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| The thoughts of an Irish girl / boy who has been victimised because she is a Catholic. | The thoughts of an Indian girl / boy who is victimised because she is one of the untouchables. |
| The thoughts of a Muslim Iraqi student who is victimised while studying in America. | The thoughts of a young Palestinian girl / boy who is living in a largely Jewish area and who feels victimised. |
| The thoughts of a young Serbian boy / girl who has to attend school in a largely Croat region and who feels victimised. | The thoughts of a young girl / boy who speaks English only in a largely French-speaking quarter and who feels victimised. |
PREPARING:
ROUGH, SUMMARISED RESEARCH NOTES:
Look at the following assessment chart BEFORE you start writing:
| CRITERIA | | | | |
| Opening Format | Quite right | Almost right | Not quite right | Not right at all |
| Opening paragraph | Impressive | Quite touching | Fairly moving | Has no impact |
| Main points | Have impact | Quite impressive | Rather confused | Very confused |
| Mood | Very meaningful | Quite meaningful | Meaningful in parts | Not meaningful |
| Closing paragraph | Has impact | Quite impactful | Fairly impactful | Has no impact |
| Neatness | Very neat | Quite neat | Neat in part | Untidy |
| Diction | Striking | Good at times | Scattered | Poor |
| Figurative imagery | Very touching | Touching at times | Too few images | No imagery |
| Punctuation | Adds to theme | Quite interesting | Used too seldom | Poorly used |
MADE-UP ADDRESSES AND NAMES OF THE CHARACTERS:
PLANNED OPENING PARAGRAPH:
MAIN POINTS TO COVER:
PLANNED CLOSING PARAGRAPH:
FINAL EDITED LETTER (To be handed in for your portfolio)
The Givers and the Takers
1. When a learner is in Grade 8, there are certain sensitive issues which affect a young girl or boy: These are issues to which they react with deep emotion, heartfelt agony and embarrassment. The good news is that this is natural.
2. However we need to understand relationships more clearly and to look a bit more deeply to find solutions. There certainly ARE solutions to ALL problems.
3. Ignorance, fear and prejudice certainly do not help. To treat a person badly saying that you do not know how a person is feeling is a lame excuse; fearing someone is unnecessary when help is available and showing prejudice to any other person merely enhances a poor character.
4. There are two sides to all relationships: The sender and the receiver. And in between somewhere is a rather garbled message!
5. Let us explore the world of the sender first.
6. Sometimes a sender can be understanding, kind and compassionate, He realizes that words and actions can hurt feelings and he knows that young people are sensitive about certain issues. This could be because he has also suffered at some time and has experienced the feelings that others are going through. So he has empathy with that person: He can stand in that person’s shoes. He is observant and can recognize when someone is hurting and can actually make it easier for that person by being tactful and supporting the victim. He is, in the final analysis, a leader who is prepared to go against the stream and take a stand on principle even at the cost of his popularity. He is prepared to speak out for those who cannot and to be the champion of the underdog.
7. Then there are those who enjoy to see others suffer; making them squirm, but worse, really hurting them. This hurt may be below the surface but it causes harm which may be lasting. Sadly the bully often is also in need of help and support and some positive feed-back. However, he relishes the notoriety that he receives and the fear that he injects into situations. He is hardly ever able to form good relationships because he has never tried. He believes, falsely, that showing a ‘soft’ side will make him look silly. If he tries to be polite, kind or helpful for a change, his life will change. He needs to believe that and to try it. Of course people might suspect him at first so he has to prove himself and not give up after the first rebuff. Generally a bully is a leader who is turning his talents and potential to evil and he needs to take control of his life.
8. Of course, we all know the opposite is true. Being compassionate is one of the greatest gifts of a person. A person with this gift gains respect for his behaviour, his responses and his reactions.
9. Next let us explore the world of the receiver.
10. He can be a victim or a survivor. A victim allows things to happen to him. He accepts them without question and almost believes that he deserves them. However, there are many ways of surviving. The best is to take a stand against being ‘abused’. Talk. Talk to the first person who will listen; tell someone about the help that the bully needs! Take HIS side and show compassion. Show that you feel HE needs help!
11. After all, you are better than he, not so. So why accept his bad behaviour?
12. Receivers can be proactive, positive and definite in their responses. They can talk in a quiet voice but get their point across. Thy can talk in a halting way but still get their point across.
They can talk in a shy way but still get their point across. They should take courage and talk to someone. The secret words are, “May I please speak to you?” The rest will follow.
13. In Grade 8 learners are growing up and feel things strongly. This is natural. Keep it natural. Stick to good principles; be true to yourself; make real friends – then life will be for living!
14. Stake your claim!
Christine Palmer
Paragraph 1:
Give the meaning of sensitive.
LO 6.1.2 (2)
What is the difference between affect and effect?
LO 6.1.2 (2)
Give one example each for why young boys and girls react with deep emotion, heartfelt agony and embarrassment.
LO 6.1.1 (6)
Paragraph 2
“We need to look more deeply”. Give the part of speech of and the function of . . .
LO 6.1.5 (8)
we
need to look
more
deeply
Paragraph 3
What is the connection of the second sentence to the first?
LO 6.2.6 (1)
Paragraph 4
What is the function of the colon?
LO 6.2.6 (1)
Paragraph 5
Define your answer.
LO 6.4.1 (1)
Paragraph 6
Use understanding, kind and compassionate in sentences. Show the meaning clearly.
LO 6.1.2 (3)
What is the purpose of the colon?
LO 6.1.2 (1)
Paragraph 7
Use the word in a sentence to show it’s meaning clearly.
LO 6.1.2 (3)
What is the difference between fame and notoriety?
LO 6.1.2 (2)
What can a bully do if he wants to change his behavioural pattern?
LO 5.1.1 (3)
Paragraph 8
Name two other gifts you feel are the greatest gifts you could give to any man.
LO 5.1.1 (2).
Paragraph 9
What is meant by world here?
LO 5.1.1 (3)
Paragraph 10
Why is talk repeated?
LO 5.1.1 (1)
Why is there an exclamation mark after the last sentence?
LO 6.2.6 (1)
Paragraph 11
Give the ONE function of both commas in the first sentence.
LO 6.2.6 (1)
Paragraph 12
Combine the 2nd, 3rd and 4th sentences into ONE sentence. Use the correct punctuation.
LO 6.2.6 (1)
Paragraph 13
What is the function of the semi-colons; the dash and the exclamation mark?
LO 6.2.6 (3)
Paragraph 14
Is this sentence a statement, a command or a question?
LO 6.2.4 (1)
Explain the figurative image in stake your claim.
LO 3.8.2 (2)
TOTAL: 48 [1 - 12 = 1; 13 – 24 = 2 ; 25 – 36 = 3; 37 – 48 = 4]
Title: _______________________________________________
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Sub-heading :________________________________________
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| LO 4 Writing |
| The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes |
| We know this when the learner: |
| 4.1 writes a range of imaginative texts:4.1.1 to express imagination, ideas and feelings about self and others;4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs and letters; |
| 4.2 produces a range of factual written and multi-model texts for various purposes, using a range of visual, and design elements where appropriate by means of recounts of events, research project reports, pamphlets, posters, book reviews; |
| 4.4 uses the writing process collaboratively and independently to generate texts:4.4.5 reflects on multiple drafts considering purpose, audience, language usage, bias, complex organisation and a few simple elements of style, and revise appropriately. |
LO 5 Thinking and Reasoning
The learner will be able to use language to think and reason, as well as to access, process and use information for learning.
We know this when the learner:
5.1 uses language to think and reason:
5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum;
5.1.6 draws on own experience in order to substantiate point of view;
5.1.7 questions and infers to solve problems and develop thinking about complex issues, ideas and emotions;
5.2 use language to investigate and explore:
5.2.4 locates and accesses information from a wide variety of sources;
5.3 processes information:
5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills;
5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product.
5.3.6 formulates thoughts orally and in writing in increasingly complex ways, using knowledge of language.
LO 6 Language Structure and Use
The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.
We know this when the learner:
6.1 works with words:
6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems;
6.1.5 uses word families and words of the same field to develop vocabulary in context.
ACTIVITY 1: Write a sensitive letter
ACTIVITY 2: Read passage
ACTIVITY 3: Point-form summary
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This work is licensed by Siyavula Uploaders under a Creative Commons Attribution License (CC-BY 3.0), and is an Open Educational Resource.
Last edited by Siyavula Uploaders on Apr 13, 2009 5:45 am GMT-5.
