TOW TECK SOONLGA 3101 CHILDRENS LITERATURE1) Based on the above statement, you are to collect samples of materials from various literary genres to be used with Year 1 3 pupils.

You should have at least 3 Nursery rhymes, 3 children stories and 1 short play suitable to children. Justify your choice of materials based on pedagogical principles in a one page essay for each genre.

Nursery RhymesA

B

C

Nursery rhymes are known as simple poems written for children. Many nursery rhymes allow children to see or feel with fresh insights. Children can share feelings, experiences and visions with writers. Nursery rhymes also bring new understandings of the world. It encourages children to play with words and to realize some of the images possible when words are chosen carefully. Through nursery rhymes, children may discover the power of words, a power that poets can release. Kathy A Perfect (1999) states this value.Consider Childrens individual interests when choosing nursery rhymes for them. When children honestly judge what speaks to their imaginations, their judgments must be respected. Even though childrens interests and experiences vary widely, research into childrens poetry choices contains valuable information.Here are the reasons the 3 nursery rhymes chosen:1) Nursery rhymes chosen are lively, with exciting meters and rhymes able to appeal to young children.2) Nursery rhymes should emphasize the sounds of language and encourage play with sounds.3) Sharply cut visual images and words used in fresh, novel manner allow children to expand their imaginations and see or hear the world in a new way.4) Nursery rhymes chosen able to tell simple stories and introduce stirring scenes of action.5) Nursery rhymes chosen allow children to interpret, to feel and to put themselves in the content. They encourage children to extend comparisons, images and findings.6) The subject matter able to delight children, say something to them, enhance their egos, strike happy recollections, tickle their funny bones and encourage them to explore.7) Nursery rhymes chosen good enough to stand up under repeated readings.

Children StoryA

B

C

Choosing a StoryStory is important element in childrens literature. A story for reading aloud depends, of course, upon the ages of the children, their interests, the need to balance the types of literature presented, the number of children who will share the listening experience and the quality of the literature. A book selected for reading aloud should be worthy of the time spent by the readers and the listeners. It should not be something picked up hurriedly to fill in time.The stories chosen above are suitable for year 1 3 pupils. They are enjoyable. The stories meet the childrens age. They can easy understand the story. Children like story about familiar subjects, such as animals, children or home life. The stories also meet childrens interest. They contain stories about animals, nature, and fantasy. Childrens attention spans and reading ability are also considered in selecting the stories. The stories chosen are able to challenge children to improve their reading skills and to increase their appreciation of outstanding literature. The numerous easy-to-read should usually be left for children to read independently.Moral values are also one of the elements in the stories chosen, like The Hare and The Rabbit which tells us to be humble. It teaches a valuable life lesson and lays a foundation for future learning.

Short-Play

Role playing is a creative dramatics activity in which children consider a problem, contemplate possible actions of people in reaction to the problem, and then act out the situation as they believe it might unfold in real life. According to child-development authorities, role playing fosters social development, increases problem-solving capabilities and enhances creativity. Role playing helps children develop an understanding of the world around them and enhance childrens understanding of various ways to handle common problems. Even young children can benefit from role-playing activities. Even young children can benefit role-playing activities. 3 4 year olds ca role=play experiences about family life while 4 5 year olds can role-play situations that increase and extend their interests beyond family and school and into the world around them.Literature can be the stimulus for activities that satisfy the purposes of role playing. Use realistic picture books about doctors, dentists and other neighbourhood helpers to encourage young children to act out the roles of adults with whom they come in contact. Such role playing can decrease the fears of children to role play interactions between different members of a family, nuclear or extended.The story above selected for role play activities because of it:1) Contains characters that are well developed and have clearly defined problems.2) Have plots that contain logical stopping places so that children can role play the endings.3) Include problems, such as universal fears and concerns that allow children to identify with the situations.4) Present problems that help children develop their personal value systems.

Class Level:Year 2

Theme :World of Stories

Topic :The Three Wishes

Introduction :This lesson allows pupils to enjoy a story through role play.

Learning Standard :2.3 Give relevant information politely in response to inquiries made.2.7 Talk about the people, places, and moral values of the stories heard, read and viewed in simple language.

Objective:By the end of the lesson, pupils will be able to:a. retell a story heard with guidance.

Time :20 minutes

Teaching Aids:1. Story strips

2) I) Choose any one genre and develop an activity for each of the materials of the selected genre.

Teachers Task/ProceduresStudents TasksTeaching ResourcesRationale

Set Induction5 minutes1. Teacher shows story on screen which pupils are going to role play.

2. Teacher guides pupils to read and understand the story

Pupils try to read and understand the story

Strip story

To enrich pupils vocabulary

To arouse pupils interest in reading the story.

Main Activities15 Minutes1. Teacher divides pupils into groups.2. Teacher gives instruction that each group only has 5 minutes to choose characters and act. 3. Teacher guide pupils while they are trying to tell the story.

Pupils listen and try to act out the story by talking to each other.

To enable pupils to communicative in English

Remedial:Pupils rearrange the story in worksheet.Arranging Sentences

Enrichment:Pupils are given word cards and tell the meaning that what they have learnedTailor BarberBakery OccupationProud Countryside

Explain how bibliotherapy can be applied in any of the activity. Your essay should be at 300-350 words.The basic concept behind bibliotherapy is that reading is a healing experience. Literary sources can assist with the resolution of complex problems.Bibliotherapy can assist children in building confidence and self-esteem. It attempts to normalize a child's world by offering coping skills and reducing their feelings of isolation, reinforcing creativity, and problem solving. It also gives parents an opportunity to discuss their children's issues with the children.In the classroom, implementing bibliotherapy in an elementary classroom can be very beneficial to both the students and the teacher. Teachers who use bibliotherapy in their classroom also learn much about the children they teach. Teachers as practitioners of bibliotherapy select appropriate reading materials and match them to the needs of individual students to assist them in the development of self-awareness, problem-solving skills, perspective-taking, and understanding of problems. The materials may include "any literacy activity, including reading (fiction, nonfiction, or poetry), creative writing, or storytelling." Teachers that select appropriate literature for their classroom needs may provide a child with a "character in a story to help the child understand himself." Classroom story time and a guided discussion allows students to "become aware of problems of other children and develop empathy". "Classroom teachers using this approach hold a fundamental belief that reading will influence thinking and behaviour". In the article "Read two books and write me in the morning", the authors highlight the fact that teachers are an integral part of a student's therapeutic team. It is the teacher who may be the first person to notice that something is troubling a child. They also note that teachers have been referred to as carryover agents, who carry out recommendations from other professionals who have suggested accommodations necessary to ensure a particular student's well-being or success in their classroom. In inclusive classrooms the teacher and the whole class play a role in meeting directly or indirectly, the needs of students with exceptionalities. Bibliotherapy can help the students in the class to learn coping skills that will help them deal with the social and emotional challenges that may occur. Books and reading are an integral part of classroom life. Through books, "children are able to see reflections of themselves, their times, their country, their concerns... well-written realistic fiction will always help readers gain a deeper understanding of themselves and others."

ReferencesSullivan, A. K. & Strang, H. R. (2002). Bibliotherapy in the classroom: Using literature to promote the development of emotional intelligence. Childhood Education, 79(2), 74-80.Mardziah Hayati Abdullah (2002) "What is Bibliotherapy?" ERIC Clearinghouse on Reading, English, and Communication Digest #177, EDO-CS-02-08Berns, C. F. (2004). Bibliotherapy: Using books to help bereaved children. OMEGAJournal of Death and Dying, 48(4), 321-336.Lehr, Fran. (1981). Bibliotherapy. Journal of Reading, 25(1), 76-79Prater, Mary Anne, Johnstun, Marissa, Dyches, Tina Taylor, & Johnstun Marion. (2006). Using Childrens Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. Preventing School Failure, 50(4), 5-13Prater, Mary Anne, Johnstun, Marissa, Dyches, Tina Taylor, & Johnstun Marion. (2006). Using Childrens Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. Preventing School Failure, 50(4), 5-13Prater, Mary Anne, Johnstun, Marissa, Dyches, Tina Taylor, & Johnstun Marion. (2006). Using Childrens Books as Bibliotherapy for At-Risk Students: A Guide for Teachers. Preventing School Failure, 50(4), 5-13Ouzts, D. T. & Mastrion, K. J (1999, May) Bibliotherapy: Changing attitudes with LiteratureJohnson, C. E., Wan, G., Templeton, R. A., Graham, L. P., & Sattler, J. L. (2001). Booking it to peace: Bibliotherapy quidelines for teachers. Academic Exchange Quarterly, 5(3), 172-176.Berns, C. F. (2004). Bibliotherapy: Using books to help bereaved children. OMEGAJournal of Death and Dying, 48(4), 321-336.Furner, J. M. (2004). Using bibliotherapy to overcome math anxiety. Academic Exchange Quarterly, 8(2), 209-213.

Maich, K., & Kean, S. (2004). Read two books and write me in the morning! bibliotherapy for social emotional intervention in the inclusive classroom. TEACHING Exceptional Children Plus, 1(2)

Maich, K., & Kean, S. (2004). Read two books and write me in the morning! bibliotherapy for social emotional intervention in the inclusive classroom. TEACHING Exceptional Children Plus, 1(2)Maich, K., & Kean, S. (2004). Read two books and write me in the morning! bibliotherapy for social emotional intervention in the inclusive classroom. TEACHING Exceptional Children Plus, 1(2)Furner, J. M. (2004). Using bibliotherapy to overcome math anxiety. Academic Exchange Quarterly, 8(2), 209-213.

Lehr, Fran. (1981). Bibliotherapy. Journal of Reading, 25(1), 76-79

Amer, K. (1999). Bibliotherapy: Using fiction to help children in two populations discuss feelings. Pediatric Nursing, 25(1), 91.16