justify your choice of material and teaching

8/3/2019 Justify Your Choice of Material and Teaching

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Justify your choice of material and teaching-learning activity based in

pedagogical principles. (Poem)

We chose a teaching-learning activity entitled Drawing pictures regarding the

poem for the children poem selected. The reason we chose this activity is because

children like to draw at this level-Year 2. Learning should be fun for them so that they

will engage in the activity carry out.

The first step on the set induction is the teacher starts the lesson by asking the

students whether they know what is a cow and asking them to describe a cow. Here,

the teacher builds on students prior experiences, knowledge and skills. It can be seen

through the students ideas and their experiences where they are reflected in the

teaching-learning activity.

Next, the teacher reads the poem entitled The Cow and asks the students to

repeat after her. The reason for this step is to ensure that the students are able to listen

what the teacher says and able to read properly with a correct intonation and

pronunciation. It will promote students self-confidence because the teacher guides

them to read.

After that, the teacher asks the students to draw the things that can be found in

the poem. The reason is to make sure that the students understand the poem and they

can identify the things in the poem. Next, the teacher shows the picture cards of the

things that are found and she categorized them as nouns. The picture cards become

the teaching tool in this activity. It will help the students to get a better understanding of

the things that they found. Visualisation is indeed a good method for the students to

remember the things.

Finally, the teacher gives a handout to the pupils and they need to fill in the

blanks with the suitable nouns that they have listed based on the poem. Here, the

teacher uses assessment practices that encourage reflection and self-assessment. The

students reflect what they have learned on that day.


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To conclude, we think this activity is beneficial to children because it helps

them to learn the four skills-reading, writing, speaking and listening as well as the

grammar that is noun. More importantly, drawing is fun and children should be allowed

to partake in fun activities and it does help in their education too.


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We decided to teach synonyms using a poem to the students as our teaching-

learning activity because it will able to make the lesson more interesting. In fact, using

poem as a medium in teaching and learning is suitable for young learners as we know

they are easily bored when engaged in serious lesson.

The first step is the teacher starts the lesson by asking the students whether

they love to read poems or not. Here, the teacher builds and starts communication

between the teacher and the pupils in the classroom. It is believe that good interaction

and communication in the classroom will leads to positive teaching and learning

environment.

Next, the teacher reads the poem entitled The Cow and asks the students to

repeat after her. The reason for this step is to ensure that the students are able to listen

what the teacher says and able to read properly with a correct intonation and


them to read.

After that, the teacher asks the pupils to underline few words in the poem. Next,

the pupils are required to find synonyms for the words given. The pupils are given only

10 minutes to complete the task. This method of teaching will promotes independence,

interdependence and self-motivation learning environment. This is where the teacher

encourages and supports the pupils to take responsibility for their learning and also

build skills of productive collaboration as the pupils are divided into groups.

In addition, this teaching and learning activity also builds supportive and

productive learning environment as the teacher valuing of effort of her pupils and

recognition of their work. This is where the teacher gives presents to the group that are

able to find all the correct synonyms for the words given.


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Finally, the teacher gives a handout on synonyms to the pupils. Here, the teacher

uses assessment practices that encourage reflection and self-assessment. The

students reflect what they have learned on that day.

To conclude, we think this activity is beneficial to the pupils because it helpsthem not only to learn the grammar (synonyms) but also focused on language skills that

are reading, writing and speaking.


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For this activity, we are only focusing on the language skills which are reading,

listening and speaking. We decided to use a poem to teach these three skills because

reading activity using poems require the pupils to listen carefully to the teacher so that

they will be able to read the poem in the correct intonation and punctuation.

The first step is the teacher starts the lesson by asking the students whether

they understand the meaning of the word FLINT or not. Here, the teacher builds on the

pupils prior experiences, and knowledge. It can be seen through the students ideas

and their experiences where they are reflected in the teaching-learning activity.

Next, the teacher explains the meaning of the word and reads the poem entitled

Flint and asks the students to repeat after her. The reason for this step is to ensure the

students are able to listen what the teacher says and able to read properly with a

correct intonation and pronunciation. It will promote students self-confidence because

the teacher guides them to read. A task sheet is given earlier to the pupils to make sure

that the pupils will listen carefully when the poem is read and indirectly it helps to

achieve the focus or target of the lesson.

Finally, the teacher asks any of the students to be volunteer to read the poem

individually. This kind of activity will helps to develop the confident level in the pupils.

Last but not least, the teacher asks the pupils to colour the pictures given in the task

sheet based on the poem. This activity is to ensure that the students are engaged in the


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lesson conducted as well as to avoid the boredom. Besides, it also help to check

whether the pupils can follow the teachers instruction or not,

To conclude, we think this activity is beneficial to the pupils because it helps

them to learn the three language skills that are reading, listening, and speaking. These

three language skills are very important as it will help them to master in the target

language.


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We decided to teach adjectives using a poem to the pupils as out teaching

learning activity because students will learn about adjective in a more interesting way. In

fact using poem as a medium in teaching and learning also is suitable for young

learners as we know they are easily bored when engaged in serious lesson.

The first step is the teacher starts the lesson by reading the poem entitled Flint

to the pupils. Then, she a copy of the poem to the pupils and reread it to the students as

they repeat after her. The reason for this step is to ensure that the students are able to

listen what the teacher says and able to read properly with a correct intonation and


them to read.

After that, the teacher asks the pupils to underline few words in the poem. Next,

the teacher explains that the words are categorized into ADJECTIVES. Then, the

teacher gives a brief explanation on adjectives to the pupils. This brief explanation on

adjectives will support and help the pupils to understand the lesson better and able to

accomplish a task given on the related topic.

Finally, the teacher gives a handout on adjectives to the pupils. The pupils are

required to write a sentence using the words given. This exercise is to test whether the

pupils are able to understand the use of adjectives or not.


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Along the time, the teacher will monitor the pupils work and she will correct the

students if they make mistake. This ensures that the pupils receive frequent

constructive feedback that supports the learning.

To conclude, we think this activity is beneficial to the pupils because it helps

them not only to learn the grammar (adjectives) but also focused on language skills that

are reading, listening and speaking.


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We chose singing as our teaching-learning activity for the children poem

selected- What does the bee do?The reason we chose this activity is because singing

is a great way for children to learn teamwork and to bond with others. Kids who sing

with chorus are learning vital skills that will serve them well in many other pursuits. They

find out that what they do can impact the group either positively or negatively, and that

each person on a team has a responsibility for the outcome of their efforts.

The first step on the set induction is the teacher starts the by asking the pupils

what does a bee do. Here, the teacher builds on students prior experiences, knowledge

and skills. It can be seen through the students ideas and their experiences where they

are reflected in the teaching-learning activity.

Next, the teacher gives the poem to the students. She reads the poem to the

children and she asks the students to repeat after her. Here, the teacher actually tests

the reading skill of the students. When the children mispronounce certain words, the

teacher helps to correct the mistakes. After that, she explains the poem to the children

so that they understand the content of the poem.

Subsequently, the teacher starts to play the song. She sings the song to the

students. While singing, she does some actions and he asks them to repeat after her.

This step is done to ensure that the children enjoy the lesson conducted by the teacher.

Singing helps to expand physical abilities of the children. A student who learns to sing

with the actions is actually developing muscle coordination and body control. The

rhythm and rhyme of childrens songs promote clapping, dancing, twirling, and otherphysical movements that help young children to improve both fine and gross motor

skills.


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Now, the teacher asks the students to sing the song without her help. The

students sing the song for 3 times with the action. Here, the children build confidence

and self-esteem. Besides that, singing also helps the children to acquire social skills

and communication capabilities. This is done when they communicate with the teacher

while they are doing the actions.

Finally, the teacher prepares some flashcards of the picture of bees and asks the

students to do the action of the bees. Here, she tests the students whether they

understand the term bees and what does a bee do. When the children are able to do

the task, it means that the teacher has successfully achieves her mission. Later, she

asks the students to copy the poem inside their workbook. This is to ensure the

students to remember their lesson on that day.

To conclude, we think this activity is beneficial to children as music prepares

young brains for learning. The human brain does not stop growing until people reach

their early twenties, and the more that music is experienced at an early age, the more

brain function tends to grow and expand. Therefore, students are practiced in this early

age so that their brain function tends to grow and expand.


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Colouring the picture given becomes our teaching-learning activity for the

children poem selected- What does the bee do? The reason we chose this activity is

because we think that coloring is fun for children, and it doesallow them to be creative.

As the children develop their skills, their movements will become smaller and more

precise. Besides, coloring also has great benefits for developing coordination, grip, and

strength.

The first step on the set induction is the teacher starts the by asking the pupils

what does a bee do. Here, the teacher builds on students prior experiences, knowledge

and skills. It can be seen through the students ideas and their experiences where they

are reflected in the teaching-learning activity.

Next, the teacher gives the poem to the students. She reads the poem to the

children and she asks the students to repeat after her. Here, the teacher actually tests

the reading skill of the students. When the children mispronounce certain words, the

teacher helps to correct the mistakes. After that, she explains the poem to the children

so that they understand the content of the poem.

After that, the teacher gives the colouring sheets to the students. She discusses

the colour and shapes of the bees, their hive and the honey. She shows the flashcards

of the picture of bees. Students of year 1 should be guided by the teacher because they

are the beginners and some do not even know what a bee is.

The teacher asks the students to colour the picture given. Colouring the picture

given by the teacher aids the students fine motor skills. Besides, it helps young children

with their coordination and the use of pens and pencils. Trying to stay inside the lines

takes considerable skill and when they master it they gain a sense of accomplishment.

Next, she teaches the students the name of the picture given. Here, new vocabularies


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are being learnt by the students. While colouring the picture, students know the name of

the picture given.

Finally, the teacher asks the students to paste the picture inside their workbook

and asks them to write down the names at the bottom of the picture and asks thestudents to say aloud the words. Writing down the name inside their work book helps

the students to improve their writing skills. Besides, they are able to remember the new

vocabularies learnt.

To conclude, we think this activity is beneficial to students of Year 1 because it

will make them to engage in the activity conducted. Colouring do stimulates creative

thinking of the students-the beginners. The most important aspect is when the children

finish colour the picture, it will give them a sense of accomplishment thus giving them a

self-confidence to learn in the classroom.


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pedagogical principles. (Short Story)

We chose a teaching-learning activity entitled Pasting the correct story line for

the children short story selected. The reason we chose this activity is because children

at this level that is Year 3 are challenged and supported to develop their deep levels of

thinking and application. According to Bloom's Taxonomy of Educational Objectives,

creative and critical thinking skills fall under the highest level of cognitive development.

Here, the students have to think which card should be pasted next to complete the

correct continuation of the story.


pupils whether they have heard the story of The Ugly Duckling and she asks the pupils

to talk about the story based on their understanding. This learning activity promotes

self-confidence of the students where they talked about the story before the teacher

carries out the activity. The teacher tests their prior knowledge and experience of what

they understand about the story.

Next, the teacher plays the video of the story to the pupils. Here, the video

played by the teacher becomes the teaching tools in this activity. Playing a video of the

story will make the students to enjoy the lesson as children love to watch cartoons in

this age. The teacher uses technologies like the laptop and LCD projector in ways that

reflect professional and community practices. Then, the teacher asks the pupils about

the storyline. When the pupils miss a certain part of the storyline, the teacher adds it.

Then, the teacher repeats the storyline to the pupils. When the teacher asks the

storyline to the students, she is actually testing the students whether they understand

what the story is about after watching the video. Repeating the storyline will improve the

memory and understanding of the students.


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After that, the teacher asks some questions to the pupils based on the story and

they have to answer the questions. Asking questions help children explore dimensions

of a problem. In addition, the process of asking instead of telling puts us in the role of

facilitator or guide, rather than rescuer. It helps build skills and confidence and kids can

rely on when an adult is not around to tell them what to do. Besides, asking questions

also fosters the childrens creativity and critical thinking skills.

The teacher then selects 10 pupils to paste the storyline according to the

sequence of the story on the whiteboard. She calls the remaining pupils to read the

story again. This step is to place the responsibility for finding a solution on the child.

Reading the story again will improve the reading skills among the students.

Finally, the teacher asks the pupils their favourite character. By asking the

students favourite character, the teacher actually can identify whether the students

know who is good and bad in the story. Besides, moral values are instilled too when the

teacher asks the students what they have learnt from the story.

To conclude, this activity is indeed a good activity to test the students skills on

reading, listening, speaking and writing. Besides, the students creative and critical

thinking are tested too when they think to solve the problem given-pasting the correct

card to complete the correct continuation of the story.


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We chose a teaching-learning activity entitled Writing any words /new words

starting with G from the story in the notebook for the children short story selected (The

Gingerbread Man). The reason we chose this activity is because students need some

kind of entertainment while learning in the classroom. As reading the short story is

boring, we create this activity to let them enjoy the lesson besides enhancing their

thinking skills.


pupils whether they have heard the story of The Gingerbread Man. Then, she asks the

pupils to talk about the story based on their understanding. This learning activity

promotes self-confidence of the students where they talked about the story before the

teacher carries out the activity. The teacher tests their prior knowledge and experience

of what they understand about the story.

Next, the teacher shows the flashcard which has the picture of a gingerbread

man. Showing the picture of a gingerbread man helps to visualize what a gingerbread

man is. Then, the teacher tells the story with the action to the students. By showing the

actions which will adds up some sense of humour will make the students to enjoy and

engage in the lesson conducted by the teacher.

After that, the teacher asks the students to think of any words that start with the

letter G. When the students are thinking, actually their brain is working thus improving

their thinking skills. Then, the teacher asks each of the students to write down the words

on the white board. The teacher gives the opportunity to the students to write the wordsthat they feel correct. When the students make mistakes, the teacher corrects the

mistake. This will help the students not to repeat the mistakes again.


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Finally, the teacher asks the students to write down the words inside their work

book. This will help the students to improve their writing skills. Besides, they are able to

remember the new vocabularies learnt.

To conclude, this activity is indeed a good activity to test the students skills on speaking, writing, listening, and thinking skills. The students creative and critical

thinking are tested too when they think of any word starting with the letter G. While

reading the short story is boring, this kind of activity will help the students to be engaged

in the classroom as well as enjoying themselves in the lesson conducted by the teacher.


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Finger puppet becomes our teaching-learning activity for the children short story

selected. The reason we chose this activity is because finger puppets add a new and

exciting element to childrens impromptu or planned performances. Through puppets,

children feel empowered to speak and behave on behalf of the character they are

portraying. Children can pick up a puppet, begin speaking in a different voice, and

quickly adopt the personality of the character they are portraying.


pupils whether they have heard the story of The Ugly Duckling and she asks the pupils

to talk about the story based on their understanding. This learning activity promotes

self-confidence of the students where they talked about the story before the teacher

carries out the activity. The teacher tests their prior knowledge and experience of what

they understand about the story.

Next, the teacher tells the story to the students and asks some questions to them

based on the story. Asking questions help children to discover new ideas and

information besides build confidence and independence in problem solving. In addition,

the teacher asks questions to the students to make sure that they understand the story.

Later, the teacher prepares some papers puppets, scissor, glue, glitter and glitter

glue and asks the children to color the puppets and decorates with glitter or glitter glue if

desired. We let the children to decorate their own so that they learn how to be

independent.

After finger puppets are decorated, place one puppet in child's index finger. The

teacher attaches a little piece of tape to hold in place and the story is dramatized. We

believe that not only we can provide the children with invaluable lessons, but during the

puppet show we can learn about the children while he or she interacts with the puppets.

In addition, we can gain insight into how children think and feel about various topics that


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may be of concern to us. This activity is chosen because puppets can be used to

successfully teach young children about basic good manners, personal hygiene and

overcoming the normal fears that small children experience.

Finally, the teacher gives the story to the student and she asks the pupils whatthey have learnt from the story. Students are allowed to share their opinions on what

they have learnt and the teachers can identify the childrens reasoning skills as well is

instilling good moral values among them.

To conclude, this activity will be very interesting to be conducted because Finger

puppets are simple and also easy-to-use and children will enjoy playing with the

puppets.


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We chose a teaching-learning activity entitled Speed Reading Game for the

short story selected. For this activity, we are focusing on Reading, Speaking, Listening,

Drawing and Colouring skills. The reason we chose this activity is because children are

very curious to find something that is asked by the teacher. In this activity, we will ask

the students to find the words mentioned by the teacher and read the sentence which

has the word to the class.


pupils whether they have heard the story of The Gingerbread Man and she asks the





Next, the teacher shows the flashcard which has the picture of a gingerbread

man. This will attracts the students and they are curious to know what will happen to the

gingerbread man. Then, the teacher tells the story with the action to the students. Here,

the students will enjoy the story if the teacher tells the story with the action and some

sense of humour. This is to prevent the boredom of the students.

Later, the teacher gives the story to the children and asks them to read the story

together. Here, the reading skills of the students are improved. When the teacher

notices any mispronunciation, she will correct them.

After that, the teacher calls out a word from the text. She then let the students

race to find it. The first one to find it must read the sentence aloud. Here, the students

are very curious to find the words mentioned by the teacher. This is because when the

students are able to find the word, they will feel a sense of accomplishment and this will

boost their learning on that day.


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Finally, the teacher asks the students to paste the story inside their work book. She

asks them to draw and colour a picture of gingerbread man. Drawing and colouring the

gingerbread man will make sure that the students have the interest to read the story

again. Reading and repeating the story will enhance the thinking skills of the students.

To conclude, we think that this activity is very interesting and beneficial to the

students as it will develop their reading skills. Students do not get bored easily if the

teacher just read the story without any activity that attracts them.


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We decided to choose a teaching-learning activity entitled Creating the end of

the story for the short story selected. For this activity, we are focusing on three

language skills that are reading, writing and speaking. Besides that, we are also able to

attract the childrens attention by using this story. We believe that children at this level

love story books and will enjoy this activity. Indirectly, our target will also be achieved.


pupils whether they have heard the story of The Talkative Turtle and she asks the





Next, the teacher starts the presentation of the story by reading the storyline of

The Talkative Turtle to the pupils. Then, the teacher asks the pupils to guess the

characters. Here, the teacher builds on the pupils self-confidence and willingness to

take risks with their learning. This shows that the learning environment is supportive and

productive. Besides that, this kind of activity also promotes the pupils to actively involve

in the teaching and learning and also encourages them to speak.

After that, the teacher gives some extract of the story to the pupils and asks the

pupils to write what they think will happen next. The pupils are given 20 minutes to finish

the story. The teachers guidance is very important as it will ensure the pupils receive

frequent constructive feedback that supports the learning. In addition, it reflects theteachers principle in the teaching and learning that is assessment practices are an

integral part of learning and teaching. The most important aspect is that uses

assessment practice will encourage reflection and self-assessment of the pupils.


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After 20 minutes, the teacher asks the pupils to stop writing and randomly picks

up few pupils to read their story. This activity will develop the pupils self-confidence

especially in terms of speaking. Besides that, it also builds on the pupils prior

experiences, knowledge, and skills. This is very important as the teacher shows that

she believe her pupils. This kind of learning will help to achieve the target.

Finally, the teacher asks the pupils their favourite character. By asking the pupils

favourite character, the teacher actually can identify whether the pupils know who is

good and bad in the story. Besides, moral values are instilled too when the teacher asks

the students what they have learnt from the story.

To conclude, this activity is indeed a good activity to develop the pupils skills on

reading, writing, and speaking. Besides, the students creative and critical thinking are

tested too when they have to think and write on what will happen next in the story.


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Writing a story that has happened in students life similar to the text becomes our

teaching-learning activity for the short story selected. For this activity, we are focusing

on three language skills that are reading, writing and speaking. Besides that, by using a

short story in this activity we are also able to attract the children attention. We believe

that children at this level love story books and will enjoy this teaching-learning activity.


pupils whether they have heard the story of The Talkative Turtle and she asks the





Next, the teacher starts the presentation of the story by passing the story to each

pupil. After that, the teacher reads the story and asks the pupils to follow after her. The

reason for this step is to ensure that the students are able to listen what the teacher

says and able to read properly with a correct intonation and pronunciation. It will

promote students self-confidence because the teacher guides them to read. Then, the

teacher selects three pupils to improvise a role play between three characters in the

story. This kind of activity builds on the pupils self-confidence and willingness to take

risks with their learning. This shows that the learning environment is supportive and

productive.

After that, the teacher gives a task sheet to every pupil and asks them to read thetext. Then, she asks the students to talk about anything similar that has happened to

them. This kind of activity builds will help the students to think creatively. They will

compare their personal experiences with this story.


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After that, the teacher asks the pupils to stop writing and randomly picks up few

pupils to share their answer. This activity will develop the pupils self-confidence to talk

and also help to foster imagination and creativity.

Finally, the teacher asks the pupils their favourite character. By asking the pupilsfavourite character, the teacher actually can identify whether the pupils know who is

good and bad in the story. Besides, moral values are instilled too when the teacher asks

the students what they have learnt from the story.

To conclude, this activity is indeed a good activity to develop the pupils skills on

reading, writing, and speaking. Besides, the students creative and critical thinking are

tested too when they compare their personal experiences with the story given.


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pedagogical principles. (Short Play)

We chose a teaching-learning activity entitled Crossword Puzzle for the children

short play selected. The reason we chose this activity is because solving crossword

involves several useful skills including vocabulary, reasoning, spelling, and word attack

skills. Besides, students will be bored after reading the short play. Therefore, an

interesting activity like crossword puzzle will help to ensure the students engage in the

activity as well as enjoy the lesson. Another benefit of using crossword puzzles in the

classroom is that they are associated with recreation, and can be less intimidating for

students as review tools.

The teacher starts the lesson by asking the pupils whether they know what a

short play is. This is to test the students understanding of a short play. If the students

do not know anything about the short play, so the teacher will explain it by using the

activities that she has planned.

Next, the teacher reads the short play and asks the pupils to repeat after her.

Reading the short play after the teacher will help to improve the listening and reading

skills of the students. She then explains the short play where she helps the students to

understand the play so that the objective of the activity is achieved.

After that, the teacher lists down 10 difficult words from the short play on the

white board. The reason is she ensures the students acquire new vocabulary. Card

containing the words are used as the teaching material. She asks the pupils to repeat

the word after her and she explains the meaning of the words. Here, the students can

learn 10 new vocabularies with the meanings.

Subsequently, the teacher prepares the crossword puzzle. She writes the

meaning of the word at the bottom of paper as a clue for the students. Then, she asks

the students to solve the crossword puzzle. The skills that can be implemented here

include making inferences, evaluating choices, and drawing conclusions.


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Finally, the teacher asks the pupils the meanings of the words again after they

finish the task. This is to ensure that the students really know and understand the

meaning of the word that they learn. She asks the pupils to copy down the words and

the meanings in their exercise book. Copying the words in the book will help the

students to improve their memory. Whenever they forget the word, they can refer to the

book. Besides, the students writing skill is improved too.

To conclude, crossword puzzle is a much more active type of learning, and will

engage students with the material more than passive types of review techniques do. It

also has the advantage of appealing to different learning styles. Students who might

normally balk at practice tests, flashcards, or review sessions with the teacher find

puzzle solving to be much less threatening and more like game play.


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pedagogical principles. (Short Play)

Displaying flashcards becomes our teaching-learning activity for the short play

selected (Songs of the Pioneers) .The reason we chose this activity is because children

love activities which involve the cutting and pasting of papers rather than being passive.

The teacher starts the lesson by asking the pupils whether they know what a

short play is. This is to test the students understanding of a short play. If the students

do not know anything about the short play, so the teacher will explain it by using the

activities that she has planned.

Then, the teacher gives the short play to the students. She selects some

students and asks them to come in front of the class. She gives the students a

character each. Then, she asks the students to read their line. Here, the teacher

practices the reading skills among the students. It will be very bored and the students

do not get any input if the teacher reads the story. Therefore, students are selected to

read to improve their reading skills.

After that, she explains the short play to the students so that the students

understand the story better. She divides the students into 6 groups consisting of 5

members in each group. She asks the students to list down all the things in the short

play. She gives them some colour papers, glue and scissor which become the teaching

tool for this activity. Students love to do activities which involve cutting and pasting.

Subsequently, the teacher asks the students to do a flashcard of the things that

they have listed. She gives them 15 minutes to prepare their flashcards. After that, she

asks each group to come in front of the class. She asks them to show the flashcards to

the pupils and lets them be the teacher and ask the class, "What is this?"The students

will tell the answer. Here, this activity turns out to be the student-centered activity where

the students take turn to be a teacher.


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Finally, she asks the pupils to copy down the name of the things that they learn

inside their workbook. Copying the words in the book will help the students to improve

their memory. Whenever they forget the word, they can refer to the book. Besides, the

students writing skill is improved too.

To conclude, displaying flashcards is a good activity to be carried out as a

teaching-learning activity in the classroom. Here, the students are able to talk in front of

the class and this will improve their speaking skills too.


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Books:

Dsney, W. (1995). The Ugly Duckling. Selangor: Penerbitan Pelangi.

Leong, S. (1995). A Girl Called Rosie and the Most Attentive Boy. Kuala Lumpur:

Pustaka Tintamas.

Shen, L. (1003). Jambul is Afraid of The Thunderstorm. Selangor: Penerbitan

Ria.

Internet:

Carroll, R. (2000). Akidsheart.com. Retrieved September 03, 2011, from

Welcome to a Kid's Heart:http://www.akidsheart.com/

Chowdhury, R. (2010, April). Fables. Retrieved September 04, 2011, from The

Talkative Turtle:http://www.longlongtimeago.com/llta_fables_turtletalk.html

Grimm, B. (2010). Short Story. Retrieved September 04, 2011, from Rapunzel:

http://www.eastoftheweb.com/short-stories/UBooks/Rapu.shtml

Reed, R. (2008). Kids Scripts School Plays. Retrieved September 03, 2011, from

Short Plays:http://www.artdramascripts.com/fun
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We are much obliged and would like to express our gratitude to

everyone who had contributed their help to us throughout the whole

process of finishing this task. First and foremost, we would like to thank

God who had given us a good health in order to finish the task given.

Next, we would like to thank our Childrens Literature lecturer, Madam

Choong Ching Ching. She had given us useful advice in order to make this

task better in every aspect. We think she had done a great job in making

her students to do well in their studies and finishing this assignment.

Not to be forgotten, we would like to thank our friends, especially our

classmates. This is because they had given us advice and suggestions to

us about this assignment. They had lent their hand to us whenever we ask

help from them. We were truly grateful to have friends like them who are

concern and helpful.

Last but not least, we would like to express our gratitude to everyone

who directly or indirectly helps us throughout this assignment. Without their

help, we could not have finished this assignment on time.
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