SESSION 1 Workshop objectives:

Explore different approaches to teaching poems to children To use poems to enhance the learning of skills and language To make poems interesting and therefore enjoyable to learn To enjoy ourselves its the best way to learn At the end of the workshop, well come back to these objectives to make sure we have met them !uring the next two days "d like you keep an open mind, keep your minds receptive to ideas, not only from me but from each other The workshop is going to be very interactive so please dont expect me to stand here and lecture you A lot of the workshop is about appreciating how your students feel when they encounter new texts and activities #lease feel free to ask $uestions as we go along % you dont have to wait until the end

Put up the &ultiple "ntelligence #osters 'ere going to start with three activities that will( o help us to get to know each other o and also lay the foundations for this workshop 1. Find Someone Who: Process & Product Min !e "ctivit# ) Ask if anyone knows the activity "f they do, e!icit the instructions * "f no%one knows it, do a demonstr"tion + $ ru!es for this activity, o -ou cant turn over the page until " tell you to o -ou cant ask anyone whos sitting at your table.on your row o -ou can only write one name once o -ouve got + minutes %ON%EP& %'E%( ru!es /i e ask participants $uestions to check they understand rules( e g when can you turn over the page? How many times can you write one name? can you ask the person sitting near you?) 0 stop activity after +%1 minutes 1 2eedback % ask one or two participants if they found someone who is happy to be here, who was it3 etc 4 Elicit "ims of the activity )h# did " ask you to do it3 % 5etting to know each other break the ice

% % %

6ommunication.speaking.asking $uestions 7istening 'riting 8eading

9 'hat are the speech bubb!es for at the bottom of the page3 % 'riting the $uestions you need to ask : teachers often st"rt by asking the $uestions politely but they start to cut corners e g shouting out months or food randomly, or simply copying names off each others worksheets W'*+ o tight time limit A;! o their main objective is to comp!ete the worksheet This is often what happens in a real classroom<< -ou teachers are behaving like your pupils< = Elicit )h# does this happen3 Process & Product The students want to complete the activity o students want to finish the worksheet Product , the end resu!t o they cut corners because the task is too difficult o they were not given enough time &r"iners are more interested in the process , the interaction, the correct use of language etc As your tr"iner, "m not interested in )hether you finish the worksheet but how you finish the worksheet &he product is important % "t has an impact on self%esteem, confidence, motivation etc The product can range from a completed worksheet to sitting for an exam &he process is e$ually if not more important "f we help students engage with and enjoy the process of learning o will help them throughout their lives o will give them good foundations for future learning o and for their own autonomy as learners o this makes a teachers life easier too< Support -or the !e"rners )> ?ow can this activity be made e"sier3 % 2ewer statements @uantity is a Ailler<< % Easier statements Process !"n u" e 'hat English language would your students need to do this activity apart from the target language /the $uestion formsB3 They might need(
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Whats your name? Could you repeat that please? How do you spell that? 'e should not miss any opportunity to give our students chunks of English language, and it is worth writing it on the board and drilling it before the students do an activity .. Word /ener"tor( 0oc"bu!"r# & /r"mm"r 1"n u" e "me 2 ener"tin )ords b# usin !etters -rom other )ords 1. Ask participants to think of one adjective that best describes them, it can be( o an adjective of character o or appearance /Teachers shou!dn3t write the word or say it yetB .. Cn a piece of flip chart paper or the whiteboard write + adjectives about me 2orgetful clumsy happy

4. &he "im is to generate as many words as you can from all the letters in the adjectives 2or example 2or forget plump past $. #ut teachers in groups 5. 5ive each group a piece of flip chart paper and a marker 6. Ask them to write their adjectives at the top of the paper in a line just like you did if 0 in group, then there are 0 adjectives 7. -ou can mix the letters up but you cant add any more letters to the ones you already have 8. "ts a competition "n groups they have to generate as many words as they can in 0%1 minutes 9u!es::: ;ew 'ords must be MO9E than * letters

-ou can only use the letters you have from the combined words, so " could make the word fully from the + adjectives above, but " could ;CT make fluffy /because there are only * fs, not +B ;ew words dont have to be adjectives "ts a competition as many words as you can in 1 minutes<

%ON%EP& %'E%( ru!es::: Dy asking participants $uestions about the rules

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This is a tricky one to explain( people are often not clear that they can use letters from any of the words in any combination to make the new words "t is worth doing a few examples with the sample words you have on the board, until everyone is clear what they can do

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Feedb"ck ) 5roups count the number of words theyve got They can score bonus marks for longer words, e g + and 0 letter words score E ) 1 letter words score E * 4 letter words score E + etc no priFes, only praise< * G-ouve generated a lot of words from just a few how did you do that3 + -ou have 1 minutes( o "n your groups !ook at the words youve generated o 'hat str"te ies did you use to do this /some strategies may be conscious and some may be subconsciousB o 5ive them an e;"mp!e( Adding Hs to make a noun plural e g house I houses 0 2eedback on the board( % Tenses Hing, Hed, Hs % #lurals, % Hs, Hes, change Hy to Hi and add Hes % possessives, +rd person singular Hs % 6omparatives % Her and superlatives, Hest, % #refix H im, Hun, Hin, Hir Hdis % Juffix, Hless, Hment, Hful, Hable % ?omophones pronounced like another work but different spelling or meaning % pail.pale, tail.tale, sun.son % ?omographs spelt like another word but different meaning, may have a diff pron % tear.tear, row.row, bow.bow % ?omonyms spelt like another word /may be pronounced the sameB but diff meaning top.top, saw.saw, can.can % Jynonyms same or nearly the same meaning big.large small.little % antonyms opposite meaning % black.white, up.down % 8hyming words % tear.fear.gear.near.dear. sun.fun, fit.pit, % 'ord groups( topics.themes % teacher, class, table, book, board, ruler classroom 1 Ask( )here would you find a !ist like this3 % "n the school syllabus( the list above and the school syllabus include, % grammar, % the sound system % vocabulary this kind of activity can help our students learn vocabulary 4 'hich is more important voc"bu!"r# or r"mm"r3 /there is really no right answerB

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0oc"bu!"r# "nd /r"mm"r Defore students can understand and enjoy the poems, they need !"n u" e support e"siest way % to teach them the )ords in the poems <oth r"mm"r "nd voc"bu!"r# "re import"nt but students need voc"bu!"r# be-ore they can use grammar voc"bu!"r# E bricks r"mm"r E cement, together they make a strong wall "f you only have the bricks the cement just sits in a pile without the cement the bricks make a very shaky wall "ts very important to teach language to support comprehension

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SESSION . 4. Import"nt numbers = Mu!tip!e Inte!!ie ences

1
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1 .5 .8

)+*9

) Ask Tt to dr") me in the middle of a page * I >ict"te numbers to them( Students )rite numbers round the picture o )+*9 /house numberB o *: /years in &alaysiaB o * /sistersB o ) /brotherB o * /childrenB o *1 /years marriedB o ) /husbandB + #articipants uess what the numbers mean by asking you yes.no $uestions /remember they are important numbers ;CT eg shoe siFe<B 8K7EJ<< ) " can only answer yes or no * " will only answer if your $uestions are grammatically correct 0 As participants guess what the numbers relate to correctly they cross the numbers o-- to indicate achievement 1 'hen all numbers have been crossed off, give participants 1 minute to "sk "n# other ?uestions they like 4 #articipants now write Import"nt Numbers for themselves and do the activity with a partner Feedb"ck Wh# use numbers+ o numbers are universal everywhere I same in &alay and English and many other languages o some students are ood "t m"ths or they like numbers /logical.mathematical learnersB o we can use numbers to e;p!oit !"n u" e deve!opment you could also do this activity with( o pictures /visual learnersB o or words /linguistic learnersB

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brother
9 6hildren

'o) c"n )e use these 4 "ctivities )ith the poems #ou te"ch+ FSW 2 e g !oems in "our !ocket# $he Wrong %tart &page ') 2ind someone whoLL ate an egg this morning (eep a !oem in "our !ocket &page )) 2ind a picture of someone reading a book, whats the title of the poem3 Changing *ays# +ittle $hings ,ig things# 2ind someone who has a cat 2ind someone who can tell you what a young cat is called 0"ri"tion o- FSW( 1. Ask Tt to turn to p" e 7 .. 2ind a )ord beginning with #, 4. P" e 11 word beginning with h E lots of words, so E easier for weaker students /can be slower and still get a wordB $. 2ind something yellow in the picture on page : whats the title of that poem . who wrote it 5. 2ind a picture ofL 6. 2ind the author who wrote L 'hat do these activities pr"ctice+ o Jkimming and scanning reading skills o Alphabet, o vocabulary, o pronunciation, o reading, o following instructions Import"nt( ss are turning pages, feeling pages E kinaesthetic Eencourages ss to enjoy books and reading /ive #our students support( o make sure not too many items.$uestions o use simpler items( has a cat, has a red toothbrush, likes eggs o help ss with the $uestion forms

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0"ri"tions o- Word /ener"tor o generate words from " poem tit!e o ss choose + )ords -rom a poem o ss find the verbs.nouns.adjectives in a poem and choose + to make new words from o #lay hangman with words from a poem Support( o 5ive gapped words eg( # M M M M o show ss pictures of the words youre looking for 0"ri"tion: Import"nt Numbers ) !raw a s$uare in the middle of a page, write the name of the poem in it, then write numbers around the s$uare, related to the poem and.or the picture on the page where the poem is * " read a line from a poem students say )h"t p" e its on and.or give the tit!e + 7ook on page 1, second line, find the rhyming sounds 0 ?ow many animals are there in worms wiggle3/#oems in your pocketB or +ittle things- ,ig things3 /6hanging !aysB Support+ S"# and Sho) the line and ss can ask $uestions

Mu!tip!e Inte!!i ences o All of our students learn in different ways they have different learning styles o we c"n3t cater to every students individual needs ever# lesson o we c"n use 0@9IE&* in the )"# that we do activities o This ensures that we are meeting the needs of all of our students some of the time o &ultiple intelligences shou!d not be used to !"be! our students, eg we should not say, Hshes kinaesthetic or Hhes visual o but they should be used to r"ise our ")"reness of our student strengths and areas for improvement o All of us have a different combination of strengths that we excel in

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$. 9unnin >ict"tion M* PE& A" poem "bout " sn"keB ) "n groups teachers have to( o write down every line of the poem o put the lines in what they think is the right order o guess what the pet is 9u!es: o o o o They cant take pen or paper with them They cant take their mobile phones with them They cant remove the strips from the walls 'hen theyve finished and think they have got it in the right order they must put their hands up

%ON%EP& %'E%( 8K7EJ by asking $uestions to make sure participants know what they can and cant do Feedb"ck ) @sk teachers to read the poems out * The beauty about this poem is that it doesn3t re"!!# m"tter what order the lines are in because theres no rh#me, its pure description this is not the case with poems that rhyme and very often childrens poems do rhyme + E!icit from teachers the different skills they used during the activity for the P9O%ESS. "nvolves and practises( o all 0 skills( reading, writing, speaking and listening o memoriFing o spelling ss can go back and check if unsure o collaboration and teamwork 0 Su est other ways of giving -eedb"ck doesnt have to be whole class eg o Tt gives the complete poem to each group to check whether its in the order the poet wrote it in 1 Support for lower level students3 9educe the ?u"ntit# of( o the text on strips o and the number of strips on the walls

CD@N&I&* IS @ (I11E9:

'hat process !"n u" e would the students have needed for this activity3 pardon Could you repeat that please? How do you spell that? .re you sure? Could you go and check again please? !rill the process language if and when necessary

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4 Ask participants which of the poems in their anthologies can they do a running dictation with3 The alphabet song very weak class for students who cant read in English Jhorter poems % weaker students 7onger poems different verses on different coloured paper each group only has to get one colour #oems with rhyming lines students have to find the lines which rhyme practices pronunciation Almost any of the poems, although the shorter ones lend themselves more easily, the longer ones can be used by giving only one verse, or giving a gapped worksheet, and the students only have to find the missing words Pre= "nd post "ctivit# ) 'hat !"n u" e support will the students have needed be-ore the activity3 o 0oc"bu!"r# check the poem for new vocabulary, you may need to pre%teach the new words, making sure you help with pronunciation * 'hat kind of " !e"d in could " have used3 o !iscussing how we are all different what makes us different3 o !rawing people o !escribing people . pictures of people + 'hat sorts of things can we do post "ctivit#+ o )rite " poem about a part of the body 5. '"ikus ) 8eor "nise p"irs so that participants work with a new partner * 7ook in G#oems in your pocketN or 6hanging !ays and choose " p"rt o- the bod# or " piece o- c!othin mentioned in the book !ont tell any other pairs of students what youve chosen Aeep it a secret< + 'ith their partner, participants brainstorm everything they know about this part of the body 0 " dictate, and participants write down this poem

7. Ask the teachers if they know what kind of poem it is /A ?aiku E Oapanese, about natureB 8. how many syllables are there in each line3 )st line 1 syllables *nd line 9 syllables +rd line 1 syllables &ot"! )9 syllables
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There are many types of ?aikus but the one we are looking at is + lines E. "n pairs, participants are going to write a ?aiku 1F. They will use the vocabulary they got in the brainstorm 8K7E< o -ou c"n3t mention the name of the animal in the ?aiku o the rest of the class will have to guess the animal o 8emember( ?aikus do not have to be grammatically correct< >isp!"# Ask the teachers if they want to read their haikus out Ask them to draw their animals, cut them out and write the ?aiku inside them !isplay them on the wall At school, they could make ?aiku books

Wh# stick the ?aikus on the board3 o Jome students might be too shy.unconfident to read them out /8eading aloud c"n increase confidence, but can also decre"se confidence be careful<<B o Js might appreciate the ?aikus better o Js can be creative with coloured paper, drawing etc "f the participants are reluctant to read out the ?aikus, Trainer can read them out and participants can guess Wh"t voc"bu!"r# do the poems throw up3 A lot of information about animals( o Animal bodies /especially adjectives describing themB o Animal movements o animal homes o animal sounds o geography Wh"t do Ss need to write ?aikus3 o Pocabulary o Anowledge of what a syllable is '"ikus can help students with o spelling o stress o pronunciation Feedb"ck ) E!icit the "ims o- doin '"ikus % 8einforce.introduce vocabulary % Jhort /a very tight structureB
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% % % %

can be simple % good for lower level students Allow students to be creative 6onfidence building sense of achievement at having written a poem '"ikus "re " ver# ood steppin stone to he!pin students )rite simp!e sentences.

* Jhow the elephant ?aiku again and ask what kind of language is missing in order for the lines to become sentences #ronouns, verbs, Articles, auxiliary verbs, punctuation + Jhow them the following sentences,

Its a big, wild, grey mammal. It has large ears, sharp tusks and a long trunk. It loves its child which is called a calf.
5enerally the elements missing from a ?aiku are( o Articles o auxiliary verbs o punctuation in other words the cement Athe r"mm"r )ordsB: differentiate the cement and bricks in different colours so that students can see them clearly This takes longer than a grammar exercise, but its in context Supportin #our students Jtudents will need help with( vocabulary they need to know what a syllable is give them gap fills bits of paper with one word on it, they can move them around Jyllables are also useful in helping students with pronunciation and spelling "f your students are going to successfully write a ?aiku you need to o throu h the st" es ver# c"re-u!!# -or the -irst time, you should do it as a )ho!e c!"ss "ctivit# giving them clear examples every step of the way

Process 1"n u" e+ / think thats too many 0 not enough syllables How do you spell that? Can you think of another word here?

Mu!tip!e Inte!!i ences used in )ritin '"ikus: o 1in uistic o !o ic"! m"them"tic
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o n"tur"!istic o interperson"!

&hird Session
9evie) o- the d"# so -"r 0oc"bu!"r# "nd /r"mm"r 'hy are they important3 Jtudents need both to make sentences Doth vocab and grammar are e$ually important, but vocab comes first 5rammar next 1"n u" e "nd 1e"rnin Support To help students with the process !ifferentiate activities( make them easier for lower level ss and more challenging for higher level ss &ime 5ive students enough time Cu"ntit# is " (i!!er Jhorter activities are more engaging and enjoyable Purpose 'hy is this important3 -ou must have a purpose for EPE8- activity ?ow you do an activity depends on your purpose Mu!tip!e Inte!!i ences "ts important to help different types of students e g ;icole !avid what kind of intelligence will be her strength3
Einstein /logical mathematical Deethoven /musicalB Pan 5ogh / #icture smartB

/bodily kinaestheticB

Process "nd Product This workshop is interested in the #rocess of learning( Duilding confidence Engaging and "nvolving learners in the learning process 7eading to learner autonomy Words "re Po)er The more words a students knows E greater confidence easier to motivate students to read more if vocab is wider

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Form ne) roups: Jtudents o outside and -orm " k!ine with their birthdays /not yearsB ) end of corridor E )st Oanuary other end E +)st !ecember I- #ou et it )ron G #ou h"ve to sin " son :: Wh"t did th"t pr"ctice+ &onths Crdinal ;umbers #ronunciation Je$uencing ;egotiation " divide the line into groups of 0 &t sit in new groups, and tidy the tables in front of them

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6. Pe!m"nism /using the cards in #rimary 7it 8esource DoxB 9D1ES Take turns to turn over * cards one at a time

#ut them down on the table 2A6E K# where you found them you have to show the rest of the group what the cards are, otherwise it makes the game very difficult "f they match, keep the pair "f not a pair, turn them over and put them back in the same place

#elmanism is essentially a memory game, if the cards keep changing places, then once again, it becomes very difficult The winner is the person with the most pairs 'e can use all 0 sets i e picture, name of animal, plural and movement for teacher training, but would probably only use two sets of the cards for students Elicit Purpose of the game Pocabulary &emory 2un while learning Elicit what ski!!s involved3 8eading, memorising, Elicit what Inte!!i ences involved3
o visual spatial, verbal linguistic, bodily kinaesthetic, naturalistic, logical /matchingB, interpersonal

Elicit )h# have we used di--erent co!ours for the different sets3 To make it easier for lower level students i e they have to pick ) yellow I ) green Elicit what other "ctivities can be done with the pelmanism cards3
o o o o o o o o o o o o o o o o o o o Jpelling games riddles word chain animal sounds animal movements constructing sentences students turn over two cards and link the two words to make a sentence matching pairs % adults and their young . singular and plurals . animals and their movement fill in the blanks gapped words on worksheet, students have cards to help them complete the words word maFe /can be made with your choice of words in the website( puFFlemaker com crossword puFFle grouping . categoriFing eg wild.tame, * legged.0 legged, carnivores.herbivores.omnivores grammar singular.plural guessing games ?appy 2amilies Jnap #arts of animal bodies Kse the cards as prompts to remember stories about animals 'ord train, eg( bugwormlionkittendogsnakepuppiesdeer students divide the train into words 'rite similes, eg( as fast as a horse, as long as a snake

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Jaying a word then next student saying a word that starts with the last letter of the first word, eg( horse, elephant, tiger, rabbit

'hich poem do all these words come from3 In c!"ssG #ou3d !ook "t the poem -irst Dse the pe!m"nism c"rds to conso!id"te

WO9MS WI//1E /in #oems in your pocketB

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7. @ction poem This activity is one where students decide what action they can put to the words in the poem 5o through the whole poem with the teachers with the poem on screen E!icit "n "ction for ever# )ord /students suggest all the actions, ;CT the teacher, unless they are stuckB Stop every couple of lines and revie) the previous ones Ea ood str"te # to use with students

e g worm E bent finger wiggle E finger /like a leachB bug E two fingers on head jiggle E hands together fingers interlaced move up and down rabbit E two ears hop E whole body or just hands etc Ask participants if they enjoyed that activity, and ask if they think their students would enjoy it WO9> /9@< 7isten and grab use the pelmanism cards " read out a word, in their groups, they grab a rhyming word

Mu!tip!e Inte!!i ence M"ppin % A bit of reflection is a nice way to end the first day /ive ss MI m"ppin h"ndout 2 "nd sho) it on the screen e!icit the "ctivities as a whole class /make sure everyone has the same listB /o throu h the FSW to ether, ticking the intelligences with them as an example Js do the rest Feedb"ck on this the *nd morning

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Session $
9evie) ) 'ere going to do a $uick review of yesterday * Think about everything you remember from yesterday + 'rite it on the board using key words 0 Anyone can come and write what they want To get the ball rolling, elicit an example or two of the kind of thing you want participants to write 9D1ES Kse keywords -ou c"nnot repeat what someone else has already written you have +%1 minutes
2sw, word generator, 8unning dictation, action poems, pelmanism, "mportant numbersm haikus, language support, time is a killer, #rocess vs product vocab /bricksB and grammar /cementB, &", purpose, words are power, $uantity is a killer,

Teachers will probably remember what they did first, not necessarily what they t"!ked about so theyll put up things like 2J', '5 etc This is fine % its true for most people including our students 'hen you invo!ve students in learning, it is far more memorable and probably makes more sense >ict"te the proverb( &e!! me "nd I -or et Sho) me "nd I remember Invo!ve me "nd I underst"nd /Cld 6hinese proverbB put proverb on screen "ts taken you +%1 minutes to get everything up on the board even thou h you have notes in front of them and we revie)ed yesterday afternoon even teachers need time to think in order to remember 'hy do so many teachers walk into a classroom and ask students what they did last lesson /which might have been last weekB and expect an almost instant answer3 Jtudents need time to remember and also need " prompt if they arent very good at the language and possibly not that motivated, they will need help remembering 'hat the teachers write up on the board is a good way of checking if you, the trainer, need to go over anything again There maybe a point.concept.activity that you wanted them to
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get and yet they havent even put it up which means that you probably need to go over it again 7. < I N / O ) Ask teachers to draw a table of + s$uares by + s$uares and sho) it on the screen

* Ask the teachers to pick = Hitems from the board and write them in each of the s$uares This is an individu"! exercise + Tell the teachers youre going to play <IN/O< 0 -ou will read randomly from the board and if they have what you say, then they can cross it out 9D1ES -ou can only cross out items when " say them "n order to get D";5C, they must cross out ever# s$uare, not just + in a row They must S'OD& <IN/O and raise their hands up if they shout !oud!# enou h, they can have a lovely D6 pocketbook

1 Everyone eventually gets bingo and a pocketbook Jo, once the first teachers have got it, you can hand over the calling out to them and carry on until everyone has finished Ask participants if they enjoyed that activity Ask who did the preparation for that3 Js( wrote on the board, Js drew their own grids, Js crossed out It3s not necess"r# to give priFe, we can just give praise to our students Feedb"ck The importance of reviewing Elicit why Dingo is a good way of reviewing 'hat else Dingo can be used for3 o ;umbers o Animals o Adjectives o Cpposites o Tense

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/I0E OD& Dingo reading handout ) Jhow ss the photocopiable activity E daily routines * Ask( which of your poems is about daily routines3 E the wrong start ) MI P!"nner revie) show it on screen * &"!k throu h and check the multiple intelligences for the activities we did yesterday + Talk through the action poems !o you think its a useful way of doing poems with ss3 'hy3 ?elps them remember poems 0 5ive Js &WO minutes to think of what else we could do with Worms Wiggle3 Kse . make puppets #lay Dingo students write in animal movements, Teachers says animals name, ss cross out the movement when they hear the name of the animal 8unning dictation 6rossword puFFle 2orming complete sentences 8ole play /better studentsB Jtory line /better studentsB &ake animal posters habitat, food, movement, noises etc &ake animal scrapbooks &ake animal journals GA day in the life of a rabbitN Animal problem pages what problems do animals have3 o Extinction o ?umans catching . killing them o !ogs tied up, cant run around 6reate a new animal( o !raw animals, o cut them up into parts o create a new animal, saying why you are using each body part

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&he 9"in 8. M"tchin )ords to pictures on the bo"rd ) 7ike pelmanism but almost completely the reverse of it * A relatively $uick whole class activity + Jtick the words and flashcards randomly on the board 0 Ask one teacher at a time to take a matching word and picture and put them together on one side of the board 1 &he r"tion"!e is basically to introduce.reinforce the vocabulary 4 #oint out to teachers that with their students, they should )ork on pronunci"tion etc 11. &P9 2 &ot"! Ph#sic"! 9esponse "ctivit# ) Jtudents get into groups of 0 or 1 * 5ive every student a word /from the board if you did the above matching exerciseB O9 give students a strip of paper each, and ask them to write a word from the poem on the paper + Ask the student " gave the word to to stand up and show and say word or pic 0 Ask ss to look at poem HThe 8ain on page )= 1 Then either play the poem on 6! or read the poem 4 Every time the person " gave the word to hears their word, they should stand up and sit down again 9 /and grow and grow and 58C' E stand up and sit down + times<<B : 7ots of fun and lots of variations to this = Ask a student to read the poem Support 8ead it more slowly for weaker students When would you do this activity3 !o Js need to have read the poem before3 NO 'hat do they need to know before this activity3 0oc"b With #our studentsG %heck pronunci"tion 1row 2 1low

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1F. >r")in >ict"tion = &he /"rden 2 dr")in "nd !"be!!in ) 5ive each teacher " b!"nk piece of A0 paper * 5o through the poem and ask them to dr") " picture with these things in it o A little girl o 2lowers o Jky o Jun o 8aindrops o 8ainbow o Kmbrella this allows the students to be cre"tive and to visu"!ise and person"!ise the poem + @sk students to !"be! the picture use the words you have from the last activity, then pass those words to the next table, and write new words on picture 0 I re"d out the words above to check the students have them all Wh# did we do these two activities3 'hat was the Purpose3 The 8ain &P9 "ctivit# E helps students to learn and remember vocabulary >r")in a picture and !"be!!in it involves students they can visualise poetry /makes the poem visual, they are person"!isin it too Person"!is"tion "n the word generator we person"!ised the activity by using an adjective describing you "n the ?aiku about &y #et we person"!ised it by letting you choose an animal 6ould also have been your favourite animal This picture of the 8ain is #our picture /they are all different<B you have personalised the poem Add GPerson"!is"tionH word on to wall 1 This raises a whole new area of recordin voc"bu!"r# different ways to record vocabulary to make it more memorable.interesting 4 Dy using students o)n pictures, you are making the vocabulary more visib!e, more person"! 6lassrooms often have wordlists "ts important that students record vocabulary in a way that is memor"b!e for them There are many ways 'hat could you do next with the pictures3 Add more words( clouds, colours, girls body, clothes etc 6olour picture 6ut them up and make a jigsaw 'ord generator 'rite sentences to make a story o 'eaker students could write a haiku just using words
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5 mins( 'hich other poem could you do this activity with3 wrong start- woods, almost all of them<< * After the T#8 you could do a matching activity on 'hite board words to pictures Wh# include rainbow3 &ore colour % enrichment ;ew word within context /word generator one of strategies E in contextB !ifferent intelligence visual spatial

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SESSION 5 9ec"p o- the mornin 9evie) 'e reviewed the workshop so far with Dingo 5enerally as teachers, we dont review enough "ts very good to do a 1 minute review every lesson, in the form of a game or a $uiF Invo!vin Students 'e talked about involving students, the more students are involved the more they are engaged the more they will understand <ui!din %on-idence 'e talked about building confidence "n language, confidence is half the battle "f a student is confident % they will be more prepared to take risks The more risks you take % the more they will learn "f a student is never wrong % it limits their learning "ts important to get the level of challenge right %on-idence "nd 0o!unteers: Jometimes we ask for volunteers, and our students are $uite reluctant Think about how they feel when you ask them to answer a $uestion<

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11. /roup present"tions usin the Prim"r# 1iter"ture 9esource <o; !ifferent states are using different anthologies, !oems in "our !ocket3 /n the 4irror or Changing *ays &he bo;es "re "!! the s"meG -or "!! 4 "ntho!o ies Jo if a word or picture, or finger puppet you want isnt in the box, you can make it

*ou h"ve $F minutes to think of an activity and create the resources you need for it The Resource Box ) * + 0 1 4 "n your groups, choose a poem from H#oems in your #ocket that you would like to work on !esign an activity for that poem using @& 1E@S& ONE thing and preferably as many items as possible from your resources box The activity has to have c!e"r !"n u" e and.or ski!!s "ims De creative but re"!istic think about your students and what would be useful to them " do not want a lesson plan " would like you to demonstr"te the activity using the rest of the group as your students /about 4 mins each groupB >O NO& tell us the aim of your activity %ON%EP& %'E%( instructions::

Cbservation Task 'hile you are watching the other groups, decide( 'hat is the "im of the activity3 ?ow are the students supported+

Import"nt points to note: %!e"r instructions Jtaging of activities important take the time, otherwise activity doesnt work 2or games.activitiesm, give ss the process language they need to complete the process, e g its my turn now /ts your turn- youre ne5t6 He cheated66 otherwise your ss will naturally use D& make generic game boards that can be used in a variety of ways be efficient on resources Always have a #urpose.aim
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'hen are you giving the students the activity3 o Defore( To introduce the poem o !uring( To practice for consolidation o After( To review the poem, or for enrichment Always give your students learning support Always put yourself in your students shoes

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SESSION 6 Mu!tip!e Inte!!i ence Cuestionn"ire ) 5ive the teachers MI ?uestionn"ire handout * &e!! &t to re"d the sentences, + put a tick next to the ones which are true for you 0 !iscuss in your groups( 'hich numbers refer to which intelligence3 1 " give out the key and graph

(E* = &ultiple "ntelligence #rofile Type of "ntelligence 7inguistic 7ogical &athematical Jpatial Pisual &usical Dodily%Ainaesthetic "nterpersonal "ntrapersonal ;aturalist @uestion ;umbers ), 9, )), +), +1 )>, *0, +>, ++, +: :, )1, ):, *>, +4 *, )4, *), *:, +0 +, )0, *1, *=, 0> 1, )+, )9, **, +9 4, =, )=, *+, *9 0, )*, *4, +*, +=

4 then sho) it on the screen 9 circ!e the numbers that you ticked : "dd up how many circles you have for each type of intelligence = p!ot your intelligences on the graph 1F. >iscuss ?uestions in #our roups: sho) ?uestions on screen:

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Mu!tip!e Inte!!i ences o 'o) m"n# t#pes o- inte!!i ence do #ou h"ve+ o Which inte!!i ences do #ou use " !ot+ o Which ones do #ou use !ess o-ten+ o %"n #ou see "n# !ink bet)een the inte!!i ences #ou use the most "nd the subjectsI"ctivities #ou !ike most+ o %"n #ou -ind "n# !ink bet)een the di--erent inte!!i ences "nd the )"# th"t #ou te"ch+ o 'o) c"n #ou m";imise #our stren ths+ Wh# did )e do this "ctivit#+ o Ever#bod# is di--erent o Our students !e"rn in m"n# di--erent )"#s usin " )ide r"n e o-: ski!!s c"p"bi!ities inte!!i ences 'o) c"n )e he!p them @11 to !e"rn+ <# usin !ots o- di--erent t#pes o- "ctivities in the c!"ssroom

VARIETY IS THE SPICE OF LIFE

We did a questionnaire to find out about our intelligences. How can we find out how our students like to learn? o By observing them o Giving them creative homework o Noticing what appeals to them

he important thing is not to use only one type of activity in your classes. !t becomes boring and doesn"t appeal to every student.

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&he Wron St"rt 2 either person"!ise it to be #our wrong start O9 write an opposite poem , &he 9i ht St"rt The Wrong Start by #ane $"%ru& ! got up this morning and meant to be good But things didn"t happen the way that they should ! lost my hairbrush' (y head felt sore ! spilled my coffee all over the floor then ! dropped my cup and after that ! ran out of the house )nd fell down flat hings may get better ! don"t know when. ! think !"ll go back and start over again. Wh"t did I ch"n e+ Jome verbs Jome nouns E person"!iJed the poem % made it more relevant for me -ou have 1F minutes to personalise the poem for you Js volunteer to read out their poems Support #our !e"rners: ?ighlight.underline the words they can change Drainstorm the things that can go wrong in their day list of verbs .nouns on board for students to use 0"ri"tions &ore time( write a poem called $he 7ight %tart E opposites Feedb"ck 1ook "t MI p!"nner "nd "dd tod"#3s "ctivities

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 /o b"ck to O<KE%&I0ES on screenG re"d them throu hG "nd "sk i- been met To explore different approaches to teaching poems to children 'eve looked at changing poems, visualising, using actions, playing games Always try to vary your activities Think about the language support that will be needed To use poems to enhance the learning of skills and language Teach new words when possible /we added rainbow to the vocab in The 8ain Teach the process language needed to do an activity.game Kse holistic activities, all students can participate, be prepared to differentiate, so that it can be made easier for weaker students, more challenging for stronger students To make poems interesting and therefore enjoyable "nd e"sier to learn 'orms wiggle, The 8ain, !o something interesting, different, it is good for your development as a teacher Aeep in touch with each other Jhare, collaborate 5et students to share and collaborate too To enjoy ourselves ?ave you enjoyed yourselves3 7aughter is good it helps learning 'hen you are relaxed, your mind is receptive English is enjoyable Jtudents motivation often comes from the teacher "f the teacher is committed and enjoying herself.himself, then the student will too This workshop is just * days, it is not in depth, it has just touched on topics Kse this workshop as a springboard for( more development more ideas more resources add to the resource box, see it as a work in progress

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EL&9@ Su

estions -or other "ctivities

St"r !i ht St"r <ri ht = Wishin )"!! = st"rs A very simple, feel good activity that encourages a bit of reflection and person"!is"tion. ) Ask the teachers to draw themselves in the middle of a blank page * Then ask them to think about what they would wish for if they could wish for anything in the world they should write these things around the picture of themselves + They should share their wishes with the person next to them 0 Ask them to prioritise % if they could have only one wish which would it be 1 5ive each teacher a star and ask them to write their wish as a sentence in the middle of it and then stick it on the wishing wall )) 7et the teachers read each others wishes )* then ask them to think about what wishes their )) year old students would wish W"rmers @ction @!ph"bet in groups choose one word The word must have the same number of letters as people in the group Kse whole body to show the letter 6an use * people to make one letter 6an do whole word at once C8 letter by letter <irthd"# !ine Jtudents form a kline depending on their birthday /not yearB <"ck to the <o"rd Jtudents sit in groups, one student has their back to the whiteboard Teacher writes a word or phrase on the board The group has to e;p!"in in En !ish what the word is without saying the word /or any part of itB The first group, whose person with their back to the whiteboard guesses the word, is the winner /roups then move roundG so th"t " different person h"s their b"ck to the bo"rd.

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Find someone )hoMMMM

*. is happy to be here today ,. likes teaching -. can sing .. likes the same food as you /. was born in the same month as you 0. has the same hobby as you +++++++++++++ +++++++++++++ +++++++++++++ +++++++++++++ +++++++++++++ +++++++++++++

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Mu!tip!e inte!!i ence P!"nner @ctivities MI 0erb"! 1in uistic <odi!# (in"esthetic 1o ic"! M"them"tic"! 0isu"! Sp"ti"! Music"! N"tur"!ist Interperson"! Intr"person"!

1inkin !e"rners to "ctivit# t#pes Delow is a table of learner types and some suggested activities for each type "t is adapted from Oeremy ?armers book $he !ractice of 8nglish +anguage $eaching but was originally taken from How to 9se 1ardners /ntelligences in a Class !rogram by & 7oon for the Kniversity of 6anberra 1e"rner &#pe
7inguistic

Is ood "t
8eading, writing and stories

1e"rns best b#
Jaying, hearing and seeing words

@ctivities
&emory games Trivia $uiFFes Jtories

7ogical . &athematical

Jolving puFFles, exploring patterns, reasoning and logic

Asking $uestions, categorising and working with patterns

#uFFles #roblem solving

Pisual . Jpatial

!rawing , building, arts and crafts

Pisualising, using the minds eye

2lashcards 6olours #ictures !rawing #roject work

&usical

Jinging, listening to music and playing instruments

Ksing rhythm, with music on

Ksing songs chants drilling

Dodily . Ainaesthetic

&oving around, touching things and body language

&oving, touching and doing

T#8 activities Action songs 8unning dictations &iming 8ealia

"nterpersonal

&ixing with others, leading groups, understanding others and mediating

6o%operating, working in groups and sharing

&ingle activities 5roup work !ebates !iscussions

"ntrapersonal

'orking alone and pursuing own interests

'orking alone

'orking individually on personalised projects

;aturalistic

;ature

'orking outside, observing nature, studying plants, animals and the natural world

Environmental projects