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VENUE :
SMK PEREMPUAN METHODIST, IPOH
DATE :
17 MAY 2016 – 18 MAY 2016
STRATEGIES IN TEACHING
POETRY AND NOVEL
BY
MOHANA RAM MURUGIAH
STRATEGIES IN TEACHING POETRY
Pre – Reading
Making Predictions
Procedure :
Read aloud the title of the poem and write it on the board
Get students to talk about the title and predict the contents of the poem.
Get students to give the meaning of each individual word or look up each word in the
dictionary.
Get students to look at the title as a whole.
Try to get students to capture the meaning
Ask students to think of why the author gives such a title to the poem.
Can they think of a message by just reading the title?
Get them to write down five sentences on what they think the poem is about.
Compare their predictions to the contents of the poem.
Impact :
Pre – Reading
‘ Make a Good Guess
Procedure
1. Read aloud the title of the poem and write it on the board
2. Get students to talk about the title and predict the contents of the poem.
Example :
a) Get students to give the meaning of each individual word or look up each word in the
dictionary.
b) Then, get students to look at the title as a whole.
c) Try to get students to capture the meaning.
d) Get students to say aloud the title. What does it sound like?
e) Ask students to think why the author gives such a title to the poem.
f) Can they think of the message just by reading the title of the poem?
3. Get them to write down five sentences what they think the poem is about.
4. Compare their predictions to the contents of the poem.
5. Relate to students that the title of a poem generally encompasses the gist of the poem. 1
Pre – Reading
Procedure
1. Use realia, pictures, surroundings, movie clips, etc. to capture students’ interest and get their
attention.
2. Explore using the realia and get students to talk about the elements that they see in the
realia.
3. Teacher could also request students to bring pictures for the lesson and get them to talk
about them in the class before getting the students to read the poems.
While – Reading
Map Me Out!
Procedure :
Get students to read the poem silently. Then, get some students to take turns to read the
poem aloud.
Discuss the content of the poem with the students orally.
Provide students with a concept map designed to get them to identify the main ideas in the
poem
Get students to relate the ideas in the concept map.
For advanced level students get them to locate evidence from the poem to support their main
ideas.
While –Reading
Total recall
Procedure :
1. Read the poem aloud paying special attention to pronunciation, articulation, rhyme and
rhythm.
2. In groups of five get students to read the poem with actions.
3. The divide the poem into five sections.
4. Each student in each group is required to memorise one section of the poem.
5. Highlight some memorization techniques to help students remember their lines.
6. Students memorise their respective section and recite the poem as a group with suitable
actions and sounds/music.
7. Students present their poem as a group. 2
While – Reading
Reading aloud
Procedure :
1. Get students to read a poem silently and circle/underline all the difficult words that they
cannot pronounce.
2. Highlight to students that poetry is to be performed and can be done with or without music.
3. Next read slowly and clearly with some dramatic expression. Students listen and follow. Get
volunteers to come to the board to write at least 5 words that they face difficulty in
pronouncing. Teacher reads the words aloud. Students listen and repeat.
4. Teacher reads the poem aloud in short sessions. Exemplary reading helps slow down the
pace at which the students have to encounter the words. More importantly reading aloud
helps students to be consciously aware of words as they shift focus from ear to eye and vice
versa.
5. Next bring students’ attention to punctuation – highlighting that the pause is short for a
comma and longer for a full stop.
6. Get students’ attention to also rhyming words in the poem. Teacher writes the words on the
blackboard. Students listen and repeat the words after their teacher.
7. In groups students practice reading the poem aloud with suitable actions. Stress the
importance of reading the poem with correct pronunciation, tone, mood and vocal variety.
8. Teacher conducts a poetry recitation session where each group presents their poem with
suitable actions. Reward the best performance.
While – Reading
Map Me Out!
Procedure
Get students to read the poem silently. Then, get some students to take turns to read the
poem aloud.
Discuss the content of the poem with the students orally.
Provide students with a concept map designed to get them to identify the main ideas in the
poem.
Get students to relate the ideas in the concept map.
For advanced level students get them to locate evidence from the poem to support their
main ideas.
While –Reading
What’s My Tone
Procedure
1. Teacher writes or projects a few words that describe tone on the board.
Post – Reading
Innovate a poem
Procedure :
Post – Reading
Write me a tale !
Procedure
Post – Reading
Web Out
Procedure
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STRATEGIES IN TEACHING NOVEL
Pre -Reading
Does it Sum – up ?
Procedures
a) Using the synopsis of a short story cut the sentences into strips and put them into envelopes. ( the
number of envelopes can vary depending to the number of students in your class.
b) Cut the synopsis according to the proficency level of the students
- Elementary : 6 – 8 strips of sentences
- Intermediate : 8 – 10 strips of sentences
- Advanced : 10 – 12 strips of sentences
* for low proficiency students make it
as simple as possible.
c) Divided the students into groups of four to six and give each group an envelope.
d) Students read the sentences and try to arrange the sentences to make a cohesive and logical piece
of story.
e) Students can compare their answers with other group members.
Pre – Reading
Procedure
a) TPR or total physical response is a useful teaching method developed by Dr. Archer. It is
based on the assumption that second or foreign language learners learn a language best
when they are immersed in activities that involve situational language use
b) The teacher gives some simple instruction while modelling his instructions – e.g. sit up,
stand up, raise your left hand.
c) The words used in the instruction should be associated with the novel so that it gives a
meaningful outcome, for example ;
black beauty – jump, trot, gallop, lift your right leg,put your head high,
stick your chest out, etc.
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Pre – Reading
Exploring a Novel
Procedure :
Pre – Reading
Understanding a Blurb
Procedure :
1. Draw students’ attention to the back cover of the novel that they are about to read.
2. Get students to record the kind of information available.
3. Highlight the summary of the book which is referred to as the blurb.
4. In small groups of four, get students to read the blurb and locate the following information:
The main characters
The setting of the story
The main plot of the novel
Get students to predict the conclusion of the story
5. Get students discuss and share their findings with their peers.
6. This should motivate students to read the novel.
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While – Reading
Guess who
Procedure :
2.Students read the novel and identify the characters related to the descriptions given.
3.As a guide, a list of character from the novel can be given and the students match the characters
to their descriptions.
While – Reading
Set Me Right
Procedure
1.Get students to work in groups and list out all the settings in the novel.
2.For each setting, the students have to :
State the events that take place
Put the events in the correct order for each setting
Identify the characters who are involved in the events.
3.Students are encouraged to portray the settings using illustrations.
4.Share their findings with the class. Compare their answers.
5.Alternatively, the teacher could provide the events and settings. Get the students to read the
novel and match the events to the settings.
6.The, get the students to illustrate the settings and write the events next to the settings.
While – Reading
Who am I ?
Procedure :
a) Introduce the terms, major and minor characters used in literature
b) Explain to students how they can ‘tell’ a character – from what the author tells us, the
other characters say and what the characters say about themselves.
c) Students read the short story and complete a character profile for each of the main
.
characters They can put in picture, name, age, occupation, family background, character
traits with evidence.
d) Teacher is supposed to assist the students with a list of adjectives for the character traits.
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While – Reading
Procedure :
1. Ask students how they feel and react in the following situations :
Move to a new school
Scored all As for their examinations
Failed in their examinations
Have good friends who treat them well
Being bullied by a friend
2. Explain that the cause and effect situations also happen in the novel that they read.
3. The situations could either be positive or negative. The situations could be caused by the
following factors :
Environment
People
Circumstances
4. In groups, students identify the cause and effect situations in the novel after each chapter
and complete the table below.
5. At best, the same group should be retained until the completion of the novel .
6. Teacher gets students to present their work to the class.
Post – Reading
Fishbone Mapping
Procedure :
1. A fishbone map can be used to show the causal interaction between the actions of certain
characters or the consequence of some natural phenomenon on the lives of the characters.
2. As a while – reading activity students can use it to record events and their consequences as
their reading into the text progresses. The teacher provides the first part of the fishbone
map on a worksheet. Students add lines, branches and details as they continue reading.
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Post – Reading
Freeze Frame
Procedure :
1. After reading the novel, students think about the events that constitute the development of
the plot.
2. They are asked to think of the plot as a sequence of events as in a movie.
3. Next, they freeze certain parts of the plot which they think are significant and think of an
image that could represent that part of the plot.
4. The representative images/frames could be photographs of nature, objects in their
surroundings or drawings.
5. Students could gather the images on their own time, working as a group.
6. Once the images are ready, they are arranged in a sequence on a piece of art block, sugar
paper or manila card.
7. Each frame is followed by a caption and a short description of the plot sequence that it
represents.
8. Captions can also be quoted from the text.
9. The completed work is displayed in the class.
10. For more proficient students and subject to the availability of computers and an LCD
projector, students could be asked to present the project in a multimedia presentation.
11. The frames could be displayed as MS Power point presentation or flash slide show followed
by group members taking turns to describe how the images represent the development of
the plot sequence.
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