Lecture 29/11/2010: Lion Script

Adaptation of the story of the Lion Who Couldn't Roar

Lion: I am a lion who cannot roar
When I roar my throat gets sore

I talk sweetly and nicely to my animal friends.

"How are you today?" "I'm fine, thank you."

Animals: Lion, Lion, we like you.
You're kind and sweet, that is so true!

::A whiny and tiny pig comes along::

Stupid and Stubborn Pig: Hello lion, how do you do.
I cannot agree with your point of view.

Lion: My little friend, it's okay.
I don't always have to have my way.

Stupid and Stubborn Pig: How can you say the sky is blue... can you help me to tie
my shoe?

::Lion agrees::

Lion: Little pig, little pig, I do not fib
The sky is blue as sure as a baby sleeps in its crib.

Stupid and Stubborn Pig: You lie, you lie, it is not true.
I will not thank you for tying my shoe.

::Lion gets angry and tries to roar::

Lion: GRRRR--- eek.

Lion: I need something else I do.
I'll make a machine to roar at you.
Just you wait you buffoon
I will see you in three moons.

::Lion goes to make the machine. It takes him three months to complete. Soon after it was finished, the pig turns up::

Stupid and Stubborn Pig: Here I am you silly cat.
The sky is purple and the world is flat.

::Lion pressed a button on the machine with his paw, and suddenly resounded this tremendous...::

ROOAAAAAAAAAAAARRRRRRRRRRRRRRRRRRRRR~!

Animals: *scream and run away*

::Lion looks sadly at the departing animals::

Lion: Never will I roar again
Now my heart's in so much pain.
I'm all alone as you will see
There's no one else here but me.

::Lion begins talking nicely to the animals once more::

Animals: Lion, Lion, please don't roar anymore
Let's just share this packet of Chipsmore.
*sorry our group was feeling peckish

Lion: Indeed I'll never again use the Roaring Machine
It made me the loneliest I'd ever been.

~The End & Happily Ever After~

Discussion - 19/11/10 ( 5 activities to facilitate children's language acquisition.)

Activity 1


"Soundworks " - Phonology and syntax ( with drama )      
1. Copy me copy me copy me do
2. I do this can you do it too? (while we clap )
3. Make the sound "a" with action then repeat 1 and 2.
4. Make the sound "n"with action then repeat 1 and 2.
5. Make the sound "t" with action.
6. With all the sounds, let us collect some magic dust. ( scoop and sprinkle on the 
    sounds).
7.Show me your muscles and let us squeeze the sounds together.
8. Put all the sounds together slowly and then go faster.
9. Hey everybody, we made the word "ant". Yay! CELEBRATE.


Activity 2


" Phonics Song " - Phonology and semantics ( music & movement )
1. Sing the song " ants on the apple".                                                           
2. Emphasize on the sound like "a".
3.Show them the concrete material while singing.
4. Reinforce the sound "a".


Activity 3


Puppet play or dramatization - pragmatics







Activity 4


Storytelling - Phonology , Semantics, Syntax and pragmatics

Activity 5

Show and Tell - Phonology , Semantics, Syntax and pragmatics

Thought by : the lovely Waani, Eda, Aishah and Naz. : ) : )  : )

caterpillar

Plan an activity....

1.Art and craft

Finger printing, straw printing,colouring,sand painting,aqualic painting,blot painting,sculpture

2.IT

picture taking,video recording,mini documentary

3.Indoor games

dog&bone,passing parcel,musical chairs,duck-duck-goose,chop chilli chop, mr wolf, freeze game

4. Physical Education

indoor gym,indoor playground,music&movement, hopscotch,skipping,hula hook,bean bag

5.Language

Storytelling,dramatisation

6.Science

prediction on aftermath of rain

7.Moral education

competition-picking up the most litter , talk on moral values

Done by

Ima,alie,ira,ina,ana.

Saving These Up for a Rainy Day - List of Activities

1 - Twister
2 - Shadow puppet play (animal shadows, finger shadows)
3 - Duck, Duck, Goose
4 - Indoor hopscotch
5 - Board games
6 - Charades
7 - "Plastic ball swimming pool"
8 - Parachute play with balls
9 - Freeze game with music
10 - Musical chairs
11 - Crossword puzzles
12 - Guessing games with animal sounds
13 - Giant collagework
14 - Treasure hunt
15 - Simple cookery (warm food that's nice to eat on a chilly day)
16 - Transferring things with tongs
17 - What's the Time, Mr Wolf?
18 - Colouring and drawing while listening to soothing music
19 - Simple origami
20 - Hot & Cold

A birthday-themed lesson: Subjects Eda & Lisa

DECCE01's group presentation =D

Limbo Rock

As performed by the DECCET01 chorus, Lecture 22102010:

Just for your entertainment (:

CHOPE!!!

enjoy...

more can be found on youtube, just search for happeepill or simply go to his website (:

2nd BRAIN JUICER FOR TODAY - 20/10/10 : )

Does your mind ever go around in circles or do you loose sleep trying to come up with a solution for a problem?

YES !

The problem?

• when you think at the last second
• when you do not expect unforseen circumstances
• when you do last minute planning and do not explore the consequences

The solutions?

• Think or plan ahead
• Do not force your brain to think if you are tired.Get help! Surf the net,read books or call a friend for ideas or solutions to solve your problem.
• Always have a back-up plan/idea/solutions- have contigency plan.
• Expect the unexpected.

Advantages?

• Your thoughts will flow in a a more organised manner.
• You will be more prepared for unforseen circumstances.
• You will know how to react accordingly

Disadvantages ?

• You will have to be more resourceful.
• Be willing to sacrifice a little bit more time.

The best solution?

• Expect the unexpected.

When you do so, mentally you will be prepared for unforseen circumstances.You will have more choices or back-up ideas/plans/solutions to tackle the problem smoothly with the best solution.

When will act on it?

• IMMEDIATELY!

: ) By us - Eda, Rahmah, Aishah and Naz

What is creativity?

" Creativity is one of the essense in everyone that brings out the other side of them." - Naz

The question is - How do they apply it in their lives?..

Hmmm...something for you to think about fellow coursemates.. : )

From us - Eda,Rahmah,Aishah and Naziah.

Lecture Qns

What is your problem?

• saving money
• changing of job (environment)

What are the solutions for resolution of the problem?

• having budget list ( A: be discipline, know where your money goes. D: Not being truthful to yourself, being p procrastinate e, being too stingy, no enjoyment)

• be thrifty and consistent ( A: Long run planning, enjoy benefits at the of the savings. D: Having limitations, frustrated to own self)

• knowing what is necessity and luxury ( A: Discipline own self, knowing how to prioritize. D: No enjoyment.)

• find job with higher income less work ( A: New experience, better income. D: No bonding with colleagues, rivalry, cannot adapt to changes)

• try to find job that is less working hours ( A: More time for own self and family, go shopping. D: Less income, have to bring work home)

• Loanshark/Bankloan ( A: Easy & Instant Cash. D: Trying to DIG YOUR OWN GRAVE!!!!)

Our BEST solutions...

Saving Money: Have budget listing and be consistent and truthful to own self

Supportive rationale: Without budget listing, one cannot decide of how much to save and how much to spend. Budget listing help to keep track of one's spending.

Changing Job: Find job with higher income.

Supportive rationale: a way to reduce stress as everything is getting expensive, we need more income to pay for our expenses.

When will we act on it?

ACT NOW!!! So the problem would not arise. Prevention is better than cure =)

Done By: Irah, Imah, Inah, Ana, Alie DECCE- T-01

Lecture 20102010: Problems and Solutions

1.What is the problem?

- Miscommunication with people

2. What are the solutions for resolution of the problem? (with advantages and disadvantages)

- Approaching the person and being upfront/ Clarifying the matter (the Calm Approach)
Plus: Better chances of solving the conflict in a rational way most beneficial to both parties

Minus: Not everyone may be willing to be rational, or may like being approached at all

- Confrontation (the Waani Approach)
Plus: Can be very satisfying. It allows the party to voice out or stand up for themselves.

Minus: May worsen the conflict.

- Keeping quiet / ignoring

Plus: Does not cause any further conflict or open hostility. Minor problems may go away with time and without fussing over.

Minus: The silent party may be taken advantaged of/ or there may be unresolved problems and feelings leading to a build-up of tension and bad vibes


- Punching the person's daylights out

3. What is the best solution with supporting rationale?

- (a) analyse the situation (b) consider the pros and cons of each type of action (c) stay calm and level-headed as far as possible (d) carry out the action accordingly, and regardless of the outcome, best not to dwell on it.


4. Once a decision is reached on the best solution, when will you act on it?

- Immediately, ASAP, pronto. Settle the matter quickly before new problems breed from it.

Creativity

done by nat ana imah irah sha

Lecture 20102010: Creativity

Our group's take on creativity:

- It's about expressing our feelings
- It's about exploring and testing our limits
- It is about us and our thoughts
- "Something spontaneous or unplanned to spark an idea that leads to movement with success promoting teamwork, engagement of all five senses."
- Doing or making something new with whatever we have

Food Glorious Food

Ice Jelly Recipe

Ingredients

• 1 packet of agar powder
• 500g sugar
• 3.75 liters of water
• cincau leaves (can be bought from sinseh shop, ask for 50cents or $1)
• 1 can of fruit cocktails
• some lime
• pandan leaves

Steps

Mix water and agar-agar powder in a large pot until smooth. Boiled over low heat and add all the sugar, pandan leaves and cincau leaves.

Bring to boil. Reduce heat. Let it boil for 10 minutes then turn off the heat and strain.

Pour it into containers and let it cool. After that place it in the refrigerator.

While serving, take a few scoops of jelly and place in bowl. Garnish top with one or two tablespoons of lime juice and fruit cocktail.

Happy trying (:

Bread Lesson: Basic Bread Recipe

Ingredients
• 1kg/just over 2lb strong bread flour
• 625ml/just over 1 pint tepid water
• 30g/1oz fresh yeast or 3 x 7g/¼oz sachets dried yeast
• 2 tablespoons sugar
• 1 level tablespoon fine sea salt
extra flour for dusting

Stage 1: making a well
Pile the flour on to a clean surface and make a large well in the centre. Pour half your water into the well, then add your yeast, sugar and salt and stir with a fork.

Stage 2: getting it together
Slowly, but confidently, bring in the flour from the inside of the well. (You don't want to break the walls of the well, or the water will go everywhere.) Continue to bring the flour in to the centre until you get a stodgy, porridgey consistency – then add the remaining water. Continue to mix until it's stodgy again, then you can be more aggressive, bringing in all the flour, making the mix less sticky. Flour your hands and pat and push the dough together with all the remaining flour. (Certain flours need a little more or less water, so feel free to adjust.)

Stage 3: kneading!
This is where you get stuck in. With a bit of elbow grease, simply push, fold, slap and roll the dough around, over and over, for 4 or 5 minutes until you have a silky and elastic dough.

Stage 4: first prove
Flour the top of your dough. Put it in a bowl, cover with clingfilm, and allow it to prove for about half an hour until doubled in size – ideally in a warm, moist, draught-free place. This will improve the flavour and texture of your dough and it's always exciting to know that the old yeast has kicked into action.

Stage 5: second prove, flavouring and shaping
Once the dough has doubled in size, knock the air out for 30 seconds by bashing it and squashing it. You can now shape it or flavour it as required – folded, filled, tray-baked, whatever – and leave it to prove for a second time for 30 minutes to an hour until it has doubled in size once more. This is the most important part, as the second prove will give it the air that finally ends up being cooked into your bread, giving you the really light, soft texture that we all love in fresh bread. So remember – don't fiddle with it, just let it do its thing.

Stage 6: cooking your bread
Very gently place your bread dough on to a flour-dusted baking tray and into a preheated oven. Don't slam the door or you'll lose the air that you need. Bake according to the time and temperature given with your chosen recipe. You can tell if it's cooked by tapping its bottom – if it sounds hollow it's done, if it doesn't then pop it back in for a little longer. Once cooked, place on a rack and allow it to cool for at least 30 minutes – fandabidozi. Feel free to freeze any leftover bread.

Source: http://www.jamieoliver.com/recipes/bread-recipes/basic-bread-recipe

~Fadillah, Saberah, Lisa, Waani, Aqilah~

Pearly Shells By Naziah,Eda,Rahmah& Aishah grp Presentation

Cars by Ana,Imah,Irah,Shak n Nat

Here's the video presentation.

Our Dream Library Centre: Under Bloom's Taxonomy

Categories in the Cognitive Domain:
(with Outcome-Illustrating Verbs)

Knowledge of terminology; specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures):
Knowledge is (here) defined as the remembering (recalling) of appropriate, previously learned information.
defines; describes; enumerates; identifies; labels; lists; matches; names; reads; records; reproduces; selects; states; views; writes;.
=>Our Library: A full range of age-appropriate books covering a variety of themes and styles is provided. Books may or may not relate to themes discussed in class. Children are able to recount their favourite book contents, effectively use new vocabulary and describe scenes and facts from their readings.

Comprehension: Grasping (understanding) the meaning of informational materials.
classifies; cites; converts; describes; discusses; estimates; explains; generalizes; gives examples; illustrates; makes sense out of; paraphrases; restates (in own words); summarizes; traces; understands.

=>Our Library: The children are able to discuss their favourite stories, and reproduce them through their preferred modes of expression. Being able to relate what they have read to the changing specimens and displays provided in the library centre (plants, hamsters, fish, stones and gravel, water, bubbles, terrapins, etc) too comes under this category.

Application: The use of previously learned information in new and concrete situations to solve problems that have single or best answers.
acts; administers; applies; articulates; assesses; charts; collects; computes; constructs; contributes; controls; demonstrates; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes.

=>Our Library: Children can for instance be put in charge of taking care of the plants in the library, and use information from the books to help them. Do plants need water? Why?

Analysis: The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.
analyzes; breaks down; categorizes; compares; contrasts; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides.

=>Our Library: The different coloured bookcases to indicate different types of books will lead the children to question and differentiate between them. "Why is this book in the red shelf and not the blue?" They will compare and categorise, using the contents of the books as evidence. Props and displays, with encouragement, will also lead to comparisons between pictures (two-dimensional forms) and real or three-dimensional objects.

Synthesis: Creatively or divergently applying prior knowledge and skills to produce a new or original whole.
adapts; anticipates; collaborates; combines; communicates; compiles; composes; creates; designs; develops; devises; expresses; facilitates; formulates; generates; hypothesizes; incorporates; individualizes; initiates; integrates; intervenes; invents; models; modifies; negotiates; plans; progresses; rearranges; reconstructs; reinforces; reorganizes; revises; structures; substitutes; validates.

=>Our Library: Through the dramatisation props and materials provided, children are allowed the chance to role-play as they like. They have free choice to become any of the characters they have encountered. Enacting a scene would require construction, imagination, discovery, exploration, extension and preparation to an end product. They are transferring their new knowledge to their dramatisation and using it to make it work.

Evaluation (On same level as synthesis?): Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers.
appraises; compares & contrasts; concludes; criticizes; critiques; decides; defends; interprets; judges; justifies; reframes; supports.

=>Our Library: Asking questions about their work may prompt them to analyse their own work. Which part of it had they liked? Which parts of it would they like to do again differently, and why?
The teacher may facilitate the building of more ambitious or elaborate projects on the children's part.

*Major Categories in the Taxonomy of Educational Objectives
(Bloom 1956) - http://krummefamily.org/guides/bloom.html