Classroom Strategies to Meet the Learning Needs of All - Report Example

Unit of work and folio Institution: Name: Unit of work and folio Week one lessons Approaches to learning Outcomes Lesson 1- The lion and the mouse story Group work Identify the characteristics of a lion and the mouse and relate it to the moral of the story-do not judge someone by the size. Lesson 2-request the learners to sketch a picture of a mice. Individual Be in a position to highlight the features of a mice and a lion. Lesson 3- Identify the key vocabularies in the story Individual and group work To demonstrate informed understanding and well considered knowledge of not judging a person by size. Lesson 4- The learners to identify as well as discuss the purpose of the narrative. Individual/group work The students should be ready to present the features of a monkey and a mice and the concept of not judging someone/something based on size Week two lessons Approaches to learning Outcomes Lesson 1- introduction-The lion and the clever Hare Group work Identify the characteristics of a lion and the clever hare and relate it to the moral lesson-intelligence is superior to the physical strength. Lesson 2- show the learners the pictures of a lion and a hare. Group work The students to highlight both the physical and intellectual features of a lion and a hare Lesson 3- Identify the key vocabularies in the story Individual work The learners should be in a position to demonstrate clearly understanding as well as considered knowledge of not judging someone by physical attributes but rather intelligence. Lesson 4- the learners to identify the moral lesson in the story with aid of instances from the story Group work The students should be ready to present the features of the lion and the hare and relate with the moral story. Week three lessons Approaches to learning Outcomes Lesson 1- Introduction to the story The Hare, Partridge and Cat Group work Identify and link the story to the moral lesson of the day, i.e when two people fight it is to the advantage of the third participants Lesson 2- present the learners with a picture of the hare, the partridge and the cat Group work The learners should be in a position to identify the feature of every character in the story. Lesson 3- the learner will identify the importance and relevance of the text based on the questions provided. Individual The learners should be able to relate the characteristics of the partridge, the cat and hare with the moral of the story. Lesson 4- the learner respond to the presented questions and relate them with the moral of the story. Individual The students should show effective knowledge of the presented text Week four lessons Approaches Outcome Lesson 1-Introduction on the story –the clever Monkey and Sir Crocodile-A good loser is a true gentleman Group The learners to get a better understanding of the story and be able to relate the same with the moral lesson Lesson 2- request the learners to sketch a picture of a monkey Individual The learners to know the key features of a monkey Lesson 3-learners to identify the key vocabularies in the story Group To demonstrate informed understanding and well considered knowledge of the concept that a good loser is a true gentleman Lesson 4- the learners to identify the moral lesson in the story with aid of instances from the story Group work The students should be ready to present the features of a monkey and a crocodile and the concept that a good loser is a true gentleman Overview of the unit plan Week Overview of the activities Blooms taxonomy Multiple intelligence Approaches to learning TfEL Assessment A-E Intercultural awareness The teacher establishes learning opportunities with an aim of challenging the learners. The teacher offers practice for the purpose of developing skills among the learners The teacher engages in various learning styles Constructivist approach towards learning is encouraged by the teacher. The teacher assist the learners with an aim of making them expert learners The teachers uses class questions to prompt learning. The teacher assist in establishing the principles of intercultural language learning among the learners Week one Discuss the story and relate it to the moral lesson Creating Knowing Memorizing concepts Visual spatial Whole group/individual approach The aim is to develop a community of learners Apply and assess the authenticity of learning Explores the learners constructive knowledge Formative Portfolio assessment Week two Discuss the moral of the story not judging someone by physical attributes but rather intelligence. Evaluation Analysis of concepts, ideas and thoughts Verbal linguistics Group/ individual work To improve the public speaking skills and developing effective debating skills The aim is to Promote dialogue as a means of learning Formative Portfolio assessment Week three Identify and link the story to the moral lesson of the day, i.e when two people fight it is to the advantage of the third participants Remembering Creating Applying Analyzing evaluating Spatial-Visual Linguistic Intrapersonal Group work Individual Working in pairs To ensure that learners learn via key physical features through observation and critical analysis To promote intercultural communication among the learners Formative Portfolio assessment Week four The learners to identify the moral lesson in the story with aid of instances from the story Remembering Creating Applying Analyzing evaluating Verbal linguistics Spatial-visual Group work Individual Working in pairs To improve the public speaking skills and evaluation skills of the learners To promote intercultural communication among the learners Formative Portfolio assessment Rational As an English teacher teaching children aged 4-5 years, I had the responsibility of designing a unit that will enable the learners to learn as well as apply different elements of language in a multicultural context. There are different language domain that are outlined in the south Australian teching for effective learning that forms the basis for designing any learning unit particularly for 4-5 years age group. These domains include creating safe conditions for effective learning, developing effective learners as well as personalizing and connecting learning with the environment and the available materials. In order to develop expert learners, students should be capable of establishing a connection between language and different cultural contexts (Brownlie, Feniak & Schnellert, 2006). It is important to note that the classroom context facilitates learner-centered approach that is ideal for this particular group of learners. This approach gives the learners an opportunity to apply the self-directed learning as well as negotiate the learning (Riley, 2006). It is important to note that the main aim of learning English as a foreign language/second language is to enable the learners to not only learn but also develop the basic language skills that include writing, reading, listening and speaking at an early age. In teaching the learners and drawn from the teaching of students of this age group, I noticed that authentic topics and materials are not only interesting but also motivating to the learners. This is because they can easily express their opinions, values and attitudes particularly in a multicultural learning context (Panter, 2009). The learning unit focuses on the communicating approach with the use of group work and individual approaches as the approaches for learning. It aims to ensure that students develop language skills in the target language. The unit is effectively designed and incorporates different learning styles and hence caters for the needs of the learners. Various active learning activities promote learning among the learners. For example, the students are capable of working both individually and in pairs an aspect that encourages participation. According to Corbett (2003), participation is important in learning and teaching language in a multi-cultural context. In the unit plan, I applied active participation in order to direct the learners to objective of the course work. I further adopted techniques that assist learners to have language abilities and skills to make the learning process inclusive and wholly (Mukalel, 2013). Description of the learners The class has 15 children aged between 4-5 years whose first language is Arabic and hence are learning English language as a foreign/second language. Their proficiency level is beginner; however they grasp the concepts very fast and communicate in English with ease. This is because they have not reached the critical stage. The objective of the topic, the moral lessons is to assist the learners to grasp the basic language skills i.e writing, speaking, listening and reading in English language and be able to apply the same in different multicultural contexts (McGrath & Noble, 1993). Linking with other different learning areas Participatory action and working in pairs is encouraged so that the learners are more motivated and they have the opportunity to learn from one another. This is because children learn various skills and gain knowledge by interacting with other students. The opportunities that make students to make connections by sketching the different pictures of the characters in the moral stories make students to develop their knowledge (Cohen, 1998). In the unit plan, I have also used the formative assessment method and it is conducted individually in order to evaluate the achievement of every learner. Assessment tasks The tasks are performed individually and in groups in order to motivate the learners and increase their interest. According to Chamot (1999), children learn and gain competency through interactions with both the teachers and other students. Therefore, there is formative assessment every week for each lesson in addition to questions at the beginning of each lesson to trigger the mind of the learners. In group or pair, the children are subjected to assessment as learning whereby they are encouraged to evaluate their individual work based on the teacher’s and other students’ answers. One of the key components of the formative assessment is feedback and it has about three major elements that is to recognize that there is a desired goal that should be achieved, and an existing prove of the current position so as to bridge the gap between the two. Formative assessment entails evidence that is collected through the observation and evaluating the skills that the learners have learned (Robbins, EL-Dinary, Branhardt & Chamot, 1999). Intercultural language learning The topic moral lessons in the stories are important for developing intercultural awareness and making the learners to be appreciative. Learning can only become meaning and effective when the learners are capable to connect the learning tasks and the meaningful learning leads to learners retain the information in compared to use of drills. The unit therefore, engages the learners to explore to culture and language using the five components of intercultural learning: making connections, responsibility, reflection, active construction and social interactions (Cameron, 2001). The unit is therefore designed so that students gain knowledge via intercultural language learning. Most of the tasks are designed in order to support the students in connecting the story and the moral lesson. For example, the learners are asked to sketch some of the characters in the story and relate the same with the moral lesson. References Brownlie, F., Feniak, C., & Schnellert, L. (2006). Student diversity: Classroom strategies to meet the learning needs of all students. Markham, Ont: Pembroke. Cameron, L. (2001). Teaching languages to young learners. Cambridge [u.a.: Cambridge Univ. Press. Chamot, A. U. (1999). The learning strategies handbook. White Plains, NY: Longman. Cohen, A.D. (1998). Strategies in learning and using a second language. Harlow: Longman. Corbett, J. (2003). An intercultural approach to English language teaching. Clevedon, England: Multilingual Matters. McGrath. H. & Noble. T. (1993). Same class making mixed ability classes really work. Sydney. Parson education Australia. Mukalel, J. C. (2013). Approaches to English language teaching. S.l.: Discovery Publishing. Panter, G. (2009). 85 Esl Grammar Lesson Plans. Bloomington, IN: Authorhouse. Riley, J. (2006). Language and literacy 3-7: Creative approaches to teaching. London: SAGE Publications. Robbins, J. EL-Dinary B.P, Branhardt, S & Chamot U.A. (1999). The learning strategies. New York: Longman. Annotated bibliography Brownlie, F., Feniak, C., & Schnellert, L. (2006). Student diversity: Classroom strategies to meet the learning needs of all students. Markham, Ont: Pembroke. Summary Brownlie, Feniak, & Schnellert (2006) explore the aspect of student diversity as well as other classroom strategies that assist in meeting the learners learning needs. Critique The book is written in simple language providing the teacher with the strategies to apply in any given context. Therefore, the outlined strategies were helpful in designing the learning unit. Cameron, L. (2001). Teaching languages to young learners. Cambridge [u.a.: Cambridge Univ. Press. Summary Cameron (2001) shows the teachers how to use assessment, collaboration and strategic teaching methods in order to meet the needs of the learners Critique It is based on the extensive classroom experience that assists in teaching the learners basic skills of the language. The book has major sections of the personal and narrative writing. Chamot, A. U. (1999). The learning strategies handbook. White Plains, NY: Longman. Summary Chamot (1999) in the book offers teachers with various practical guidelines as well as classroom activities and tested lessons. Critique The book is very helpful as it assisted me in how to design the teaching unit for the ESL learners as well as how to utlize the learning strategies. It is also helpful as it highlights how to implement various learning strategies in a classroom setting. Cohen, A.D. (1998). Strategies in learning and using a second language. Harlow: Longman. Summary Cohen (1998) explores the ways that language learners engage with the process of communicating and learning in the new/target language. Critique The book is important in designing the teaching unit. The chapter present questions as well as raises various areas that is suitable for learning and teaching the new language. Corbett, J. (2003). An intercultural approach to English language teaching. Clevedon, England: Multilingual Matters. Summary Corbett (2003) explores the intercultural approach to language teaching. Every approach is analyzed and linked to the existing learning contexts. Critique As an experience English language teacher, I used the fifth chapter of the book in designing the teaching unit. The book helped me to realize the different approaches to intercultural learning. Therefore, it helped in opening my new knowledge to language learning. McGrath. H. & Noble. T. (1993). Same class making mixed ability classes really work. Sydney. Parson education Australia. Summary The book has various stories that are useful in evaluating different abilities among children Critique Various features of language learning skills and strategies are helpful particularly to teaching in designing an effective learning unit. Using this book, I learned the importance of maximizing the students’ abilities in language learning by ensuring that they use various strategies. Mukalel, J. C. (2013). Approaches to English language teaching. S.l.: Discovery Publishing. Summary Mukalel (2013) explores the nature of language as well as the acquisition of the first language in teaching the second language during the first years. Critique The learners struggle in learning English because they do not know how to learn because they are young learners. The chapter five of the book was helpful in learning different approaches in learning the language and ensure effective learning environment. Panter, G. (2009). 85 Esl Grammar Lesson Plans. Bloomington, IN: Authorhouse. Summary Panter (2009) gives a description of various lesson plans and outlines every step in designing the lesson plan for the teaching English as a second/foreign language. Critique As a language teacher, chapter two of the book explores the concept of cooperative and participatory learning. According to the author, the communicative language is mainly because teachers can change the learners individually. Riley, J. (2006). Language and literacy 3-7: Creative approaches to teaching. London: SAGE Publications. Summary Riley (2006) considers the study evidence that is required in informing the enlightened practice and teaching approaches for early classrooms and settings. The book illustrate why, what and how creative and innovative practice for teaching as well as literacy. Critique The book was helpful in building on the teaching unit. This is because each chapter has teaching and learning suggestions and further reading as well as topics. I noted the importance of learning to communicate and the existing links between literacy and oracy. Robbins, J. EL-Dinary B.P, Branhardt, S & Chamot U.A. (1999). The learning strategies. New York: Longman. Summary Robbins, EL-Dinary, Branhardt & Chamot,(1999), in his book describe as well as classify the learning strategies in the foreign language learning. Critique The author presents various instructional model that teachers that I was able to apply in the classroom setting in teaching the language in the intercultural context. Appendix 1 Second Story The Lion and The Clever Hare (Intelligence is superior to physical strength) In a dense forest, lived a notorious lion who hunted all the animals which came in his sight. He hunted the animals not only for his meal, but for fun too. So, day by day the animal count in the forest began to drop. All the animals were worried. One day all the animals gathered under a big banyan tree for a meeting. Fox: Every day we are losing many animals. You know it dragged my uncle yesterday. Bear: Hmm, last week it seized my two kids who were playing outside my house. Giraffe: My wife too was … My wife too was…. Snake: He tied my brother around it's waist and went away. Fox: If this continues like this, in due course none of us would be alive or exist in this forest. Bear: We need to stop this. Giraffe: (crying) Brother please why don't you suggest an idea to stop this?. Fox: I am just thinking on it. All of them remained silent for some time. Fox: Listen to me carefully. Let's take turn and send one each from a family. The lion will eat, where it stays. As time passes he would forget to hunt, and hence we can live without worrying when we would be likely killed. Monkey: It sounds good. We should tell this plan to the lion. Giraffe: Oh God! Who would say this to him? Bear: Hey brother fox, you say this to him please!!! Fox: I need to do this too, ok I will do it but one thing, and everyone should accompany me when I meet him. Next day all the animals went near the lion's cave. The lion on seeing them together exclaimed. Lion: Ah ha! My good time, it looks as though time is by my side. Whom do I pick first? The fox slowly stepped forward, and explained their plan. The rest were waiting eagerly to hear the lion's decision. Lion: Your plan sounds good. Ok, I would not kill anybody, but for the one you send. One thing you should remember, my prey needs to be in my cave everyday morning by 10:00 clock. If not (roars)…. From that day, every day one animal went into the lion's cave. Lion: Aha! What a lovely and luxurious life. Months rolled on.... It was the turn of a Hare. The Hare woke up in the morning. Hare: What do I do now? Today it's my turn for my folk's sake. I need to be the Lion prey today. But still the Hare, somehow wanted to escape from the lion's hand. Thinking deep, the rabbit moved towards the cave's direction after crossing some distance. Hare: I feel thirsty, I want water. Where do I get from? He looked around in search of water, and found a well in a little distance. The Hare came close to the well and peeped inside. Hare: Ah I have got an idea! Now I can play the trick and will handle the Lion. At the same time lion was waiting for his meal. Lion: These animals? What guts they have? My prey has not arrived so… Hare: Please please help please somebody help. Lion: Who is chasing you? Hare: We five of us were sent as your prey, but while coming all of a sudden, a lion jumped from a ditch and started to chase us. Four of them feel prey and I just escaped. Lion: What? Another lion challenging me in this forest. I will just finish him right now. Come with me, and show me where is he? The Hare took him to the well. Hare: He is there, down there. The Lion peeped in to see, and he saw his own shadow. The Lion thought it to be another lion. Lion: Who are you? Echo: Who are you? Lion: How dare he talks back to me (himself). Come out if you have guts. Echo: Come out if you have guts. Lion: It's high time I finish him off. Roaring he jumped into the well. Not knowing how to swim. The lion drowned. On hearing the lion's death, all the animals celebrated the occasion Third Story The Hare, Partridge and Cat (When two people fight, The third mediator has the advantage) There lived a Partridge who lived in hollow of a tree trunk near a pond. Who was happy feeding on fishes, It was a good and safe place. Once, the pond dried during a summer, so the partridge was left without enough food and began to starve. Partridge: I need to leave this place in search of food. The bird who left the place in search of food did not return for a long time and slowly the pond and that whole place looked deserted. Few months passed, it rained and the placed returned to its glory with greenery. Then, a gypsy rabbit happened to pass by the tree. Rabbit: Wow what a nice place. It would be a great place for home. Let's see if I can find a place. Hmmm. Ah! Here I can see a place. Wow! I am lucky. The rabbit started his new life in the hollow. The bird which left the place, returned to the pond after a long gap. Bird: What, Is it my house. How so beautiful. Just then the bird saw the hare in its house. Bird: Hey, who's that in my house? Rabbit: Who are you? This is my house. Bird: What? Is it yours!!! Rabbit: Yeah. Bird: No, I was the one staying here first. They both started fighting. A cunning cat from a tree was watching them without their knowledge. Rabbit: Ok, let's go and ask someone, and then come to a decision. He immediately disguised him as a sage and started meditating. Both walked for a while. Rabbit: The cat looks like a good guy, we will approach him and let's seek justce from him. Both went near the cat. Rabbit: Good day to you. Hearing the noise. The cat woke up. Cat: Wow… God has sent me delicious food today. To see them and his mouth watered. Cat: Oh God! I am little deaf and cannot listen properly please do come near and tell me your problem. Listening to this both hesitated little. Cat: Do not hesitate? I have forgone everything in my life and living like a sage, and a sage can never harm anyone. I do my best to sort out your problem. Please come near me my children. Both moved a little nearer. Cat: Please come little closer to be my children. When both came little closer. The cat pounced on them and killed them both. Cat: Wow! Today I am going to have a very delicious lunch. Fourth Story Clever Monkey and Sir Crocodile A good loser is a true gentleman Once upon a time, in the middle of the forest flowed a big river. In the middle of the river there was a beautiful island covered with mango and other fruit trees. A clever monkey lived by himself near the riverbank. He was very strong and was also a good jumper. There happened to be a rock sticking out of the water halfway between the bank and the island, and it looked impossible. Clever monkey was used to jumping from the riverbank to the rock and from the rock to the island. He would eat fruits all day. Monkey said: These fresh fruits keep me young and energetic. And then return home by the same route each evening. Monkey said: Thank God for this stone. If it was not here I would not be able to relish these tasty fruits. A crocodile couple lived next to the same river Mr. and Mrs. Crocodile. They were expecting their first brood of baby crocks. Mrs. Crocodile: My dear nowadays I have cravings to eat strange food. I am bored of eating the fish that you bring every day. Because she was pregnant Mrs. Crocodile wanted to eat different things. So she made unusual demands on her faithful husband. Just Mrs. Crocodile saw the clever monkey jumped back and forth to the island. Mrs. Crocodile: I wonder how the monkey is managing to go to the other side of the river for the fruits. Mr. Crocodile: Why do you worry about that? It is none of our business. On day it so happened that Mrs. Crocodile tasted a fruit, which was floating in the river Mrs. Crocodile: Oh this fruit is so tasty. I have never ever tasted something like this in my life. Nothing can compare to the taste of this fruit. If this fruit tastes so good then the monkey who's living on this fruit must be enjoying his meal every day. I think the heart of the monkey will be very tasty because it eats only these fruits every day. I want to eat the heart of the monkey. Mr. Crocodile: It is not possible to catch a monkey. Do you think it is an easy task? To please her he promised to get the monkey's heart, and he began thinking seriously, and suddenly he said: Aha I got an idea let me try it out tomorrow morning. Next day morning he went swimming near the rock and lay down on the rock between the riverbank and the island. Mr. Crocodile: Let me wait here for the monkey to come. The monkey was about to cross the river but he noticed that the rock seemed to have grown. It was higher above water than he remembered it. He investigated and saw that the river level was the same as the morning. Yet the rock was definitely higher. Monkey carefully studied the rock. Immediately he suspected that the cunning Mr. Crocodile was behind this mischief. To find out for sure, he called to the rock. Monkey: Hi there Mr. Rock. How are you? On hearing this Mr. Crocodile was confused. Is it possible that this rick can talk? Now what do I do? Monkey: Hi there Mr. Rock How are you? Come on speak out. You used to answer me when I spoke to you but today you say nothing. Mr. Crocodile: I will just have to speak for the rock and trick the monkey. The he shouted I am fain Mr. Monkey. I am not angry with you my throat has been infected. That is why I did not reply for some time. What do you want? Monkey: Who are you? Without thinking the crocodile replied: I am Mr. Crocodile. Monkey; Why are you lying there? Mr. Crocodile: I am waiting to take your heart. There is no escape for you monkey. Monkey was thinking and said: Mr. Crocodile, my friend it looks like you have got me so I will give you my heart. Open your mouth wide and take it when I come your way. Mr. Crocodile opened his mouth wide and immediately squeezed his eyes shut. When the monkey saw this he immediately jumped on the top of Mr. Crocodile's head, and then to the riverbank. Mr. Crocodile: Mr. Monkey my intention towards you was unwholesome. I wanted to kill you and take your heart just to please my wife, but you only wanted to save yourself and harm no one. I congratulate you. And he swam back and he told Mrs. Crocodile what happened. At first she was angry with him, but when the little ones came they forgot their troubles for a while Fifth Story The Ant and the Dove One good turn deserves another On a hot summer day, an ant was trying to drink water from a river and fell in. "Help me" The dove on a branch heard the scream. "Oh no, someone is in trouble." The dove then dropped a leaf to the ant. "Thank you Mr. Dove." A few days later, the dove was making a nest. A hunter was getting close to the dove with a gun. The ant bit the hunter's hand. "Ouch" The dove heard the scream and flew away. "Thank you Mr. Ant for saving my life." Ant: I was happy to help you. Sixth Story Cap seller and a Monkey Wisdom helps during difficult times Once in a small town there lived Selly, a cap seler. Selly: Caps… Caps for hot sun and cold rain… Caps in all colors. He used to sell caps in all the nearby towns and villages. One day as usual he started for his business. He decided to go to the next village. To go to the next village he had to cross a forest. As he walked for the long distance. He decided to take rest. So he kept his basket and slept under a tree. The tree was a dwelling place for a group of monkeys. Slowly from one of the branches a monkey peeped out. It climbed down from the tree and slowly went near Selly. Monkey: Aha… He is sleeping. On seeing the caps immediately it whistled. All the monkeys responded to the whistled. Monkey: I will throw the caps and each one of you catch. One by one all the caps was distributed and the basket was empty. Every one ware the caps and was playing happily. Selly woke up because of the noises. Selly: My God! Basket is empty… Where are my cap? Who would a taken it. He searched around and finally when he saw up he was shocked. Selly: What is this? Monkeys are wearing all the caps. How I am going to get it? Selly lifted his hand and gestered beating them which was imitated by the monkeys? Selly: Hey… teasing me? You are should be. Hmmmm… They are repeating the action of mine. I should follow the same technique and get my caps back. Selly threw his cap down. Immediately all the monkeys threw the caps. Selly: Thank God. Without wasting any moment I should take all the caps and continue my journey. Selly picked his hats and packed his basket and started walking. Seventh Story Pigeon and a Rat Unity is strength In a forest, there lived a group of pigeons in a big tree and under the same tree a rat lived. The head of the pigeons and the rat were thick friends. One day, Rat: My dear friend, I am going to the nearby town. You must come to my place definitely. Saying this, the rat left the place. One day as usual, the pigeons flew high in the sky in search of food. Suddenly a pigeon shout. Pigeon 1: Hey just look down, good amount of grains scattered. Let's go and eat them. Head of the pigeons: Stop! Do not go. You see, there are no fields nearby but grains are scattered there. There's something fishy, please do not go. Pigeon 2: Oh God our head always doubts each and everything. I am going to go and eat. Then all the pigeons flew down to eat the grains. Head: Hmmm… The whole group is gone what is the point in me staying back. Pigeon 1: What is this I can not move my leg oh no. Pigeon 2: We are caught in a net. Head: If you had listened to me we would not have fallen in trouble like this. Pigeon 1: Forgive us and please help us. Head: Listen carefully… Let's all fly together at a time so that we can fly off with the net, and reach the nearby town where my friend the rat is staying. He will release us. Now listen… I will count 1 2 3 and when I say 3 all of us must fly together with the net. All the pigeons listened to what their Head had instructed and flew together with the net and reached the nearby town. Head: Oh my dear friend Rat. Rat: Who is that? Oh you! Welcome what happened? How did you get caught in the net? Wait let me help you. The rat ran out and brought all the other rats, and they all cut the net with their sharp teeth and within seconds. Head: Thanks a lot. We are really relieved now. Ok then, we shall take leave now. Rat: What is this you have come all the way to my house, and you say you are leaving without having any food in my house. Head: Ok as you wish. The rats and the pigeons had a very good feast and enjoyed the day together. Read More