Activity/Experience context:
A. Discover the verbs and rhyming words in the text: For student to gain understanding the meaning of the verbs and extend their knowledge about rhymes. Reinforce students learning by rhyme games and worksheet exercise.
1. Pointing to the words and read the story with class. Ask student to act the verbs out when the read through them.
2. On the board, compare the pairs of words that are used to describe Mr McGee 's movements, discuss the similarity and difference (e.g. the verbs spell differently but rhyme with each other).
3. Make a list of words on the board that rhyme together in the text, and repeat those rhyming words after the teacher (e.g. ground/found, here/there, jiggled/wiggled), then play the modified …show more content…
Discover the critical literacy and multimodal of the book with the class: create the mind-map on board to note down the discussion in the class. Students can learn the difference of the text and image feature are linked together to represent the story and deliver the meaning.
7. Compare the picture book “Mr McGee and biting flea” with Pamela Allen’s other picture book in class, to discover the differences and similarity between those book, such as the characters, the front size, the capitalised letters and the layout of the texts (e.g. the capitalised letters should be read loudly, the volume of the reading voice are follow by the size of the front, the large gap between sentence means pause when read)
8. Use unifying framework to analysing the meaning text delivered (the text sentence, and the composition meaning), and the meaning images delivered (interpersonal and the composition meaning) by asking questions and comparison (e.g. how do you know Mr McGee is suffering from the fleabite? Do you think you will feel the same when there is less picture of Mr McGee’s movement? How does Mr McGee feels when the flea left?) After help the student to find the visual-verbal relation, to understand how did the text and the image connect together to form the story (e.g. ask class “Can you tell the story by look at the pictures …show more content…
Once the class has participant in both role to read and preforming movement, the whole class are to follow teacher’s demonstration to perform while telling the story. The drama activity are also combined with dramatic elements including focus, tension, timing, rhythm, contrast, mood, space, language, sound, symbol, conflict and climax.
Resources and equipment:
• “Mr McGee and biting flea” picture book by Pamela Allen
• Other picture book from Pamela Allen of, such as “Mr Mc Gee goes to the sea”, “Mr McGee and the Perfect Nest” and “Mr McGee and the black berry Jam”.
• Onomatopoeia and picture matching cards
• Worksheet exercise - fill in the missing verbs and paring rhyming words exercise.
Assessment: (observable measurement to assess children’s learning outcome/achievement):
Students are engage in a variety of observable learning experiences. Therefore, the observation and questioning strategy will be uses to determine individual level of understanding (BOSTES, 2015).
Student’s exercise worksheet results are uses to determine the student’s level of achievement and understanding.
Student’s knowledge may be assessed through analysis of contributions to class discussions.
The following assessments are used to conclude the student learning
A. Discover the verbs and rhyming words in the text: For student to gain understanding the meaning of the verbs and extend their knowledge about rhymes. Reinforce students learning by rhyme games and worksheet exercise.
1. Pointing to the words and read the story with class. Ask student to act the verbs out when the read through them.
2. On the board, compare the pairs of words that are used to describe Mr McGee 's movements, discuss the similarity and difference (e.g. the verbs spell differently but rhyme with each other).
3. Make a list of words on the board that rhyme together in the text, and repeat those rhyming words after the teacher (e.g. ground/found, here/there, jiggled/wiggled), then play the modified …show more content…
Discover the critical literacy and multimodal of the book with the class: create the mind-map on board to note down the discussion in the class. Students can learn the difference of the text and image feature are linked together to represent the story and deliver the meaning.
7. Compare the picture book “Mr McGee and biting flea” with Pamela Allen’s other picture book in class, to discover the differences and similarity between those book, such as the characters, the front size, the capitalised letters and the layout of the texts (e.g. the capitalised letters should be read loudly, the volume of the reading voice are follow by the size of the front, the large gap between sentence means pause when read)
8. Use unifying framework to analysing the meaning text delivered (the text sentence, and the composition meaning), and the meaning images delivered (interpersonal and the composition meaning) by asking questions and comparison (e.g. how do you know Mr McGee is suffering from the fleabite? Do you think you will feel the same when there is less picture of Mr McGee’s movement? How does Mr McGee feels when the flea left?) After help the student to find the visual-verbal relation, to understand how did the text and the image connect together to form the story (e.g. ask class “Can you tell the story by look at the pictures …show more content…
Once the class has participant in both role to read and preforming movement, the whole class are to follow teacher’s demonstration to perform while telling the story. The drama activity are also combined with dramatic elements including focus, tension, timing, rhythm, contrast, mood, space, language, sound, symbol, conflict and climax.
Resources and equipment:
• “Mr McGee and biting flea” picture book by Pamela Allen
• Other picture book from Pamela Allen of, such as “Mr Mc Gee goes to the sea”, “Mr McGee and the Perfect Nest” and “Mr McGee and the black berry Jam”.
• Onomatopoeia and picture matching cards
• Worksheet exercise - fill in the missing verbs and paring rhyming words exercise.
Assessment: (observable measurement to assess children’s learning outcome/achievement):
Students are engage in a variety of observable learning experiences. Therefore, the observation and questioning strategy will be uses to determine individual level of understanding (BOSTES, 2015).
Student’s exercise worksheet results are uses to determine the student’s level of achievement and understanding.
Student’s knowledge may be assessed through analysis of contributions to class discussions.
The following assessments are used to conclude the student learning