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JUSTIFICATION

We chose a poem The Vain Flying Fish from Year four text book in Unit 7. The
poem that I chose was written by E.V.Rieu . It was a poem adapted from The Flattered
Flying Fish We chose this poem based on various pedagogical principles and the poem
selected was suitable for Year four pupils in primary school. First of all, we chose this
poem due to its dimension in the Malaysian primary ESL curriculum. The poem selected
is about world of knowledge in Year four classroom. After that, we found that this poem
consists of various pedagogical principles in the aspect of content, value, resources and
proficiency level. It is also corresponding with the purposes of introducing songs and
poetry in Malaysian primary ESL curriculum.
Contents
I had presented the poem entitled The Vain Flying Fish during the language art
class. One of the aspects that contribute to the poem being chosen is the content.
Content plays the pivotal role to satisfy reader-customer demand, (Ashraful, 2010).
Therefore, content of the poem should be able to present the title or the theme of the
poem in order to express its idea. For an example, the content in this poem has express
and elaborate the moral value The effect of vain in own beauty in the poem. Thus, the
content in this poem has contributing in presenting the main idea of the poem. On the
other hand, the content of this poem is corresponding with the dimensions in the
Malaysian primary ESL curriculum which is world of knowledge. Aesthetic values can
also be developed through the suitable activities based on meaningful content of the
poem. For example, through the reciting and role playing the poem, pupils are given
more chances to improve their speaking skills. Therefore, children will develop their
creative skills and aesthetic appreciation through the poem.
Values
Another important point to bear in mind is poem based on good values should be
incorporated in teaching and learning in order to impact the importance of good values
for the wholesome development of individuals. For example, The Vain Flying Fish has
ended the story with a very good moral value. For example, moral value such as not to
be vain in own beauty has been emphasized in this poem. The flying fish is so vain in its
beauty and finally been eaten by the shark. Incorporating moral values in the poem
helps to build good characteristics among the pupils. Thus, I chose this poem due to its
values in it. It helps to trigger the curiosity of the young child towards the world of
knowledge and the wholesome developments of individuals are able to be produced
among the pupils. Poetry can open and enrich the content of language lessons, can
provide useful opportunities for gaining experience of the world, and can contribute to
the development of the whole person (Brian, 1986).
Resources
Besides that, other teaching materials such as manila card, flash cards, sock
puppets for role play activity are being chosen in term of resources aspect in the
pedagogical principles. It is easy to prepare these resources and introduce it to the
primary classroom by using this poem. Apart from that, teaching materials can be used
to support student learning and increase student success. Learning materials are
important because they can significantly increase student achievement by supporting
student learning, (Jocelyn, 1999). For example, a worksheet based on the passage
given selected may provide pupils with important opportunities to practice a new skill
gained in class such as reading comprehension skills.
After had been thinking for a period of time, I decided to use principle of rewriting
to adapt the poem selected for my practice activity. I adapt and rewrite the poem given
The Vain Flying Fish into a script for high language profiency pupils. The reason of
rewriting the poem into a story is to suit pupils language proficiency. In our practicum
school, the front classes such as 4A, 4B and 4C are the best class among the year four
classes. Therefore, there is a need to provide more input to those pupils. In between, the
script based on dialogue form seems more communicative. Pupils are able to use it for
the presentation. Authentic languages were also encouraged to be used during the
presentation. Thus, we rewrite and adopt the poem into script form and introduce it to
pupils.
Principle of addition was used to adapt and adopt the exercise found in the text
book. There was only three question provided to my pupils in the textbook. It was
inadequate for pupils with English language proficiency. There should be more inputs
given to them. Therefore, we use principle of addition to increase the number of
vocabularies and questions. For example, questions such as plotline and setting of the
story can asked orally to check my pupils understanding of the poem.

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