02/04/08 (Wednesday)
a) Numbers and colouring
We started on recapping the numbers from 1 until 50. Less than half of the class could say out fluently. We recapped another round and they were more confident, especially when they could see the patterns of numbers. Then, everyone stood up as to take turn to say the number I pointed to. ZY, EG, SY, SYu, JN, JS, YP, XR, SJ, M were more independent. LX, ZJ, J, WY had shown improvement. Then, I showed them a "dot-to-dot" picture which I pretended that it was a fish. Then, I joined number 1 until 15 before asking volunteers to complete the picture. LX and WY required more guidance. Finally, they saw that it was a "parrot" and not a "fish". Then we sang the song of "Burung Kakak Tua". Most of them could only remember the chorus part. "Burung kakak tua
Hinggap di jendela
Nenek sudah tua
Giginya tinggal dua
CHORUS: Lechum Lechum Lechum Mu la la
Lechum Lechum Lechum Mu la la
Lechum Lechum Lechum Mu la la
Burung Kakak Tua.
Then, they did the worksheet individually. Some kids needed more prompting included LX, WY, SJ, YP, ZJ, XR and JH. Meanwhile, those who were not so interested in colouring were EG, WY and ZJ. ZYg, ZY, SYu, SY and JN could colour quite nice and balanced.
(M/I: Linguistic, Logical-Mathematical, Body-Kinesthetic, Spatial, Interpersonal, Musical skills)
b) Tea break
Just before drinking, the kids sang their favourite "Elephant Song". By today, they could read most words without much prompting from me. Example: like, trees, cheese, mice, swim and gotta. Today, the kids ate their favourite creamy rolls. After eating, they kept their chairs and did some reading. I observed that some kids loved reading including JH, SYu and YPm our new friend.
(M/I: Musical, Interpersonal, Body-Kinesthetic skills)
c) The Cast and Dialogue
I wrote the animals' names and drew their pictures in columns. The kids would call out their own names when I asked for the animals. This was to test their focus. 95% of them could remember their casts. Then, they sat in thir groups. Next, we practised on the dialogues. They were better-versed today than yesterday. In between, asked them for the animals' sounds; so that they could absorb more. The chameleon, lion and eagle groups were more independent.
(M/I: Linguistic, Body-Kinesthetic, Interpersonal skills)
d) A brief rehearsal
Next, we combined two tables together. Then, I brought in the tambourine so as to signal them. They learnt to listen to instructions. The lions and crocodiles knelt down. They had to balance their fingers and dialogues at the same time. It wasn't an easy task! The eagles, porcupines and chameleons stood behind. The Anaconda was beside waiting for the cue to get into the scene.
(M/I: Linguistic, Body-Kinesthetic, Interpersonal skills)
e) A smaller group
This was their first puppet scene. They were not familiar yet. Once, they got tired, they started to be unfocused and mischevious. So, I explained to them that I would form a smaller group to perform. This would give them a better idea. Furthermore, the chosen ones were the more attentive kids; thus the others would behaved better realising that I have not chosen them. The chosen ones included ZY, YP, YZ, SYu, SY and EG. It was indeed more organised. As there wasn't enough time, they would decide on Friday morning as a class. Do they prefer a smaller group or to involve all? Tomorrow is an exciting day for them as they are going to the zoo.
(M/I: Linguistic, Body-Kinesthetic, Logical-mathematical, Interpersonal skills)
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