Designing Language Arts

Activities
(Songs, Poetry & Drama)
Prepared by:
ISKANDAR ZULFAQAR
ALYA ISMAHANI
NURUL IZZAH
 TEACHING OF SONGS

Introduce verbs Helps pupils

and nouns via differentiate verbs
Sing and Create
lyrics. and nouns easily.

Improve pupils prior

knowledge of animals Implement
name exclude that Creating stage in
already stated in the the Blooms
lyrics.
Taxonomy.
TheTeaching Of

Poetry
To

Young
Learners
 INTRODUC
TION
I I Am poem is a good way
A m to introduce poetry to
Poe
children, because it allows
them to focus on their own
m characteristics.
 1st
Phas
e
* The I Am poem is made up of three stanzas that are six lines each.
* It follows a specific format with the intention of describing something, often a person or an object.
* The beginning of each line is already written, and the writer fills in the end of the line by inserting a specific word or words. It can serious,
or silly.
* This particular poem is also great at reinforcing the concept of getting a poem to have bouncy, easy-to-read rhythm.
* It is extremely fun to write.
 2st
Phas
e * After the whole class had finished with their poem, turn the classroom into a competitive mode.
* Allow the children to perform their I Am poem and may the class vote for a winner by applause.
* During this phase, teacher can integrate arts where the participants are encouraged to make props
and decorations in order to make their poetry recitations a way better and fascinating.
 CLOSURE
By the end of this activity, the children will
I master wide range of vocabulary and
understanding the idea that even changing

A m one word can make a poem stronger.

Poe It is just a simple strategy that all kids will find

interesting, its easy enough to implement and
m a great process for student self-expression.
 Integrati
ng ICT
I Sign in to
A m
freelogy.com/worksheet-creator/poetry/i-am-poem/
Poe
m
 Teaching of Drama

Activity : Act Your Job!

Role-play: Act Your Job!
It is very suitable and interesting to be done in
classroom because:
It is fun and motivating
Quieter students get the chance to express themselves in a
more forthright way
The world of the classroom is broadened to include the outside
world and offer a much wider range of language opportunities.
 Set Induction stage
1. Teacher shows a song video about Jobs. Pupils watch and sing
along the song together while doing the movements.
2. The video is shown in order to stimulate pupils interests and
get some ideas about example of jobs that they can choose to
act in front of their friends.
3. Teacher pastes the character cards on the whiteboard which
are the job titles. The jobs you include on the character cards
are limited only by your imagination, your teaching context,
and the students proficiency.
doctor chef teacher
singer policeman carpenter
 Presentation stage
1. Teacher divides the pupils into 4 groups. Teacher distributes a graphic
organizer worksheet to each group.
Name of Group Job title Details / Characteristics

2. Each group needs to complete the table in the worksheet according

to the job titles that they choose. The purpose is to make the pupils
easier doing their role play during production stage.
3. Pupils can develop thinking skills by using their prior knowledge
about the job titles.
 Practice Stage
1. Teacher writes few questions on the whiteboard.

Questions:
. What is your job? What type of work do you do?
. What do you do at work?
. What do you wear to work?
. Where do you work? (Describe the building or location)
. What kinds of people and other things do you see at
work?
. Is your work dangerous/boring/fun/difficult/interesting?
2. Pupils construct simple conversations based on the
questions given on the worksheet.
3. Pupils have to prepare their own props or realia describing
their job titles.
Purpose: The preparation process will be more fun and
memorable for the class. It turns the role play to real life
situations.
4. Teacher helps pupils generating ideas by:
Modelling the character preparation process by doing a
think-aloud about an example character not used in the
character cards.
Making notes or hints related to the job titles on whiteboard.
Eliciting information about the job title from pupils when
possible
5. Pupils practice their role play before presenting.
 Production Stage
1. Each group uses the props that they have prepared during
previous stage. Teacher demonstrates how the role play
should be done.

2. Pupils from each group present their role play title Act
Your Job! in front of the whole class.

3. Teacher assesses the progress through pupils worksheets,

their preparation process and through their presentation.
 REFEREN
CES
Lyton, H. (1991). Creativity and Education. London Routledge & Kegan
Paul.
Ng, J. (2013). English Language Arts. Grade One.
Norton, D. E. (2013). Language Arts Activities For Children. Pearson
Book.
Derkin (2003) Song in Language Arts. Retrieved from
https://www.flocabulary.com/subjects/language-arts/
Redington. (1983). MELTA . Retrieved 16 March, 2017, from Drama in
Teaching English as a Second Language - A Communicative Approach:
http://www.melta.org.my/index.php/11-melta-articles/151-drama-in-teach
ing-english-as-a-second-language-a-communicative-approach
Winarno, D. P. (2011). The use of Drama to Increase Children's
Motivation in Learnin g English. UltimArt Vol.III No.1 , 19.