LGA 3101: Task 1

Poem : Color Me Happy! Theme: Fun Time

Activity 1: Feelings Barometer Activity 2: Balloon Pals

Poem: Color Me Happy!

If I were the color blue, I'd sing sad songs for you. If I were the color yellow, I'd be a happy fellow. If I were the color red I'd look like me when I bled.

If I were the color brown, I'd be a chocolate town. If I were the color pink, I'd be a lemony drink.

If I were the color purple, If I were the color green, Nothing would rhyme I'd grow like a big string with me.
bean.

Justifications
This poem is short and interesting which topic revolves around childrens daily life. Consist of notable learning outcomes.

Teaching strategies
Theme: Fun Time! Poem: Color Me Happy!
Learning Outcomes At the end of the lesson, pupils will be able to: 1.Identify various feelings and emotions by listing them down. 2.Discuss and share about what certain colors make them feel. certain colors make them feel. Activity Feelings Barometer: Feelings Barometer is created to test learners understanding on the feelings represented by certain colors. Students are also observed whether they have the same and opinions on what certain colors make them feel. Teaching Learning Activities Stage 1: 1.Teacher displays the poem on the white board and gives each student the copy of the poem. 2.Teacher recites the poem aloud first for the students to understand the general pattern. 3.Teacher provides flash cards that have colors and variety of emotions represents by the colors. 1.Act as an indicator of students understanding towards the lesson taught. 2.Catalysts for students to speak up and to share opinions. 3.To allow students to have different opinions. Objectives of the materials

3.Have own opinions on what or different understanding

Teacher shows the flash cards and discusses opinions and experiences on what certain colors make him/her feels. Teacher encourages students to discuss what certain colors mean to them. Stage 2: Teacher prepares materials for activity: Feelings Barometers. Students form cooperative groups and each group has one barometer. Students have to discuss and label the barometer with colors that define the emotions listed. Teacher observes and noted the following questions: Did members of the same team make different choices? Did different teams make different choices?

Activity 2
Learning Outcomes Activity Teaching Learning Activities Objectives of the materials

At the end of the lesson, pupils will be able to: 1.Enhance students fine motor skills. 2.Relate the colors and emotions correspondingly. 3.Students shares events based on their experience according to colors chosen. 4.Responds appropriately to situations and questions.

Balloon Pals: Created (using balloon and yarn) as a new friend for the students. Different colors of balloon will define the emotions features on the new friends faces. To encourage students to talk about their new friend instead of themselves.

1. Teacher 1. As a tool for a prepares consistently materials such enjoyable as balloons with lesson. various colors, 2. Students will be yarn and marker less shy as they pens. introduce their 2. Teacher divides friends and not the balloons themselves. equally to all 3. Enhance students. speaking and 3. The teacher listening skills. gives instruction on the activity clearly. 4. Students have to create a new friend using the materials given.

Learning Outcomes

Activity

Teaching Learning Activities

Objectives of the materials

5. Students balloon 1. Creativity pals face must and depict the emotion innovation based on the color ability is of the balloon given. stimulated by E.g: Red balloon- angry the need to face create their Yellow balloonballoon pals. grinning face. 2. Catalysts for students to 6. After finishing speak up and creating their to share balloon pals, opinions. students have to tell about their new friends and share about their friends current feelings.

7. Students get to create the events that caused their new friends current emotions (may be based on ones own experiences). 8. Other students will listen and responds appropriately. 9. Teacher corrects when necessary.

Bibliography
Carol Lynch-Brown, Carl M. Thomson. (2005). Essentials of Children Literature. United States: Pearson Education. David Crookall, Rebecca L. Oxford. (1990). Simulation, Gaming and Language Learning. United States: Newbury House Publishers.