Who Sank The Boat by Pamela Allen - Speaking and Listening Activity - Assignment Example

Student Name: Topic: Course: Tutor: Department: Institution: Date Due: The boat Introduction Several issues to this book require the book read severally as each reading may have a dissimilar aim which may include; sinking and floating, rhyme or punctuation. The lesson aims at creating and analyzing an oral language learning practice with a 5 year old child. After the child reading the book the student’s understanding will be tested through making predictions to strive and know out whom really sank the boat. Five friends; a donkey, a cow, a sheep, a pig, and a mouse, decided to go for a boat ride. They got in the boat starting with the biggest to smallest with each new entrant twisting the boat and making it to get lower and lower in the water (Allen, 1996). Do you know who sank the boat? Could it the cow Who almost fell in, when she twisted the boat and made such a noise? No, it wasn't the cow that a fell in. Do you know who sank the boat? "Could it be the donkey that balanced her weight? Who yelled, 'I'll get in the bow before it's too late.'" "No." Do you know who sank the boat?" The same pattern repeated itself with the pig (who was fat as butter) and the sheep (who knew where to sit to level the boat so that she could knit). Text Selection To generate and study an oral language learning experience for a child, the text book “who sank the boat?” Was chosen the author of this book is Pamela Allen. The field is fiction of a fancy animal story. Five years is the age level for the readers. The story is simple with numerous good illustrations used as visual aid, shades of green and brown nice-looking to a child, and numerous humorous pictures to assist in drawing the child’s attention all through the oral language lesson. The splendid pictures with simple text are precise for the very young (Din & Calao, 2000). The child will first define a question prior to reading the book. The student will give examples of questions. The starting words of the questions given by student shall be recorded. Question words (who, what, where, when and why) shall be discussed. I shall discuss with the student what a statement/ sentence are and how they differ from a question. The student will give examples of statements. I will play the Question Game. I will ask a question or make a statement for an action my student could do. For example: If I ask a question (‘do you have your hands on your head?’), the student must do as asked, but if I make a statement (‘your hands are on your head’),she must remain still (Hye & Reifel, 2011). Loud Reading During reading the student should understand the text for identification of questions and statements and words used for each. Questions will be discussed focusing on the function, position, and meaning of a question mark. If questions end with a question mark what about statements? After reading the Question Quiz Game shall be played. A question word will be chosen and questions will be asked basing on the story using the question word. The student will have to answer each of the questions. Using the student’s ability to answer the questions an understanding test will be done. Questions and statements will be written, without punctuation marks and read to the learner then discussed whether they are questions or statements. The student will put the punctuation marks (Jerry, 2004). Having done that five students will be sampled out, the book will be read and recorded to be listened to later. Lesson Plan Name of Student: _______________________________ School Year/Age: _________________ Step one Speaking and Listening Phase of Development: “Who Sank the boat” will be read, when reading this story the child will be encouraged to predict whether each animal will sink the boat. The teacher introduces that the student will watch the book video. First oral activity will be oral retell of the story by the student Main Teaching Emphases: During reading the student will be required to identify questions and statements. Questions will be discussed focusing on the function, position, and meaning of a question mark. If questions end with a question mark what about statements? After finishing the story the mouse finger puppet will be used with the rhythm: I ‘m as tiny as can be But I sank the boat. The book will be read twice while cheering the student to say the phrase “do you know who sank the boat” The student will brainstorm ideas regarding the tiniest animal sinking the boat Goal 1: Identification of some features from the text dealing with events and characters and identify events from a text. Goal 2: To discuss and understand texts after listening, viewing or reading independently by use of comprehension strategies Evaluation and Assessment Ideas: Check for Understanding: Print the word cards shown in the accompanying illustration and use them with the picture cards. The teacher will place the sentence strips into the framework and read them aloud then the child will match the picture cards with N and O cards in the appropriate spaces. The animal cards will be reproduced for the child to color. The child will cut the cards and staple them to produce a flip book Children will be given an exercise on the use of question marks Procedure of Individual/small group learning experience Time 5 minutes Introduction and Motivation: “Who sank the boat?” is read by the teacher, using the mouse finger puppet. The teacher will initiate to the child the song about the book I ‘m as tiny as can be But I sank the boat. But how? Time 25 minutes Lesson body : Resources Who Sank the Boat? Video tape (1 minute 40 seconds) Facilities to watch video, e.g. Interactive whiteboard (IWB) or projection equipment mouse puppet Understanding worksheet (attachment) Who sank the Boat? Lesson objective: student investigate understanding strategies and go over events from a text by applying her knowledge in response to the story Lesson digest: Teacher explains to the child about a video of the Pamela Allen book, who sank the Boat? To be watched. The teacher inquires for the student’s familiarity with the book which is recorded on the blackboard. Teacher shows the video to the child and the child reflects on the animals and ultimately, who sank the boat. . The student fills the worksheet after talking through the questions with the teacher. Teacher and student discuss the answers of worksheet, reviewing the video if required. Teacher can pause video with captions, to emphasise a sentence that will assist with comprehension of the story. The student may colour in the picture on the comprehension sheet to finalise task. Time 5 minutes Closure Homework The student uses the worksheet and her workbooks to relate different words to the animals, drawing pictures of the five animals in Who Sank the Boat? Transcription T-teacher, S-Student Line Speaker What was said Illustrative note if needed 1 T My dear do you know who sank the boat? 2 S Yes 3 T Could it the cow that nearly fell in, whilst the boat twisted and made such a noise? Do you know who sank the boat? 4 S yes 5 T Could it the pig as fat as grease, that got in and caused a huge flutter There is repetition as smaller animals enter the boat. The boat goes lower in the water 6 S No, it wasn’t the pig as fat as butter. 7 T Do you know who sank the boat? 8 S Yes 9 T Could it be the tiny mouse, which got in the last, which was the lightest of all?  Is it him? Do you know who sank the boat? The ending has a revelation twist, which fewer readers can predict. 10 S Yes! It was the little mouse, who got in the last, who was the lightest of all? Who sank the boat? Activity Analysis This book teaches that something’s ability or sink or float depend on the removing or adding very tiny items, like a mouse, where items are put in a boat to for equal weight distribution to balance the boat. The use of unplanned language draws the learner’s attention to be and come up with ideas basing on what the teacher tells them, while language is important as the learner must appreciate what the teacher teaches using appropriate field tenor and mode enables the learner to appreciate what the teacher expects form her (Joy, Jane, & Carol, 2005) The hitch is offered as a challenge and as a motivation to the learner. The answers are short and without justification. Since only one student was used it was easy in identify and verify her involvement in answering the questions. The communicative approach in this segment of the episode is interactive, because the student is engaged in finding a solution to the problem. This approach is also dialogic, as the teacher takes into consideration of the student’s ideas and the perspective of science education as weight and size is addressed. It seems that, the teacher believes that such events exhausted the student’s possibilities to deal with the circumstances and decides, to let the student reveal the animal that sank the boat (Robert & Marlene, 2002). I learnt that, the syllabus for the foundation stage should strengthen all future learning through supporting, fostering, promoting and developing a child, by providing opportunities for a child to cooperate and work harmoniously, and acquire social skills through listening. Posing questions while reading makes a learner in the acquisition of attention skills and perseverance to concentrate on her play or group tasks (Larry, 2004) the child is given an opportunity to communicate in several situations, to react to adults and other children, to practice and enlarge the vocabulary and communication skills used and to listen carefully. Reading and writing gives the child opportunities to discover, enjoy, learn about and use of words and text in various contexts and to familiarize with various books (Sandra, Ken, & Hanuscin, 2010). Significance of the learning activity Provision of various contexts enables the exercise to give the child opportunities to appreciate numbers, measurement, patterns, shapes and spaces, in which the learner explore, enjoy, learn, and practice enabling her in the acquisition of mathematical skills. By observation the child is ability to gain global knowledge, other children, have opportunities for problem solving, decisions making, experiment, forecast, plan and question, and to explore their environment. This learning activity provides physical development opportunities to the child through developing and practicing which enable her to appreciate her body and how to be healthy and safe. Creative development is encountered where the child has opportunities to explore and share her thinking, ideas and feelings through various aspects for example art, design and technology, music, imaginative and role play activities. By strictly following the lesson plan the teacher follows the given guidance for effective learning and teaching. Planning and teaching an appropriate curriculum facilitates proper time management (Skocik, 2002). Curriculum Connections The book helps a child familiarize with the characteristics of water for example its capability to support some materials.  With lessons and assignments follow ups, this book assists the student in appreciating that the properties are observable, testable, and recordable (Lea & Lesley, 2003). Conclusion Natural a child is interest in numbers, measuring and shapes, aroused through environmental contact. This eagerness must be encouraged to form a suitable basis for later learning activities. A child’s experiences of language must be enjoyable and meaningful so as to foster their confidence, build it from what she knows and appreciate. Everyday contexts for purposeful learning help to generate enthusiasm. These will include stories and rhymes, with props, actions or humor enjoyed by a child and practitioners. Other group activities such as cooking and gardening can also be useful here. Reciting numbers in unison, for example, can persuade and support a child who is beginning to learn numbers in order. Without attention, a child joins in the ‘counting’ when confident with part of the sequence or let others carry on when they are unsure. Over time, a child will be able to join in more fully. A child writing about what she has done or found out enables her to decide how to record; for example, using a picture, tally or write a number. The child will write when the record is useful to her. She will enjoy making labels to show the number of items when playing, using picture books to identify different animals (Arthur & Coslick, 1998). Talking about the mathematics science and language at different practical situations and making a paper and pencil record will promote confidence. Reference Allen, P. (1996). Who Sank The Boat? New York: Oxford University Press. Arthur, J., & Coslick, R. (1998). Fostering children's mathematical power: an investigative approach to K-8 ... New Jersey: Lawrence Erlbaum Assocaites. Din, F., & Calao, J. (2000). The Effects of Playing Educational Video Games on Kindergaeten Achievement. Child Study Journal , 21-25. Hye, Y., & Reifel, S. (2011). promoting Children's communication: A Kindergarten Teacher's Conception and effective Mathematics. Journal of Research in Childhood Education , 23-56. Jerry, K. (2004, July 23). Laughter and Lesson Plans. Humer, Lesson Planning, Vocational Education , pp. 12-20. Joy, G., Jane, Q., & Carol, B. (2005). community Schools in Action: Lessons from a Decade of practice. London: oxyford University press. Larry, K. (2004). Team Based Learning; A Transformative use of Small Groups. Westport: Preager. Lea, M., & Lesley, M. (2003). Teaching Literacy in Kindergarten. New York : Guilford Press. Robert, A., & Marlene, J. (2002). Stories, songs, and poetry to teach reading and writing: literacy through ... Canada: Peguis Publishers Limited. Roney, C. (2001). The Story Performance Handbook. Mahwah: awrence Erlbaum Associates. Sandra, K., Ken, A., & Hanuscin, D. (2010). Designing and teaching the elementary science methods course. New York: Routledge. Skocik, C. (2002). English Lesson Plans For Substitute Teachers. portland: J. Weston Walch. Read More