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To collect, record and present information

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Grade 9

HIDDEN TREASURES

Module 11

TO COLLECT, RECORD AND PRESENT INFORMATION

ACTIVITY 1:

To collect, record and present information

[LO 2.6, 5.3]

Now we would like to see how creative you can be when you convey information. You will be exploring communication through visual literacy.

You will make a collage in which the individual talents of the whole group are displayed.

Use any interesting materials: photographs, magazine or newspaper clippings, bright pieces of paper or material, tinfoil, sweet wrappings, your own drawings, matches, glitter, sand, beans, lentils, dried flowers or twigs/leaves – absolutely anything that you have at your disposal!

  • First you must establish the various talents in your group that you are going to represent in your picture (collage). Remember that at least one talent of each learner in the group must be represented.
  • Here is one idea of how you could organise your group:
  • Learner 1: draws something
  • Learner 2: writes a poem on the specific theme
  • Learner 3: adds relevant photographs or pictures from magazines, etc. creatively
  • Learner 4: adds a relevant quotation or two
  • Learner 5: adds an interesting frame to the whole collage
  • Learner 6: adds finishing touches, e.g. buttons, bottle tops, quills, etc.
  • Now proudly present your ideas to your class:
  • introduce the team
  • explain your idea
  • explain what the different sections represent
  • explain who was responsible for what
  • check the criteria in the block below to ensure that you cover all the aspects on which you will be assessed
  • First do your rough work.

Discovering your talents: think about following a dream you have always had; think of what you’re passionate about; think about what you enjoy doing; think about what you have done well at, in the past . . .

Write down any particular emotions you feel concerning your plans:

Write down any particular thoughts you have on your course of action:

Write down any extra ideas you may have:

Which talent/s are you going to write about:

Write down specific words you might use:

Table 1
Diary Checklist Yes No
Do I have a date?    
Have I used the pronouns ‘I’,’me’,’my’?    
Have I checked my spelling?    
Have I checked my punctuation?    
Have I used informal register?    
Have I used my best handwriting?    

So, are you ready to plot the next X’s?

  • (HINT: Captain’s Collage Creek; Presentation Peak)

ACTIVITY 2:

To write for personal reflection

[LO 4.3]

  • You are extremely excited about all the hidden treasures you can discover in yourself.
  • Write a diary entry on what you are going to do to discover and develop these talents. Discovering and developing your talents at a young age will enrich your life and give it more meaning. Your talents could make you famous or help to improve others’ lives. Write sincerely and not just for a mark or because your educator says you must.
  • Remember that you are confiding in your best friend, so use informal language but not slang.
  • Include the date and perhaps you can give your diary a name!

You are ready to make your next X on your treasure island map. (HINT: Writing Rapids)

Assessment

LO 2

Speaking

The learner will be able to communicate effectively in spoken language in a wide range of situations.

We know this when the learner:

2.2 interacts in additional language;

2.4 debates social and ethical issues by arguing persuasively and responding critically;

2.6 gives a short formal talk or presentation.

LO 3

Reading and Viewing

The learner will be able to read and view for informa

tion and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.1 reads a text (fiction or non-fiction):

3.2 understands some elements of poetry and of the terms used to describe this language;

3.3 reads and responds to social texts;

3.4 reads for information.

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:

4.2 writes for social purposes;

4.4 writes creatively;

4.3 writes for personal reflection;

4.6 treats writing as a process.

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 and literacy across the curriculum;

5.2 uses language for thinking:

5.2.5 draws ;

5.3 collects and records information in different ways.

Memorandum

ACTIVITY 1

  • Although a group project, the oral assessment is done individually. It is important to emphasise that everyone must do his/her part and that the load is equally divided. It is important that learners learn to work effectively within a group.

X’s: Captain’s Collage Creek; Presentation Peak

ACTIVITY 2

  • Encourage the learners to write sincerely: it could just be the stepping stone they need to start developing those hidden talents.

Discuss famous diaries and their value. One that always works well is ‘The Diary of Anne Frank’.

Discuss the psychological benefit of having an emotional outlet by keeping a diary.

X: Writing Rapids.

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Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

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