PAPER WORK!

What catches your eye first when you read the newspaper?

Table 1

the picture or photograph?

the headline?

the actual report or story?

Write eye-catching headlines for the following:

Figure 1

[LO 4.1.3]

Write a brief report to match each of these headlines:

Figure 2

[LO 4.4.3]

CUT AN ARTICLE OUT OF THE LOCAL NEWSPAPER. READ IT OUT LOUD TO THE MEMBERS OF YOUR GROUP. What is your opinion as to what you have read?

For group work, your class could make a scrapbook of all the articles. Other classes and teachers might like to have a look at it – and be inspired! Donate your scrapbook to the school principal or the library.

[LO 3.3]

GROUP WORK

Figure 3

FINGER PUPPETS

YOU WILL NEED:Stiff paper; cardboard; empty toilet rolls.Pair of scissors and good glue.Coloured scraps of paper; raffia; wool.Corrugated cardboard; bits of fabric.Adhesive tapeRibbon; string; pencils and kokis

Figure 4

[ LO 3.9.2]

POINTERS!

(to help you write your play)

Figure 5

Table 2

CHECKLIST
We planned our story.	YES	NO
We all had an input in deciding what the story is about.	YES	NO
We all agreed on the characters and the plot	YES	NO
We wrote all the necessary drafts and revised them as we went along.	YES	NO
We were satisfied with our final draft.	YES	NO
This was an enjoyable task.	YES	NO

[LO 4.2.1; 4.2.2; 4.2.3; 4.2.4; 4.2.5; 4.2.6; 4.2.7]

Table 3

ASSESSMENT: WRITING THE PLAY
Plot (storyline)	Exciting, and challenging.5	Mediocre storyline. Little challenge.4 - 3	Very little happens. Low interest level.2 - 1

As a class, discuss and decide two more criteria to use when assessing your play.

Now, perform your play!

[LO 2.4.1; 2.4.2; 2.4.3; 2.4.4; 5.4.4; 6.3.3]

LO 2

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

We know this when the learner:

2.1 communicates experiences, ideas and information in different and fairly challenging contexts for different audiences and purposes:

2.1.1 uses language thoughtfully for interpersonal communication (e.g. praising someone’s efforts, disagreeing with someone);

2.1.2 uses language for creative and imaginative self-expression (e.g. expresses feelings and thoughts, dramatises);

2.1.3 shares ideas and offers opinions on less familiar topics and events, using speculation and hypothesis;

2.2 uses interaction strategies to communicate effectively in group situations:

2.3 uses appropriate body language and presentation skills:

2.4 uses appropriate language for different purposes and audiences:

2.4.1 uses language with the appropriate register in less familiar situations;

2.4.2 uses grammatical structures and idioms that are appropriate for the purpose;

2.4.3 uses language carefully to express complex but common emotions such as anger, impatience, sympathy, admiration.

2.4.4 identifies and challenges discriminatory use of language.

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;

3.1.6 predicts content or ending;

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

3.3 describes and analyses emotional response to texts;

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

3.9.2 reads and carries out fairly complex instructions, and follows directions with minimum assistance;

3.10 interprets and discusses more complex visual texts (e.g. tables, charts, posters, bar graphs, maps) and can change text from one form to another (e.g. a table of data into a graph);

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

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 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);

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

4.2 develops and organises ideas through a writing process:

4.2.1 explores and analyses a topic and brainstorms ideas using mind maps, flow charts, and lists;

4.2.2 develops the topic by consulting relevant sources, selecting relevant information and organising ideas;

4.2.3 produces a first draft with central idea and well-developed supporting paragraphs;

4.2.4 uses simple, compound and complex sentences with awareness of the specific purpose and audience;

4.2.5 revises work focusing on content, appropriate language, organisation and style, and uses feedback from classmates and / or teacher;

4.2.6 proofreads and corrects final version;

4.2.7 submits final draft and reflects on assessment of the piece;

4.4 applies knowledge of language at various levels:

4.4.1 word level;

4.4.2 sentence 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:

5.1.3 distinguishes between advantages and disadvantages of something and explains why;

5.3 processes information:

5.3.1 collects and categorises relevant ideas and explains the reasons underlying the categorisation;

5.3.3 organises information under different headings;

5.3.5 organises information into a paragraph, table, timeline, chart or other appropriate written or graphical representation;

5.3.6 evaluates and draws conclusions and can explain basis;

5.3.7 evaluates and draws conclusions and can explain basis;

5.4 uses language to think creatively:

5.4.4 experiments with visual and sound effects of language;

5.4.5 explores associations of words and concepts to get new angles on topics.

LO 6

LANGUAGE STRUCTURE AND USEThe 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:

6.1.3 records words in a personal dictionary;

6.1.4 uses phonics and spelling rules to spell words correctly;

6.2 works with sentences:

6.2.3 identifies and uses nouns, pronouns, prepositions, articles and conjunctions.

6.3 works with texts:

6.3.3 shifts from one tense to another consistently and appropriately;

6.6 uses meta-language (terms such as articles, conjunctions, topic sentence, audience, tense, personification).