THE UNIVERSITY OF TRINIDAD AND TOBAGO POINT LISAS CAMPUS STUDENT NAMES: KAALINI RAGOONANAN- 86900 KASSIDY RAMNARINE- 87165 ADANA RUBEN- 84791 LISSA NURSE- 86513 TIFFANY BHAWAN- 87537 COURSE: METHODOLOGY FOR TEACHING LANGUAGE COURSE CODE: LLIT 4015 LECTURER: DR.GOMATEE RAMNARINE ASSIGNMENT: GROUP PORTFOLIO

UNIT OF WORK SELECTED: 5Ws + H LEVEL SELECTED FOR THE UNIT: Standard Three THEME SELECTED: Folklore stories. AIM OF THE UNIT: This unit focuses on incorporating the “5Ws and H” to educate students about the theme “Folklore”. The unit will consist of different text and visual pieces that relate to the culture and different folklore that are known to our country and society. The teaching of the 5Ws and H will deepen the students' knowledge in different aspects such as comprehension, oral communication, reading and writing by helping the students make connections to a particular text, visual or conversation.

OBJECTIVES FOR THIS UNIT: At the end of this unit, students will be able to: 1. Identify the “5Ws + H” using various texts within each strand of the curriculum. 2. Know how to use the “5Ws + H” to gain meaning from visual texts. 3. Understand when and where to use literary devices in their writing. 4. Value the use of the “5Ws + H” in various texts by working with peers.

Brochure: Invitation to parents

ORAL COMMUNICATION

Activities:Class Discussion; Read aloud; Group Discussion; Questioning During the reading activity, the teacher will ask students to individually read aloud to the assigned parts of the story. Each student will be engaged verbally in this activity. The teacher will then ask essential questions (5 W’s and H) based on the story. The students will have to orally answer the questions:-who, what, when, where, why and how. The students will also be given the opportunity to discuss the story individually as well as in groups in order to expand on the questions/answers provided. The students will also have to give a short summary of the Folklore Tale including who it is about, and the origin story.

Text 1:

https://www.youtube.com/watch?v=eKsJ_Xpnw9I

The audio-visual video used in this strand directly correlates with the Theme of Folklore in Trinidad and Tobago and explains a variety of the Folklore Tales. It will be used to help the students identify the “5Ws+H'' in a story. (Ministry of Education English Language Arts 2013 Curriculum, Oral Communication, page 170. 1.1.1) The video will be played for the students, and then they will have to answer the questions as it relates to the topic we the teachers are trying to teach. The teacher will play the video, present the questions then replay the video and have the students orally respond to the questions. At the end the students will have to say what they learnt from the video, and what stood out to them. (Ministry of Education English Language Arts 2013 Curriculum, Oral Communication, page 170. 1.2.4)

Text 2: Story:-(http://library2.nalis.gov.tt/gsdl/collect/folkstor/index/assoc/HASH9c0a.dir/doc.pdf)

After the students have read the story (Ministry of Education English Language Arts 2013 Curriculum, Oral Communication, page 170. 1.2.2), they will have to orally answer the questions of who, what, when, where, why and how on the concept map presented to them.

LITERARY APPRECIATION: The link below is for the Folklore Tale of The Soucouyant which is a non fictional prose piece and it will be used in the Literary Appreciation strand as the fable will help the students directly answer the questions of the 5Ws and H. the story demonstrates literary appreciation through pilot event, themes and characters which the students can relate to. http://library2.nalis.gov.tt/gsdl/collect/folkstor/index/assoc/HASH0106.dir/doc.pdf Text 1:

Text 2: This piece of poetry will be used to elicit students of the Standard Three level on the topic, 5Ws + H and will help answer the questions of who, what, when, where, why and how. While also using local texts to stimulate their knowledge. This piece of local literature is aligned to the theme “Folklore” so that students will be able to discuss the meaning of the aural text to illustrate main ideas and summary statements. Literary Appreciation will be developed through this piece as students will be able to draw conclusions and infer meaning from the text`.(Ministry of Education English Language Arts 2013 Curriculum, Literary Appreciation, page 181. 9.2.3). https://thepoetrymarathon.com/blog/daniellem/41074/ Soucouyant A ball of fire flying through the night Deep in the village Causing quite a fright They say it’s a woman Perhaps the Devil’s wife A witch perhaps Something magical and powerful All the way from Africa Anyone waking up with marks Black and blue it’s not a mysterious bruise

“She done suck yuh blood!” All in an uproar The villagers will catch her Next night when she takes off her skin If found by the mortar they’ll throw salt in If not they’ll protect their homes throwing a 100 pound bag of rice around and she won’t be able to enter till she counts every last grain And if she’s still out when the sun appears She’ll be destroyed by its angelic rays

Text 3: https://www.youtube.com/watch?v=hCJO4hZQPZM

Lagahoo in the Lagoon is a story which mixes literary elements of figurative language, plot, characters, theme and setting. The story itself contains literary devices such as similes. The story was created by the children of mayaro and matches the theme of ‘Folklore’ which means it can be incorporated into our unit. It will allow the students to expand their vocabulary and their literary device knowledge and also show appreciation through exploring the 5Ws and H which are who, what, when, where, why and how. The story also shows the students a mixture of standard English and creole dialect which they can relate to while listening.

WRITING:

The students will be asked to create a journal entry, writing about the folklore stories they would have heard during the parent day. In the journal entries the students will be asked to describe what the day felt like, how the stories were told, what stories were told and they will be asked to explain which story made an impact on their thinking. The students will also be asked to write about what connections they were able to make with the folklore stories they would have heard on the parents’ day.

The teacher will also read a folklore story about a Soucouyant “The Mayaro Soucouyant”.after the story is read to the students the teacher will instruct the students to write a descriptive paragraph on how they think the soucouyant looks based on the story that was read to them. Here the students will describe what they imagine a soucouyant to look like, as well as where they can find a soucouyant.

Text 1:

The Mayaro soucouyant

.

READING: Text 1: A folklore story about the Lagahoo written by Aladdin M.P. ( http://library2.nalis.gov.tt/gsdl/collect/folkstor/index/assoc/HASH9c0a.dir/doc.pdf ) Reading strategies: Questioning and Reading aloud. The above link will take you directly to a short story about The Lagahoo. The teacher will first read the passage with great enthusiasm and engage the students. Afterwards, the story will be presented to the students and they will be given an opportunity to read aloud the passage and then answer following questions which relate to the “5Ws and H”. The story is very detailed and with the use of the visual included in the story, the student’s would link what they are reading about to provoke their minds.

Text 2: A folklore poem about the Lagahoo written by Brandon O’Brien. ( https://arsenika.ink/poetry/the-lagahoo-speaks-for-itself/ ) Reading strategies: Questioning and Visualising. The poem below will be used to stimulate the students on the topic “5Ws and H”. The poem will first be read by the teacher and then the student’s will be asked to read assigned parts of the poem one at a time. By using this poem, it will relate to the theme “Folklore” and the students would be able to answer questions concerning the “5Ws and H” by trying to picture the images and actions described in the poem. The lagahoo speaks for itself you think I is the monster? nah—I is just a funeral procession with canine teeth. I does keep the lists when you forget your children’s names, I growl them low in the night. I am a rabid memorial— one that does snatch the mournless from their beds, one with breath that stink like remorse I know the scent of every dead girl’s close male relatives I could sense the sour of trigger fingers in the alleys at the edges of hotspots and the sticky-sweet of six figures in the conference rooms with the hotshots and all of them left residue on the dead, still fresh-wet on the bones, stones slick with your wickedness. you think I is the monster? I don’t eat my young. I will, however, feast on the tight-fisted and apathetic how I please, calling their names over the dinner plate,

breaking all your headstones into my palms, picking my teeth with the memory of your name.

MEDIA AND LITERACY INFORMATION: The link takes the students to a short article on the laghoo and other folklore characters on a local news website. Here they would be able to find information about almost all the characters. Website https://tt.loopnews.com/content/fables-lagahoo Text 1:

Text 2:

This graphic organizer will be used throughout the unit as it will help the students record their answers of who,what,when, where, why and how.

Text 3: https://www.guardian.co.tt/article-6.2.403525.87676fa191

The newspaper article will be used to stimulate the students’ thinking to help with filling out the 5Ws and H. The students will be able to answer the questions based on the article as it directly correlates with the Theme of Folklore Tales. The students will be able to expand their knowledge and vocabulary using words from the articles.

Critical literacy

Critical literacy is examining between language and the power or message the text can hold. It also helps the students to evaluate the equity, social justice and cultural context of a text. Teaching folklore in the classroom can help the students form connections with the folklore stories. This can help the students to understand their grandparents and help them to understand their beliefs on the world. The students can form real world connections to the folklore stories. Folklore stories can show the students a different perspective of life and how they may view things in life. Critical literacy can be taught in the classroom through the five strands (5) using folklore related resources, for example through the oral communication students can discuss the folklore story, where the students will gain a deeper evaluation of the story’s equity, social justice, power and cultural context.

References

A Lagahoo in the Lagoon: The Animation. (n.d.). Www.youtube.com. Retrieved November 19, 2021, from https://www.youtube.com/watch?v=hCJO4hZQPZM Aladdin, M.P. - The Lagahoo. In Folk Stories and Legends In Trinidad. Doi: http://library2.nalis.gov.tt/gsdl/collect/folkstor/index/assoc/HASH9c0a.dir/doc.pdf Alladin, M. P. (1898). The Soucouyant. In Folk Stories and Legends of Trinidad. doi:http://library2.nalis.gov.tt/gsdl/collect/folkstor/index/assoc/HASH0106.dir/doc.pdf Bisses-sars-ingh, A. (n.d.). Douens and other folklore. Www.guardian.co.tt. Retrieved November 15, 2021, from https://www.guardian.co.tt/article-6.2.403525.87676fa191 Brandon, O’Brien- the lagahoo speaks for itself. (2017, April 11). Arsenika. Doi: https://arsenika.ink/poetry/the-lagahoo-speaks-for-itself/ Bruyère, J. B. (2019, June 7). Critical Literacy in Early Elementary Grades. Edutopia. Retrieved November 15, 2021, from https://www.edutopia.org/article/critical-literacy-early-elementarygrades Parsanlal, N. - The Lagahoo. In TT Loop News Fables. https://tt.loopnews.com/content/fables-lagahoo# Soucouyant – The Poetry Marathon. (n.d.). https://thepoetrymarathon.com/blog/daniellem/41074/ TnT’s Folklore and Legends - The Mayaro Soucouyant. (n.d.). TriniView. Retrieved November 15, 2021, from http://www.triniview.com/TnT/Soucouyant.htm