1.

0 INTRODUCTION
In terms of psychology, therapy provides an opportunity for children to gain
control of the situation and the feelings that can help them deal with reality. Therapy
helps children to focus and fully committed to the activities. Within my practicum
session, I have been assigned to teach Year 5 Bestari.
There are 24 pupils of Year 5 Bestari and after teaching them for several lesson,
I managed to identify several pupils who are having problem to cooperate well with their
own classmates. Although these few pupils are considered to have average English
proficiency level, they are not capable to work within groups and tend to not
participating during group activity planned by me.
This arising problem is affecting them indirectly, because many of their
classmates are beginning to isolate these selected few due to their incapability to
socialize during lesson. To help them overcome this problem, I have planned an hour
English lesson that integrates two therapy; Bibliotherapy and Music Therapy.
Bibliotherapy can be briefly defined as usage of literature materials to treat
mental, emotional, and nervous disorders. Bibliotherapy also can be interpreted as a
process of dynamic interaction between the personality of the reader and literature-
interaction which may be utilized for personality assessment, adjustment, and growth.
( Bodart, Ed 225-828). For Music Therapy, it is commonly defined as usage of musical
element as a medium to treat any disability shown or developed by children. These
musical elements vary from sounds, movement, physical tools and also self-
appreciation towards music.
By integrating these therapies into my lesson, it would help these pupils to
improve their socializing skill and to build their own self-confidence in working with
cooperation in future. Through these therapies, I try to instill any related form of
encouragement and motivation to help these few pupils to overcome their social skill
disability.

2.0 LESSON PLAN


Daily Lesson Plan
English Year Five

Class : 5 Bestari
Date : 26
th
February 2014
Time : 9.15 a.m 10.15 a.m
Enrolment : 24 pupils
Theme : World of Stories
Topic : Animals and Us
Focused Skill : Reading
Integrated Skills: Listening and Speaking
Content : 3.3 Read and understand phrases, sentences, paragraphs and whole texts.
Standard (s) 2.5 Talk about the people, places and moral values of the stories heard, read
and
viewed in simple language.
Learning : 3.4.3 Read aloud poems and stories clearly and expressively
Standard (s) 2.5.2 Talk about actions of people and animals in a story read, heard and
viewed.
Objectives : By the end of the lesson, pupils will be able to:
i) Read and understand simple paragraphs.
(Storyline of The Little Red Hen story)
ii) Talk about things heard, seen, or read.
(Provide responses, talk about animals in the story)
Thinking Skills : Mind Mapping, Cooperational.
Previous Knowledge: Pupils have learned about animals.
Moral Values : Love for animals, Kindness, Helpful, Cooperation.
Teaching aids : Video, LCD, Laptop, Story, Big book.

Stage / Phase
Time
Teachers
activities
Pupils activities
/ Rationale
Remarks
Pre- Reading
10 minutes
1. Teacher shows a
video to pupils.
2. Teacher asks
questions regarding
the video shown.
e.g. What are the
animals that you can
see in the video?
Where can you find
these animals?
Who is the main
character?
3. Teacher draws
mind map based on
pupils responses.
e.g.

1. Pupils look at the
video shown.
2. Pupils give
responses to
questions asked.

Teaching aids :
Video
LCD
Laptop

Skills:
Listening
Speaking

While Reading
(Storytelling
/Shared Reading)
(Story Go Round)

20 minutes





1. Teacher reads the
story to pupils using
big book.
2. Teacher asks
pupils to read aloud
the story.
3. Teacher asks
pupils to sit in a big
group.
4. Teacher chooses
a pupil to read few
sentences from the
text of the story.
5. Teacher asks the
chosen pupil to
choose the next
reader.

1. Pupils listen to
teachers reading.
2. Pupils read aloud
the story together
with guidance.
3. Pupils sit in a big
group and listen
closely.
4. Pupils read the
text if chosen.




Teaching aids:
Big book.

Skills:
Reading
Listening












Post Reading
20 minutes
( Song)










1. Teacher recalls
story by asking
pupils questions
regarding the story
read.
( Moral Values)
2. Teacher
encourages pupils to
respond by listing
out all responses
made by pupils.
3. Teacher plays
song through
speakers.
4. Teacher displays
song lyrics to pupils.
5. Pupils are divided
into groups and are
given time to
practice among
themselves.




1. Questions asked
are based on the
storyline.
2. Pupils are asked
to relate the story
with their own
experiences in real
life.



3. Song is played to
consolidate pupils
understanding of the
story.
4. Group
cooperation is
nurtured during this
stage.



Teaching aids:
Song
Laptop
Speaker
Lyrics






Meaningful and fun
learning.
Closure
10 minutes
1. In groups, pupils
perform the song.
2. Teacher recalls
lesson by instilling
moral values.
1. Pupils give
feedback to teacher.
Moral Values
3.0 REPORT ON THERAPY

The lesson planned revolves on reading as its focused skill and integrated with
listening and speaking skills. There were three stages of a reading lesson; Pre-Reading,
While Reading and Post-Reading. Each stage of lesson was planned carefully to cater
to ease the problem faced by few selected pupils who are having trouble working within
group of people in Year 5 Bestari. There were two main therapy used as a reference
while planning this lesson in order to help those problematic pupils encounter and
improve their social skills. Bibliotherapy was used during Pre-reading and While
Reading stage while Music therapy was integrated in Post-Reading stage of the lesson.
In planning an integrated lesson plan for problematic pupils, the three steps that
the reader goes through to benefit from a bibliotheraputic process that should be
considered are: ( Bodart, Ed 225-828).
o Identification - the reader associates himself or herself with a character or
situation in a book.
o Catharsis - the reader shares the feelings and motivations of the books
character.
o Insight - the reader realizes his or her situation can be dealt with more
effectively by imitating or adapting the ideas from the reading material.
Furthermore, bibliotherapy can assist children in overcoming problems by having them
read stories about characters who have successfully resolved a dilemma similar to their
own. One of the underlying premises of bibliotherapy is that interpreting stories is an
ever-changing process to which children bring their own needs and experiences. Since
students often have difficulty identifying and communicating their feelings, stories can
serve to facilitate open discussion and self-understanding. If children become
emotionally involved with literary characters, they are more able to verbalize, act out, or
draw pictures describing their innermost thoughts.
Thus, for my lesson, I decided to choose the story The Little Red Hen as my
main teaching material.

Cover of the book
Since this story is mainly about cooperation and its advantages, it was suitable to
demonstrate the insight of the story to those problematic pupils. It is known that in order
to apply any related therapy to overcome problem, a teacher should be able to ascertain
the true nature of a student or a students needs and select a book that meets those
needs. For this case, this story was considered most suitable.
Pre-Reading Stage

For Pre-Reading stage, I chose to show a video clip to my class. This was done
to attract their attention and interest to lesson. The video clip used showed variety of
animals in the wild. Besides attracting pupils attention, the video clip used also
managed to activate pupils prior knowledge about animals. They were very interested
and managed to come up with plenty of responses to my enquiries regarding the video.
The target pupils also seemed to focus and get involved during Pre-reading stage. They
were seen communicating with their classmates, talking about the video shown.



While-Reading stage

While-Reading stage of the lesson was filled with bibliotherapy-related activities.
This stage is crucial for my lesson because during this stage, pupils are introduced to
the book and story. To integrate bibliotherapy in a lesson, there are many characteristic
that should be taken into account. One of them is pupils are encouraged to listen to or
read a book or any form of literature. So, I decided to go with Shared Reading activity,
where I use a big book of The Little Red Hen and conducted a storytelling session. This
activity can be related to group bibliotherapy, where it allows interaction among the
pupils who share common needs or interest.
Group bibliotherapy also provides security to pupils who feel uncomfortable if
singled out for attention. This is suitable to be done because the targeted pupils should
never be pointed out / singled out during lesson.
Group bibliotherapy also allows for sharing of experiences which serves to
lessen anxieties, promote feelings of belonging, and improve self-concept, much
different from individual bibliotherapy that focused more on offering pupils the security of
knowing that someone cares enough to listen and freedom to express themselves in a
one-to-one situation. I chose to conduct a storytelling session because it helps in
leading pupils to appreciate others who are in some way different, thus aiding in social
skills development.
During storytelling session, I tried to give more attention to the target pupils by
asking them to sit in the front row. They managed to behave and cooperate with me
well. However, as the storytelling session went by, one of them was sitting quietly and
not giving any effort to cooperate with others. Thus, I stopped and started to ask
questions to random pupils. All of the pupils, including the target ones, started to pay
more attention to the story told.
Since bibliotherapy should include discussion to make it as efficient as it can be, I
started to pause during my reading and asking questions that probe into what happened
in the book in order to bring about a shift in feeling and relationship, thus making it
easier for pupils to identify with the characters situations. The target pupils were asked
and they managed to come up with reasonable responses.
Besides asking questions, I also attempted to get the students to transfer the
situation in the book to real life situation by providing another example of cooperation to
pupils, especially the target ones. They were very encouraged and seemed to have a
good understanding of the story.
When pupils are asked to read aloud the texts in the book and choose the next
reader among themselves, most of the pupils managed and eager to participate for the
activities. As expected, few of the target pupils were not interested to get involved
because they did not want to choose the nest reader. As mentioned, bibliotherapy may
be limited by several inevitable factors such as the manner in which the book is
presented to the pupil, the readiness of the pupil to see himself in a mirror, the
therapists skill in directing the process through all the steps, especially the follow-up
activities and the degree and nature of pupils problem.
To overcome this problem, a teacher should be able to encourage and motivate
problematic pupils by demonstrating and sharing their thoughts about the activity. After
a little intervention and demonstration, the target pupils were starting to open up and get
involved during lesson. Other pupils were also encouraged to discuss and provide
assistance to them, increasing their self-confidence and ability to socialize.
From this session, I can justify that bibliotheraputic session can improve pupils
affective ability by promoting empathy and producing personal and social adjustment. It
also helps in developing positive self-image for pupils and relieving their emotional
pressures. For the target pupils, my main goal was to promote group cooperation within
them and first thing that they should be able to project are tolerance, respect, and
acceptance of others. For my lesson, it was shown and achieved thoroughly.


Post- Reading Stage
Implementation and integration of Music Therapy was done during this stage.
This is where pupils will be tested to consolidate their understanding of the lesson
learned. For this lesson, I decided to go with a song performance of The Little Red
Hen. Music therapy is one of the therapies that can be integrated into lessons to bring
out the best benefit and overcome pupils problem. All children can be helped to learn to
enjoy and become involved in music to some extent.
Music therapy can also be of inestimable value for children who have difficulties
in hearing, seeing, moving, thinking or responding. A single instrument of musical
element can possess qualities of sound and tone irresistible enough to reach a child in a
direct, uncomplicated manner. Children who experience severe obstacles in forming
relationships with other children, adults and their environment can achieve security and
joy in making music.
There are several reasons that I considered before integrating this therapy into
my lesson, such as music captivates and maintains, stimulates and utilizes many parts
of the brain and is easily adapted to, and can be reflective of, a person's abilities.
Music therapy can also help pupils on their journey of self-growth and
understanding. Music is effective because it is a nonverbal form of communication, it is
a natural reinforcement, it is immediate in time, provides motivation for practicing
nonmusical skills, and is successful because almost everyone responds positively to at
least some kind of music.
For my lesson, I selected a related song to be used as a medium for music
therapy. This was a contextualized learning because pupils managed to make
associations and connections from book and story learned in earlier stages. During the
lesson, all the target pupils were divided into different groups to promote more
socializing opportunities and create a sound environment for them.
At first, they were not willing to cooperate well during activity. But after some time
communicating with the teacher and other pupils, the target pupils were finally
cooperating and managed to relate the song with their own situation. This enables them
to gain more confidence and lessen their fear of making any mistakes during socializing.
Music therapy proved to be a very reliable and successful form of therapy to be
conducted during lesson. Music therapy allows pupils to appreciate more and making
lesson to become more meaningful and fun. During my lesson, pupils were having so
much fun during the integration of music therapy through song. They were practicing
and communicating with each other, including the target pupils.
Music therapy can also be use to work towards a number of non-musical goals
including improving communication skills, decreasing inappropriate behavior, improving
academic and motor skills, increasing attention span, strengthening social and leisure
skills, pain management and stress reduction. This wide range of rehabilitation makes
music therapy as one of the effective therapy to be used as a guidance and counseling
tool.
















4.0 REFERENCES

BOOK / INTERNET / JOURNAL

Treating Children and Adolescent Aggression Through Bibliotherapy,
Shechtman, Z. 2009, XV, 239 p., Hardcover.

Abdullah, M.H. (2002). Bibliotherapy. Bloomington, IN: ERIC CleaningHouse


Brewster, L. (2007). The Reading Remedy: Bibliotherapy in practice. Aplis, 21(4),
172-177.


















5.0 APPENDICES