Literature Circles
Compare and contrast characters from two texts
Create an alternate ending.
Reader Response Journal
Create a book jacket.
Create a poem about the text.
C. By Understanding a Childs Inner Development
Expressions - emotions
Physical behaviour & Mannerism
Feelings / moods
Idolizing wanting to be the hero / superhero
Role-models teachers / others
Interpersonal & Intrapersonal skills
Character formation & development
When songs and poems are properly introduced to young learners, it will
inevitably establish strong connections between enjoying literary style and
responding to the text based on ones world knowledge. The choice of texts and
activities is crucial to make the difference between passive reading and active
involvement with a literary text.
Now that you have been given the list of activities to to encourage reader
response and develop aesthetic values, try to do the exercises below.
105
Tutorial Task
Excercise 1
Look at the outer look of this shape poem. Suggest one suitable activity to
encourage the young learners to read and discuss the unique characteristics of
this poem as well as its impact to the them.
A
volcano.
A huge rock,
shooting lava up into
the air! Everyone runs for
cover. Lots of thick, black smoke
pours out of the top, giving you a warning
before the explosions start. Nothing can stand in its
way. Sometimes they dont blow up for hundreds of years.
Still thousands in the world but they dont all work, some are even underwater.
Source: http://www.mywordwizard.com/shape-poems-for-kids.html
Note:
When students recite this poem and the teacher utilises the language content of
the poem, it may evoke the emotion or feelings hidden in this poem.
Excercise 2
Select a nursery rhyme / song
Create a hand-made puppet using recycle items to represent a character found
in the rhyme.
Present to the class a brief reflection on your own emotional
changes doing the puppet.
106
Exercise 3
Select/adapt a song and a poem for any level. Create activities based on the
song and poem focusing on aesthetic development and reader response.
Surf the net. Search for more information on this topic.
Take a break and move on to topic 6 when you are ready!
107
References
Carter, R. (2007). Literature and Language Teaching. 1986-2006: A review.
International Journal of Applied Linguistics, 17, 3-13.
Cox, C. (2008). Teaching Language Arts. A student-centred Classroom. (6th ed).
USA: Allyn & Bacon.
Harmer, J. (2007). The Practice of English Language Teaching. (4th ed). Essex:
Pearson Education Ltd.
Websites:
http://firstgradecce.blogspot.com/2011/08/jack-and-jill.html
http://www.teachingenglish.org.uk/sites/teacheng/files/mixedability.pdf
http://www.busyteacherscafe.com/literacy/readers_response.html
http://www.teslcanadajournal.ca/index.php/tesl/article/viewFile/1091/910
http://exchanges.state.gov/englishteaching/forum/archives/docs/09-47-3-b.pdf
108
TOPIC 6
LANGUAGE DEVELOPMENT THROUGH

SONGS AND POETRY
6.0
Synopsis :
This topic introduces to course participants how songs and poetry

contribute to
language development.
6.1
Learning outcomes
To select, adapt and create activities and materials for use in the
primary ESL classroom for language development - listening, speaking,
reading and writing
through songs and poetry.
To create activities for the development of vocabulary and grammar

through
songs and poetry.
6.2
To adapt activities and materials for different levels.
Framework of Topic:
LANGUAGE DEVELOPMENT THROUGH SONGS
AND POETRY
Selecting, adapting and

creating activities and
materials
to suit
learning
outcomes
Adapting activities
and materials for
different levels.
109
Teach sound
system, vocabulary
and grammar
6.2.1 Introduction
Children love singing. In fact, children grow up with songs and rhymes.
They have acquired
their mother tongue or first language
by listening and
reacting to nursery rhymes spoken and acted by their parents. According to Lo

and Li (1998), songs are able to change the monotonous mood in the classand
with the soothing effect of music, they provide a comfortable class environment
for learning. Language teachers should therefore use songs and poetry as part of
their teaching repertoire for language learning.
6.2.2 Benefits of using songs and poetry
Songs and poetry can be used for a number of purposes and there are
many reasons why songs and poetry can be considered valuable pedagogical
tools (Murphy, T, 1992). The benefits can be summarised under two main
categories:
Linguistic:
To enlarge the vocabulary background of children
To develop pupils' listening and speaking skills
To introduce and familiarize children with the target language culture
To improve children's pronunciation
To teach various language functions
To recall grammatical points
To develop auditory discrimination
Affective:
To add fun to learning
To motivate children to participate -- even shy ones
To help teachers get closer to their children
To stimulate children's interest in the new language
To create a lively atmosphere in the language classroom
110
Very young learners, as early as two- year olds (at times even younger than
that) can recognise and respond to certain rhymes or simple nursery songs
through their repeated listening. The simpler the songs/ rhymes and the beats
are, the faster they are able to pick up the rhyme. That is why rhymes like one,
two, three or a, b,c,d are able to attact the toddlers. We can witness these
toddlers humming the tune or even uttering bits and pieces of these rhymes.
The repetition of these rhymes of course helps them to remember better.

Very simple gestures like clapping their hands or pointing their fingers to the
nose also encourage their sense of timing. However, as they grow older they
begin to lose interest in very simple forms of rhymes and would prefer more
complex ones. They also prefer other forms of input to increase their knowledge
and sustain their interest to learn.
6.2.3 Selecting, adapting and creating activities and materials to suit

learning outcomes
Criteria for selection and creation of activities and materials have been discussed
in depth in the previous topics. An important aspect would be that these activities
and materials are designed to suit the learning outcomes. It is important that the
teacher knows what the learning outcomes are to enable him/ her to plan suitable
activities and materials for the class.
Criteria for selection of songs and poetry:
Vocabulary within the level of the sudents ability
Should present some musical challenge
Rhythm should be straightforward and repetitive
Topics should be within the experiences of the students
Should contain language compatible with that used in the classroom
Should allow for dramatisation, role-play and other enrichment activities
111
If the teacher would like the students to learn a certain sound-system or

pronunciation, the teacher may probably pick a simple song like the one below.
Although the song may not convey any proper meaning, it does not matter as the
intention of the teacher is only to teach pronunciation and sound-system.
A Rum Sum Sum

A Rum Sum Sum
A rum sum sum,
A rum sum sum.
Guli guli guli guli guli rum sum sum.
A rafi, a rafi
Guli guli guli guli guli rum sum sum.
Try this : First sing the song. Give emphasis to the sound-system.
Then change the tune to some of your favourite tune. Sing again.
If the students are of the ages 11-12, communicative speaking activities can be
carried out. Communicative speaking activities require careful planning. Before
doing any productive work, give students plenty of pre-reading activities so that
they are adequately prepared. As a way into a poem, play some background
music to create the atmosphere, show some pictures to introduce the topic, and
then get students to think about their personal knowledge or experience related
to this topic.
They then talk about the poem, first with a partner and then in small groups,
perhaps coming together as a class at the end to share ideas. Give brief
feedback on language used and note any language problems to be dealt with at
a later date. Prepare worksheets for pre-reading speaking activities which might
involve a quiz, a questionnaire, sentence stems to be completed and discussed.
112
The students might predict endings to verses, the whole poem/song, or events
occurring after the end of the poem. Later, the students could talk about their
personal response to the poem/song, discuss the characters and theme or
debate the moral issues.
If you've ever recited a nursery rhyme, played "Itsy-Bitsy Spider" or sung "If
You're Happy and You Know It," you've been preparing the student for learning
to read. Familiar songs and poems can strengthen a childs ability to hear the
sounds of a language a skill that will serve him well when he learns to connect
sounds with letters (phonics) in school.
Learning how to make music and keeping rhythm are important listening
skills.
These activities teach children how to make sounds that are enjoyable and how
to listen to them. Create
a noise routine that can be choreographed into a
favorite song. Make it into a rhythmic pattern using claps, knocking, stomping
and mouth noises. You can also help
children
invent
their
own musical
instruments by building objects out of things like boxes, strings, and pebble
shakers. Have the child play with all of the made-up instruments to explore the
different sounds.
Nursery rhymes are especially powerful, because they are so memorable.

Research has found that children who are familiar with nursery rhymes often
have an easier time learning to read. when they enter school This is probably
because rhyming helps them discover many common word patterns such as
those in quick/stick or down/crown. And the more familiar these patterns become
in oral language, the more easily children will recognize them when they begin to
encounter
them
in
print.
Songs with rhyming lyrics are also terrific devices for teaching your child about
the patterns of sounds. Create songs on the spur of the moment about whatever
113
you are doing. Try "This is the way we wash our hands . . . " Remember that you
don't need to have a good singing voice. Children will love it because it's fun.
Combine rhyming with rhythmic clapping or movements. Select rhymes that are
especially helpful for an active child who needs to involve his entire body in the
activity. Students can follow directions when you sing songs like "The Hokey
Pokey". This kind of play involves your child's whole body in absorbing the
sounds of speech, which may make it easier for him to connect to the movement
/motion with the words you say.
The Hokey Pokey
You put your right hand in,

You put your right hand out,
You put your right hand in,
And you shake it all about,
You do the hokey pokey
and you turn yourself around
That is what it's all about.
6.3
Adapting activities and materials for different levels.

You can help children learn English as a second language by adapting
your lessons to their needs and enthusiasm. Use language suited to their age
level and topics that interest them. Incorporate listening and speaking with
games, action and music. Teach reading and writing by using a variety of
techniques and activities.
114
6.3.1 Oral aural skills

Listening to songs and rhymes are a part of oral aural skills. Songs and
rhymes that teach certain grammar skills should be taken into consideration
during selection. For example, the rhyme Hickory Dickory Dock can be used to
teach the o sounds such as dock, down, clock and mouse.
Students can also be trained to listen for specific purposes. For example,
students can be trained to repeat letters and words to ensure correct
pronunciation. In the rhyme above, words such as hickory, dickory and dock
require correct pronunciation as well as enunciation to enable the rhyme to
produce the correct sound. The "Jack and Jill" nursery rhyme is a fun way for
young children to learn phonetic awareness. Focusing on the predominance of
the letter "J," the teacher can show children how to write and pronounce "J.
Teachers can also ask children to think of other words that begin with the "J"
sound
Jack and Jill

Went up the hill
To fetch a pail of water
Jack fell down
And broke his crown
And Jill came tumbling after
Activities such as sing alongs can help students to learn timing. Students will
learn to sing on cue and learn to pause at appropriate junctures. As students sing
along, it will increase their memory and they will remember the words that they
have said out loud.
115
Choral/ Chorus / small groups singing will teach students about turn taking as
well as tone and pitch. Students can be divided into groups and asked to sing the
song or rhyme. For example, in the rhyme Hickory Dickory Dock, each group
can sing one line of the rhyme. The students will learn to sing their line as per
turn and be silent when it is the turn of the other group.
Learning rhythm and rhyme is an important pre-reading skill, Nursery rhymes,

including "Jack and Jill" offer children an entertaining way to explore rhyme
schemes and rhythmic awareness. Have children sit in a circle with their hands at
their knees. The teacher can recite "Jack and Jill" while children clap their knees
to the beat. The children can then discuss the rhyming pairs within the nursery
rhyme. Have children think of other words that fit the rhyme scheme. The
students can also learn to use different tones and pitch when singing the song in
a group.
Guided singing that makes use of lyrics and music can help the students to learn
about melody and rhythm. Musical elements such as steady beat, rhythm,
melody, and tempo possess mathematical principles such as, sequencing,
counting, patterning, and one-to-one correspondence. As such, students will be
able to connect with numbers which will in turn help in their mathematic lessons.
Dramatization can also help in language development. Students can act out the
song in order to better understand it. Early childhood learning is a time for
whimsical exploration. Using nursery rhymes, such as "Jack and Jill," allows
children the opportunity to explore language and themes in a way they will enjoy
and remember.
116
6.3.2
Literacy skills
There are various ways of using songs in the classroom. The level of the
students, the interests and the age of the learners, the grammar point to be
studied, and the song itself have determinant roles on the procedure. Apart from
them, it mainly depends on the creativity of the teacher. Students will learn new
vocabulary through activities such as word maze, crossword puzzle and jumbled
up words. The nursery rhyme Baa baa Black Sheep teaches the students new
vocabulary and this can be done through the usage of a crossword puzzle.
Baa Baa Black sheep
Have you any wool?
Yes sir, Yes sir, three bags full
One for my master and
one for the dame
Who cries down the lane!
Surf the net. Search for more information on this subject matter.
117
Grammar can be taught through filling in the blanks or word scrabble activities.
For example, based on the rhyme Baa Baa Black sheep, questions such as Baa
baa Black sheep, have you any _____________? can be asked. Words like
black can be scrambled to lbcka and the students can be asked to unscramble
them.
Students from the ages of 10-11 can be asked to write a story based on
the nursery rhymes that they have learnt. The story can be written in cursive
writing which enhances their writing skills. In doing so, their confidence level will
boost and they will also learn to present their new knowledge aestheticly.
Below are some of the activities that may help in language development. You
may want to try out some of these activities in class.
Types of Activities reading/ writing
Word search / maze / jumble
Matching words / Joining words
Fill in the blanks
Words scramble / Boggle
Make sentences / Cursive writing
Story writing / Rewriting
Vocabulary developments
118
Grammar can be taught through filling in the blanks or word scrabble

activities. For example, based on the rhyme Baa Baa Black sheep, questions
such as Baa baa Black sheep, have you any _____________? can be asked.
Words like black can be scrambled to lbcka and the students can be asked to
unscramble them.
Students from the ages of 10-11 can be asked to write a story based on
the nursery rhymes that they have learnt. The story can be written in cursive
writing which enhances their writing skills. In doing so, their confidence level will
boost and they will also learn to present their new knowledge aestheticly.
Below are some of the activities that may help in language development. You
may want to try out some of these activities in class.
Types of Activities reading/ writing
Word search / maze / jumble
Matching words / Joining words
Fill in the blanks
Words scramble / Boggle
Make sentences / Cursive writing
Story writing / Rewriting
Vocabulary developments
Jokes / Puzzle solving
Types of Activities - Oral & Aural

Listen to songs, rhymes
Listening for specific reasons
eg. for words, letters, pronunciation
Sing along ( individual)
Choral / Chorus / small groups singing
Guided singing eg. with lyrics / music
Changing or adapting lyrics
Changing tones, pitch etc.
Dramatization / Role play
119
6.4
Conclusion
Songs and poetry are a valuable teaching and learning tool. Songs and
poetry can help learners improve their listening skills and pronunciation; they can
also be useful for teaching vocabulary and sentence structures. Songs and
poetry combine the holistic, lingual and contextual approach with fun, activity and
motivation (Dale, 1992). All teachers should see this big advantage and use
songs and poetry as a part of their lessons for young learners. We need to reflect
and act on what Shakespeare says in his famous play, Twelfth Night, If music
be the food of love, play on. (Hardisty, 1993). If Shakespeare lived in the 21 st
century, he would have fully agreed that music is not only the food for love but
also a meal for language learning.
120
A sample Activity -
Label the Time

Hickory Dickory Dock
Hickory Dickory Dock
The mouse ran up the clock,
The clock struck * twelve
The mouse ran down
Hickory Dickory dock.
(* one, two, ect)
To teach oral-aural skills :

To teach Sound system - ( o sounds )
Eg. Hickory, Dickory, dock, down, clock & mouse
Pronunciation & Enunciation
Timing & Rhythm & Aesthetics
Tone / pitch / Voice modulation
Proper articulation of words / Vocabulary
Numbers ( one, two.twelve) ( also connected to maths)
Grammar ( ran up, ran down) & repetition
Words List - same sounds or ending with same alphabets
Clock
Mouse
Ran
eg. block
house
man
Activity 3 - older students

Write an imaginative composition.
You are the mouse. Why are you going up and down the clock?
Write a short dialogue between the clock and the mouse.
121
Monday
Today is Monday, today is Monday.
Monday string beans.
All you hungry children, come and eat it up!
Today is Tuesday, today is Tuesday.
Tuesday spaghetti, Monday string beans.
Today is Wednesday, today is Wednesday.
Wednesday soup, Tuesday spaghetti,
Monday string beans.
Today is Thursday, today is Thursday.
Thursday roast beef, Wednesday soup,
Today is Friday, today is Friday.
Friday fresh fish, Thursday roast beef,
Wednesday soup,
Today is Saturday, today is Saturday.
Saturday chicken, Friday fresh fish,
Today is Sunday, today is Sunday.
Sunday ice-cream, Saturday chicken, Friday fresh fish,
Task : Group Discussion.

How can you use the rhymes above (Monday) and
the one below (This old man) for language development among
young learners?
122
This old man

This old man, he played one
He played knick-knack on my thumb
With a knick-knack paddywhack, give a dog a bone
This old man came rolling home
This old man, he played two

He played knick-knack on my shoe
This old man, he played three

He played knick-knack on my knee
This old man, he played four

He played knick-knack on my door
This old man, he played five

He played knick-knack on my hive
This old man, he played six

He played knick-knack on my sticks
123
This old man, he played seven

He played knick-knack up to heaven
This old man, he played eight
He played knick-knack on my gate
This old man, he played nine
He played knick-knack on my spine
This old man, he played ten
He played knick-knack once again
*********************************************************************************************
TUTORIAL TASKS
Task 1
Select/adapt a song and a poem for any level
Create activities based on the song and poem focusing on any language
development sound system/vocabulary/ grammar/ language skills
Dramatize the song /poem.
Task 2
Select/adapt a song and a poem for any level
Write out two activities that can be used for language development
among young learners
A sample Activity -
Label the Time

124
References :
Cox, C. (2008). Teaching language Arts: A Student-centered Classroom, (6th ed).
USA: Allyn & Bacon.
Dale, T.G. (1992). Songs in action. New York: Prentice Hall.
Hardisty, D. (1993). Music lives- live music in the classroom. Modern English
Teacher, 2(3): 53-55.
Lo, R. & Fai Li, H.C. (1998). Songs enhance learner involvement. English
Teaching Forum,(36): 8-11.
Mitchell, Diana. (2003). Childrens Literature: An invitation to the world. New
York: Pearson Publication.
Murphy, T. (1992). Music and song. Hong Kong: Oxford University Press.
Showalter, E. (2002). Teaching literature. Oxford: Blakewell Publishing.
Malaysian Primary Syllabus KSSR Curriculum Specifications
http://highland.hitcho.com.au/poemforms.pdf
http://www.songsforteaching.com/nurseryrhymes.htm
http://www.ijea.org/articles.html
http://www.scribd.com/doc/80755012/Learning-from-Young-Children-Research-inEarly-Childhood-Music
125
TOPIC 7
LESSON PLANNING USING SONGS AND POETRY
7.0 SYNOPSIS
Topic 7 highlights the key factors in lesson planning, cohesion in the development of
stages, integration of skills using songs and poetry, and lesson evaluation. It is aimed to
help you through the process of lesson planning and to know what constitutes a
successful lesson. Good planning leads to good teaching and successful learning is the
product of a well-planned lesson.
identify the key factors in lesson planning
link the stages in lesson development
plan and implement ESL lessons using songs and poetry
evaluate the lesson plan (for its strengths and weaknesses)
126
CONTENT
SESSION SEVEN (15 Hours)
7.2
Introduction
The key to good teaching, purposeful class management and the achievement
of sustained educational progress lies in effective planning. Learning does not
occur by chance. (Graham Butt, 2008) Every teacher who takes pride in his
teaching will put in time and effort to plan his lessons well, regardless of his
experience or status as a teacher. The effective teacher requires a sound
understanding of pedagogical principles as well as the skills needed in planning
and managing the lesson.
In this section, you have to think about the lesson objectives, content, materials,
sequencing, activities using songs and poems, and timing. You will need to refer
to your scheme of work, the curriculum syllabus, a selected text or song that
matches the needs of your students and some other materials as resources
before you plan your lesson. You have to be selective in your choices of songs
and poetry to suit the language needs of the students while fulfilling the
requirements of the syllabus.
7.2.1 Key Factors in Lesson Planning

Planning a lesson requires time and effort. If you want to be an effective teacher,
you need to know your pedagogical principles, approaches, strategies, as well as
the subject content of your area of expertise. Just knowing what to plan is not
enough for any effective teacher, but knowing how to cater to the language
needs of various groups of students of diverse abilities and levels of proficiency
is the key to planning effective lessons. What you should know is how to plan an
ideal lesson for your particular class.
Lessons should be structured for maximum learning. For this purpose, lesson
planning is based on a scheme of work which is essentially an overall plan for a
term or half a term of the academic year for teachers to follow outlining the
content, methods and resources that will be used to deliver the subject
curriculum (Butt, 2008). A number of individual lesson plans are devised from
this scheme of work to cover the specific sections of the national curriculum or
specifications of the syllabus.
Lesson planning is a skill that involves developing objectives based on a
curriculum, or specified goals, and then sequencing a number of activities in
which the teacher and students interact in the teaching-learning process. A good
lesson plan usually consists of an assessment at the end to find out whether the
aims or objectives of the lesson have been achieved. This feedback is
127
constructive for the teacher to plan the next lesson so that there is continuity in
the learning process.
Before you plan your lesson, there are several considerations to take before the
process of disseminating information and knowledge to your students can take
place.
The pre-planning stage requires you to think about:
learners profiles (who your students are)
syllabus requirements (what they need to learn from the syllabus)
lesson outcomes (what lesson objectives you want to achieve)
subject matter (what grammar focus or language input you want to

give)
integration of skills (which skill/s your students need to develop)
selection of materials/ teaching aids (what type and which song or

poem
you want to select)
the types of teaching and learning activities/techniques/approaches

to use
the strategies employed to induce collaborative and interactive

participation
First of all, you should know the profiles of your students and their abilities, and
decide on the level of difficulty of contents from the syllabus, select the
appropriate type of songs or poetry to cater to their levels of proficiency and
decide what approaches, strategies, techniques and skills you want to use in the
lesson plan. Remember to pitch the input to the learners levels of abilities and
different learning styles.
Secondly, you need to write clear behavioural objectives or learning outcomes of
the lesson. These should be specific, measurable, achievable, realistic, and
timed-based. (Remember the acronym: SMART). The use of behavioural
objectives serves as a criteria for a teacher to gauge whether he has been
successful in achieving his teaching goal and also whether the students have
been able to achieve the expectations of the learning outcomes.
A well-constructed behavioural objective describes an intended learning outcome
and contains three parts, each of which alone means nothing, but when combined
into a sentence or two, communicates the conditions under which the behaviour
is performed, a verb that defines the behaviour itself, and the degree (criteria) to
which a student must perform the behaviour. If any one of these three components
is missing, the objective cannot communicate accurately.
(Kizlik, B., 2004)
128
In other words, the three parts of a behavioural objective are:

1.
Condition (a statement that describes the conditions under which the

behaviour is to be performed)
2.
Behavioural Verb (an action verb that connotes an observable student

behaviour)
3.
Criteria (a statement that specifies how well the student must perform the
behaviour)
(Kizlik, B., 2004)
Thirdly, you should select your activities, strategies, techniques and materials
appropriately to match your learning objectives. Be ready to adjust or amend for
improvement based on the feedback from students or colleagues. It is important
that you ensure cohesion and continuity of contents and development of the
specific or integrated skills in the progression of stages when you plan your
lesson.
Lastly, the format of the lesson plan is not fixed to a particular pattern. You can
decide whether you want to use the conventional model of Set InductionPresentation-Practice-Production (PPP) model, or the skills-based model (Set
Induction (Pre-) - Introduction- Development and Practice (While-)
Consolidation/ Enrichment/Remedial (Post-) model). However, it is imperative
that you remember to include key details in your plan while you decide on the
most suitable format to use. Be comfortable to use either format according to
your purpose and needs.
Activity 1: Practise with a partner:
1.
Write a behavioural objective each to teach the concept of numbers

1-10 to a Year Three class using a song. Share with your partner.
Summary:
Factors that you need to remember to include in the planning process:
profile of the target students (age, needs, capabilities, levels of
proficiency)
selections of syllabus items/ topics to be covered
purpose of the lesson (aims, objectives and learning outcomes from
syllabus)
subject matter (knowledge, understanding and skills)
integration of language skills
methods of the lesson (strategies, techniques and activities to ensure
learning)
129
evaluation and assessment of the lesson (of student learning and teacher
teaching)
7.2.2 Developing Lesson Stages

The most important thing to remember is that you must ensure the
cohesion (continuity or connection of ideas) in the progression of stages as you
implement your teaching plan. This is to allow your students to grasp your
teaching point step by step as you guide them through the stages until you
achieve the desired or expected learning behavioural objective or outcome. You
will need to plan how one activity leads into another and how the stages or parts
of a lesson are linked. The rationale for this is to enable your students to identify
when a stage ends and when another begins. You need to think carefully what to
put into the stages of a lesson plan and how to get from one stage to another as
smoothly as you can.
The stages of a lesson plan comprise the following:
Set Induction
/ Pre- (skill selected)
Establish expectations /set the learning experience
Presentation / While Introduction of topic / subject matter
Practice / WhileFocus on the learning experience hands-on tasks
Production / PostReinforce the learning experience with extended tasks/ apply what
they have learnt
An example of how lesson stages are developed could be like this:
Theme
:
Topic
:
Class
:
Proficiency leve :
Duration
:
Focused skill
:
Integrated skills :
Grammar focus :
Learning objective:
Stages/ Time:
Set Induction
(5 mins.)
World of Knowledge
Animals
Year 3
Intermediate
60 minutes
Writing
Listening, Speaking and Reading
Nouns- The young of animals
To compose poems using at least one of the
nouns taught within the stipulated time limit of 20
minutes.
Contents:
Nursery Rhyme:
Mary had a
little lamb
Questions:
Activities:
1) Teacher shows a
video clip to the
class and asks them
some questions.
130
Resources/Notes:
Video clip from the You
Tube (Nursery Rhyme:
Mary had a little
lamb)

1) What is the
song about?
2) What is the
animal in the
video called?
Presentation:
(10 mins.)
Vocabulary:
1. sheep-lamb
2. goat-kid
3. cow-calf
4. hen-chick
5. dog puppy
6. cat kitten
7. duck-duckling
2) Students sing
along as the lyrics
appear on the
screen.
1) Teacher shows a
slide on Powerpoint
with the picture of an
animal and asks if
the students know
what the young of
the animal is called.
Powerpoint pictures of
tame animals and their
young.
*Activating the
students prior
knowledge and
schema.
2) Students respond
to the slides shown.
Practice
(20 mins.)
Nursery Rhyme
:Mary had a
little lamb
Eg.:(adapted
version)
Cik Sitii had a
furry cat, furry
cat, furry cat,
Cik Siti had a
furry cat, Its fur
was furry light
brown.
Production
(20 mins.)
Presentations:
Individuals sing
their versions of
the nursery
rhyme
(Random pick)
Closure
(5 mins.)
Review:
The young of
animals learnt.
Integration of
moral value
Caring for the
young
1) Teacher instructs
the students to write
their own versions to
the tune of the song
Mary had a little
lamb using their
choice of the young
animals just learnt.
2) Students
compose their
versions of the song
and share with their
partners.
1) Teacher selects or
invites students at
random to sing their
versions aloud in
front of the class.
1) Students recall
the names of the
young of animals
shown earlier.
2) They sing the
nursery rhyme in
closure to the
lesson.
131
Video clip:
Mary had a little
lamb.
Video camera/ I-Pad to

capture presentations
of the select few.
* Enrichment
/Remedial
activities can be
given as homework.
Discuss in groups of four:

1. Is the learning objective achieved?
2. Comment on the progression of skills, activities and content.
3. What do you think of the selections of contents and activities?
4. List the strengths and the weaknesses of this lesson plan.
5. Suggest some improvements that you would like to make to this
plan.
7.2.3 Planning and Implementing the Lesson

According to Lewis and Hill (1985), a lesson should have a beginning, a
middle, and an end. The beginning can consist of a warm-up activity to catch the
attention of the students or to arouse their curiosity. This can be just a question (
Where did you go for your holidays?) or a statement { Yesterday, something
happened to me.) or anything that can arouse their interest and prepare them for
the next stage and activity. The end can be a quick recap, a review, a
comprehension check or a brief summary while the middle will depend on what
you intend to teach and your approach to teaching.
In each lesson, you will need to plan time to:
ask about and review previous learning
present new language
practise new language
produce new language
improve language skills
We also need to plan each lesson to include a balance between:

teacher talking-time and student participation
learning and practising both new and previously learned language
listening, speaking, reading, and writing activites
knowing about language and learning how to use it
(Baker and Westrup,
2000)
It is important to have variety and balance for effective learning. You need
to have a good variety of learning experiences for the students learning
process. This means you have to involve them actively to keep them
focused and interested. Remember to plan activities which will allow the
students to practise the language as much as possible.
Some tips to motivate your students during the implementation of your
132
lesson include:
using students own opinions, ideas and experiences;
encouraging student contribution and letting them speak or write without
fear;
giving positive praise;
planning learning in easily achievable steps;
recognising and openly acknowledging individual and class progress;
making best use of learning opportunities, both in and out of the
classroom
giving attention to all the students, not favouring the best, or the loudest;
carefully managing learning activities so that all students are involved, not
just the quick and confident ones;
making sure that any pair or group work benefits most of your class;
encouraging all students and giving lots of praise, especially to students
who are working hard and trying to improve, and students lacking
confidence. Do not use
negative words or a discouraging tone of voice.
(Baker and Westrup,
2000)
Individual practice:
1) Devise a lesson plan using a song or poem to teach a class of
intermediate Year Four students.
- think about what you want to teach
- think about the learning objectives
- decide which skill/s you want to develop
- select your song or poem to suit your subject matter
- check the cohesion and development of your lesson stages
- check the continuity and relevance of your activities and
see if they match your learning objectives of the lesson
- think of how you want to assess your lesson
7.2.4 Evaluating the Lesson Plan

Evaluation is an important factor in getting feedback to improve lessons
for the teacher. It tells how much the students have understood the concepts
taught or how much they understand the instructional activities to achieve the
expected outcomes of the lesson. To rate a successful lesson, students would be
able to carry out the activities as planned in the learning outcomes or objectives
of the lesson.
133
According to Butt (2008), a lesson evaluation is not merely a descriptive

account of class management or of events that happened in the lesson: rather it
is a means of analysing/problem solving the ways forward for future teaching and
learning. He reiterates that all aspects of the lesson planned and taught should
be evaluated and improvements to be made in future lessons. Lesson evaluation
is central to a teachers professional development. The key to effective lesson
evaluation (on whatever aspect that is being evaluated) is professional
judgement made according to agreed standards.
Basically, the process of lesson evaluation can be illustrated below:
plan
review
do
Figure 1: Process of lesson evaluation
The overall aim of a lesson evaluation is to measure what learning

experiences worked for you and what did not. This feedback is essential because
it gives you important information on how much the students have learnt and
what you need to focus for future lessons.
In relation to evaluating lesson plans using songs and poetry, you must
employ the appropriate assessment strategies to evaluate student performance
which are as varied as the tasks to which students are assigned. A successful
lesson is usually measured by the ability of students to carry out the instructional
activities and learning experiences and achieve the learning objectives desired.
Some of the common strategies used in assessing student performance are:
questions
134
reflections
presentations
oral interviews
simulations of activities
worksheets /handouts
observations (during/after)
oral and written descriptions
You will have to select the appropriate assessment tool to evaluate the
effectiveness of your lesson. What is important is that you should consider how
you will monitor the performance and progress of your students during the lesson
itself. This is essential in helping you as well as your students identify the
strengths and weaknesses in your planning as they learn and to help them
improve in those areas in future lessons.
The following checklist of questions may be useful to you:
1. Aims and
objectives
Were the aims/objectives wholly or partially achieved?

Did you manage to cover the content of the lesson?
Could the students understand and use the
contents/skills/knowledge you introduced?
What do you think they actually learnt?
What did any assessment show?
2. Methods
Question and Answer technique

Visuals & OHP
ICT
Individual, Pair work, Group work
Games, Role plays, Simulations
Practicals
3. Management
Was the start and finish of the lesson orderly?

Was the change of activities orderly?
Were students organised into effective learning groups?
Were instructions clear?
Was a good learning atmosphere created?
Was the preparation of resources sufficient?
Were interruptions dealt with effectively?
4. Control and
discipline
Type and use of reward/praise (smile/

look/encouragement)
Tone and approach adopted towards class and individuals
5. Resources
Use of boards, textbooks, worksheets, OHP, ICT

Were the resources used effectively?
6. Follow-up
What should be planned next?
135
Revise/ review/ or teach something new?

Marking of books and feedback
Specific targets for next lesson
(Source: Butt G. (2008). Lesson Planning. London:
Continuum)
Figure 1.1: A framework for lesson evaluations

It is recommended that you use the above checklist when you plan and that you
make it a habit to reflect after each lesson to gauge the degree of its effectiveness. Note
the problems and constraints encountered and think of solutions or ways to overcome
each challenge. Plan wisely and realistically for the benefit of all.
In conclusion to this chapter, it is good practice for teachers to plan their

lessons before they teach. Whatever form a lesson plan takes, it is an important
tool that can help teachers make decisions, solve instructional problems, deal
with classroom management issues, record progress, and be accountable to
peers or supervisors.
Practice makes perfect!

Simulated Teaching (Groupwork)
In groups of three, plan a 60-minute lesson using either a song or a poem
to teach a class of mixed-ability students. Do the following:
1. Discuss drafts of your lesson plans in your groups and revise areas
that need improvement.
2. Select and prepare support materials for your lessons.
3. Check for language errors and cohesion of contents.
4. Use the checklist to evaluate your lesson plans.
5. Carry out a simulated lesson in your groups and get your peers to
give you the feedback first before getting the final or overall
feedback from your lecturer.
136
References
Baker, J. & Westrup, H. (2000). The English language teacher's handbook: How to
teach large classes with few resources. London, UK: Continuum.
Butt, Graham. (2008). Lesson Planning: 2nd edition. Chennai: Continuum
Publishing Services.
Kizlik, B. (2004). Five Common Mistakes in Writing Lesson Plans (and how to
avoid them ). At
http://www.educationoasis.com/resources/Articles/five_common_mistakes.h
tm
Huraian Sukatan Pelajaran Bahasa Inggeris SK Tahun 3. (1998). Kurikulum
Bersepadu Sekolah Rendah, PPKKPM.
137

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TSL3102 SONGS AND POETRY

1.1 LEARNING OUTCOMES

distinguish the difference between poetry and songs

1.2 FRAMEWORK OF TOPICS

TSL3102 SONGS AND POETRY

Literature in the Malaysian primary ESL classroom.

TSL3102 SONGS AND POETRY

The objectives for introducing the Childrens Contemporary Literature are as

to instil and inculcate the reading habit among pupils.

to enrich pupils vocabulary and language content.

to enhance pupils thinking skills.

to promote cultural understanding in the Malaysian context

to improve English language proficiency of pupils.

To provide lively, enjoyable and high-interest readings.

Music is highly memorable and motivating.

Songs,rhymes and chants are ideal tools to be used in the language

To introduce, reinforce and recycle structures and vocabulary.

TSL3102 SONGS AND POETRY

To develop all skills in an integrated way.

To help improve all aspects of pronunciation:stress,rhythm and intonation

To present new language in a new rich and imaginative context.

To encourage physical involvement.

To contribute to the learning of the cultural component of the language.

To contribute to the development of a positive attitude towards the

To help to develop a positive relation between teachers and students

They promote the practice of pronunciation, intonation and stress.

They are a nice way to introduce, practice, and review vocabulary.

They are useful to practice writing.

They enrich the knowledge of cultural features.

They are a way of developing of language skills

When do we use songs and poetry with young learners in the

to introduce new language structures

to practice or revise language

to integrate with storytelling

TSL3102 SONGS AND POETRY

Songs and poetry in the Malaysian primary school curriculum

Lets think about this again. Can you list

1.2.2 Purposes of using songs and poetry in the Malaysian primary

Check your answers. Are they the same as the

for personal development

for linguistic development

for aesthetic development

TSL3102 SONGS AND POETRY

to develop the students intra and inter personal ?

to develop students aesthetic values?

to develop students cultural considerations?

Take a look at the explanation below. It will help to clarify

Intra and inter personal development

Intrapersonal development is the growth within yourself that is having an

1. It couldnt Be Done Edgar A

1. Hero -Mariah Carey

3. The Climb Miley Cyrus

3. Pretty Good - Charles Osgood

4. This is Me - Demi Lovato

TSL3102 SONGS AND POETRY

Go to this website for more wonderful inspirational poetry.

Find 3 songs and poetry that could help to enhance

Find 2 songs and poetry that could help to enhance

TSL3102 SONGS AND POETRY

Language Learning Potentials

Songs and poetry:

as an activity to enrich your students' English vocabulary, to improve their

1. Can you think of 2 other reasons on how songs and