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  • GETIntPhaseLang display tagshide tags

    This module is included inLens: Siyavula: Languages (Gr. 4-6)
    By: SiyavulaAs a part of collections: "English Home Language Grade 5", "English Home Language Grade 5"

    Collection Review Status: "English Home Language Grade 5" in review, "English Home Language Grade 5" in review

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Writing and reasoning

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 5

JEEPERS CREEPERS

Module 3

WRITING AND REASONING

Let’s write our own cinquain!

A cinquain is a poem consisting of five lines. Each line follows a special rule. Take a look at the example.

Table 1
L 1: title / name (1 word)
L 2: describe it (2 words)
L 3: how it moves (3 words)
L 4: your thoughts / feelings about it (4 words)
L 5: re-interpret the title (1 word)
     
  Spider
  Hairy, scary,
  Scuttling, climbing, hiding
  Get out of here!
  SQUASH!

Try this one:

Line 1: Snake

Line 2: ________ ________

Line 3: _______ _________ ________

Line 4: _______ ________ ________ ________

Line 5: _________

And this one:

Line 1: Bee

Line 2: ______ ________

Line 3: _______ ________ ________

Line 4: ________ _______ ________ ________

Line 5: ________

Now choose your own topic and write a cinquain of your own.

Table 2
I enjoyed this task! Why?  
I did not enjoy this task. Why?  

CHECKLIST: only tick the appropriate blocks

Table 3
Poem has 5 lines Line 1 is the title Line 2 describes the title Line 3 described how it moves
Line 4 are thoughts or feelings Line 5 refers to the title Lines are written underneath each other I / you need to try again

[LO 3.7.1; 4.1.1]

Dangerous substances

Figure 1
Figure 1 (graphics1.png)

Baby chokes on snail pellet “sweets”

Grandmother recovering from ingesting ant poison

Liquid in cold-drink bottle paralyses teenager

Toddler dies after drinking poison

Tell, in not more than 10 sentences, why you would not store your poisons and pesticides among the sauce bottles in the grocery cupboard.

[LO 4.1.2]

A different website

Figure 2
Figure 2 (graphics2.png)

You are the fly stuck in the middle of this web. What are your thoughts as the hungry spider slowly makes his way towards you? Write on the web, starting on the outer side and moving towards the centre.

[LO 4.1.1; 5.4.2]

Assessment

LO 3

READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.1 reads a variety of South African and international fiction and non-fiction for different purposes (e.g. peoms, book reviews, short novels, newsletters, reference books);

3.1.1 reads independently, selecting appropriate reading and comprehension strategies for the purpose;

3.1.2 skims to get the general idea;

3.1.3 scans for specific details;

3.1.5 uses previous knowledge or textual clues to determine meaning and make inferences;

3.1.8 reads aloud clearly, adjusting speed according to purpose and audience;

3.2 views and comments on various visual and multimedia texts for different purposes (e.g. advertisements, video/films, television dramas and, where available, computers and CD-ROMs):

3.2.1 discusses message conveyed;

3.7 recognises the different structures, language use, purposes and audiences of different texts:

3.7.1 identifies the way different kinds of texts are organised (e.g. fables, letters, book reviews);

3.9 understands and responds appropriately to a range of information texts:

3.9.1 identifies main and supporting ideas, notes specific details and summarises information;

3.11 selects relevant reading material and applies reseach skills to find information in dictionaries, reference books and textbooks from community sources or electronic media (where available);

LO 4

WRITINGThe 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 different kinds of texts for different purposes and audiences:

4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. diary, humorous anecdotes, story, poem);

4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. notices, reports);

4.1.3 writes and designs visual texts expressing information clearly and creatively (e.g. advertisements, newsletters, map with pictures and labels);

4.4 applies knowledge of language at various levels:

4.4.1 word level;

4.4.3 paragraph level;

LO 5

THINKING AND REASONINGThe learner will able to use language to think and reason, and access, process and use information for learning.

We know this when the learner:

5.1 uses language to think and reason:

5.1.1 identifies cause and effect in oral and written texts and explains the relationship;

5.4 uses language to think creatively:

5.4.2 predicts what might happen in an imagined situation.

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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?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

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