INSTITUT PENDIDIKAN GURU KAMPUS TEMENGGONG IBRAHIM, JOHOR BAHRU, JOHOR DARUL TAZIM.

SHORT COURSEWORK ASSIGNMENT

COURSE: CHILDREN LITERATURE

NAME MATRIX NUMBER I/C NUMBER CLASS / GROUP CODE LECTURERS NAME DATE DUE

: : : : : : :

MUHAMAD FAZLY BIN LUKMAN 2013121340045 930417-01-5525 2 PISMP TESL 1 LGA 3101 (R) MISS SYIDA BINTI ABDULLAH 2th AUGUST 2013

COLLABORATION FORM

STUDENTS NAME MATRICS NUMBER CLASS/OPTION

: MUHAMAD FAZLY BIN LUKMAN : 2013121340045 : 2 PISMP TESL 1

TITLE OF ASSIGNMENT : TASK 1 SUBJECTS CODE LECTURERS NAME DUE DATE : LGA 3101 : MISS SYIDA BINTI ABDULLAH : 2 AUGUST 2013

DATE 1.07.2013

MATTER DISCUSSED Coursework is given by Miss Syida The coursework is on studying the curriculum specifications for Language Arts for Year 3 Select materials from various literary genres Suggest how these materials can help linguistic, cognitive, aesthetic and moral development.

RESULTS OF DISCUSSION Students are encouraged to read the coursework requirements and follow the order. Students were told to complete the coursework individually

SIGNATURE

The coursework is to be submitted on 2 August 2013

02.07. 2013 09.07.2013

Begin to find the information regarding language arts for year 3. Find some journals, articles and story books regarding curriculum and language arts

Collect information regarding the materials, analyse the information and content.

18.07.2013 25.07.2013

Redo the draft Make some corrections on the ways of giving explanation regarding materials Complete the assignment based on the draft

Good comments from friends and have to make some changes on the points. Relate points accurately based on pedagogical principles The assignment was completed

26.07.2013 01.08.2013

02.08.2013 The day to submit the assignment Assignments is submitted

ESSAY
According to Anderson, 2006, children literature is more than a piece of writing that clarifies or explains. It delights and reveals. It is a significant truth expressed in appropriate element and memorable language (Lukens, pp9, 2007), and usually it is being delivered to the children through books, stories, folklore, riddles, poem and countless more. It has been clearly stated in curriculum specification for Language Arts for Year 3 second language students in Malaysia that, children literature is one of the component or subject being taught to the student indirectly in English Language to develop four main areas in young children which is linguistic development, cognitive development, aesthetic development and last but not least is moral development. These elements will be taught to the pupils in their English lesson period that has been allocated specifically for the pupils which is only one hour English lesson period for each week. So, I have chosen three types of different story books to teach and develop all the four elements of the child development in year 3 students in four subsequent weeks which consist of different genres starting from picture books which is Teddy Adventure, fiction which is Travel With Me and finally fantasy which is Who Did Patrick Homework. In this essay, I would like to stress how all these reading materials with diverse types of genres assist to develop all the elements stated above for the Year 3 students with several interesting activities suggested for the students to make their learning more fun, conducive and engaging. First and foremost I would like to choose the book Teddy Adventure which is a picture books to teach and develop my year 3 students in aesthetic development in the first week. According to Lankford (1992), aesthetic elements is a group of concepts for understanding the nature of arts and also eventually creating awareness and appreciation to the beauty of the arts of the surrounding in one self. I personally came out with the decision to choose this book because this book actually contains simple language and bigger pictures with bigger fonts for the pupils to understand the story better and could actually capture the pictures better in their mind or cognitive. Picture books is a type of combines visual and verbal narratives in a book format, most often aimed at young children. The images in picture books use a range of media such as oil paints, acrylics, watercolor, and pencil, among others (Anderson N.A. (2002). They teach lessons about behavior, thereby transmitting cultural values from one generation to the next. Although it appears to be simple adventure stories, they are allegorical you may need to generate discussion to help younger students understand what the picture that had been saw to them. I choose this book, because this book helps the pupils to develop their cognitive

development in terms of perceptual skill, language learning and other aspects of brain development. Besides that, this book rich in pictures which will create a mental image to the pupils to enable them to understand the story better and also bigger fonts with simpler language so that the pupils will be able to understand the plotline of the story also. For instance, I think I can ask my students to work in smaller respective groups and work collaboratively to draw a picture of those character in a manila card so that they can present their work in front of the other peers and enhance their understanding the character and the characteristic which will eventually increase their reading skills. Teachers also can carry out spelling-bee activities where through this activities students will be required to spell back the words that they have identified in the story so that they will be able to recall and also able to shape a higher memory level which will in turn assist them in their communication or interaction skills with peers and others. In short, the book Teddy Adventure is really a good book to teach the aesthetic development because I think through this book I will be able to engage my students to a more interesting and conducive learning environment. The next story book that I would like to choose on the second week of my lesson is Travel With MeIn My Dreams!! which is a fiction book to develop on the cognitive element of my year 3 pupils. I choose this book because after went through or read this book, I figured out that this book is really beneficial or useful in building their mind. For instance in this book, there are many sentences created to form an image in pupils mind how will the place mentioned in this book will look alike no matter whether the place are really exist or not in real world nowadays. The author mentioned many places in this story book where the protagonist in his dream went or visited to all these beautiful places and eventually appreciated the beauty of these places in the book through its plotline. The book is considered fictional book because some places mentioned in the book are not real and just for the purpose for the readers to really imagine the places and eventually appreciate the beauty of these places. For instance there is a place mentioned in this book called The Music Float which serves to make music but in our real world such place never exist at all. The purpose of creating or coming up with these unreal places is to enable the pupils to imagine and think creatively and critically and thus creating awareness and appreciation to the nature of the beauty of the world that they are living today. I could also come out with some suggested activities to develop my pupils cognitive by for instance, asking the pupils to think or imagine such an unreal places in their mind and draw them out in any papers or drawing block and then ask them to color it with their own creativity. This activity is done so that I could able to produce children who are able to think creatively and innovatively in

their life, beside assisting in developing a good and sharp cognitive element in my pupils. I can also come out with another activity which is The Collocation Game. This game is really suitable for year 3 pupils because this game will trigger or stimulate the pupils mind even better at maximum rate. Through this learning activity I will give some action or descriptive words from the story books and will ask the students to join these words with their own words as creative as possible. For instance, I may come out with the words like go .. and the students will fill the blank space with words like places or anything that is regarding the plotline of the story such as Matie and Biggy go to The Cliffside. In short, I choose this book because I think this book is really suitable for my Year 3 Pupils in developing their cognitive element.

On the third and fourth week, I plan to choose a fantasy book which is Who Did Patrick Homework to teach the linguistic element and moral values Although it appears to be simple beast stories, they are allegorical you may need to generate discussion to help younger children understand the underlying meaning of fables. I choose this book, because this book helps the pupils to develop their linguistic element in terms of pronunciation, parts of speech, expanding their vocabularies, reading in correct rhythm and intonation and countless more. Besides that, this book is rich in illustrations or pictures which will create a mental image to the pupils to enable them to understand the story better and also bigger fonts with simpler language so that the pupils will be able to understand the plotline of the story also. For this instance, I can also actually read the story book first with correct pronunciation and intonation and later ask my students to listen to my reading styles and skills first attentively before asking my students to read aloud in smaller groups in classroom. This will eventually increase their listening and reading skills and also increase the students pronunciation and rhythm skills too because current model of listening (pearson & fielding, 1982) and reading (smith,1988) propose that listening and reading comprehension are active cognitive processes for the pupils in building a good reading and listening skills. Moreover, There are many moral values indirectly portrayed in these story books and I as a teacher think could come out with some fun and challenging activities to enable the students to be able to exploit and inculcate these values in themselves. For that purpose, first and foremost I think I could come out with games like crossword puzzle to stimulate and trigger the students thinking and ability to exploit as many moral values as they can from these two story books. For instance, through these two different books, students can exploit values such as working, harder, cheerful and some others, and I will guide the pupils by describing or giving them some hints on the description or the features of these main values,

and the tasks for the pupils is they have to match the puzzle with correct moral values. In short, I choose this story book because the book is very interesting and significant in providing the elements stated above which is linguistic development and moral values to my pupils. All in all, the three books that I have selected above is very useful and significant in teaching and developing all the four elements which is linguistic, cognitive, aesthetic and moral values of my pupils. The activities suggested also are actually not so hard or tough for the pupils, instead they serve as a fun and interesting activity for the pupils to learn in an interesting and favorable environment.

REFERENCES
1. Teddy Adventure ( Children Story Book) http://www.britishcouncil.org/kids-stories-teddys-adventure-popup.htm 2. Travel With Me by Dave Marquesen 3. Who Did Patrick Homework by Carol Moore http://www.magickeys.com/books/patrick/index.html 4. Anderson N.A. (2002). Elementary Children Literature: The Basic for Teachers and Parents. Boston; A Pearson Education Company. 5. Bilbrough. N. (2011). Memory activities for Language pg 195-207. United Kingdom; United Kingdom at University Press Cambridge.

6. Cognitive Development- Journal-Elsevier

http://www.journals.elsevier.com/cognitive-development/