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Willy has a Birthday 01

Module by: Siyavula Uploaders. E-mail the author


The Wops are here




The adventures of the Wops family are closely related to the experience of every learner in Grade I, boys as well as girls. They may be exposed to a different environment if they live in towns and cities and through the stories become aware of what it is like to live in a forest without the ordinary amenities like running water and electricity.

Educators need to remember that many learners in Grade I will not have attended Grade R and consequently skills, strategies and concepts for Grade R will not have been learnt. The educator in Grade I must ensure that these are covered in the work that is done with these learners.

Listening and speaking should form a firm foundation on which to build literacy. The degree to which learners can speak their home language will vary according to circumstances, and educators should be aware of their levels of competence.

Language development is a gradual process and learners need the support of the educator to become increasingly more accurate in the use of their home language.

In Grade I learners become involved in listening to and reading stories, writing for genuine purposes, and learning phonics. The classroom environment should be a place that reflects and encourages all aspects of learning the home language.

Time scheduled for the modules 1 to 8

All learners should complete all eight modules doing approximately two modules per term. Allow the learners to proceed at their own speed.

Table 1
  Critical and developmental outcomes (CO): Module 1 Module 2 Module 3 Module 4
  The learners must be able to:        
  • identify and solve problems and make decisions using critical and creative thinking;
9, 13, 14, 15, 20, 21. 7, 12, 17, 21. 14, 22, 30.  
  • work effectively with others as members of a team, group, organisation and community;
2, 3, 4, 8, 15, 18, 25, 35. 5, 18, 20. 1, 12, 21, 32, 33.  
  • organise and manage themselves and their activities responsibly and effectively;
12, 13, 2, 26, 27, 37. 2, 7, 9, 11, 25. 6, 7, 8, 15.  
  • collect, analyse, organise and critically evaluate information;
19. 14, 20.    
  • communicate effectively using visual, symbolic and/or language skills in various modes;
7, 9, 12, 16, 17 14. 1, 3, 8, 9.  
  • use science and technology effectively and critically showing responsibility towards the environment and the health of others;
19. 3,20.    
  • demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation;
15, 19, 21, 29, 34.   30.  
  • reflect on and explore a variety of strategies to learn more effectively;
14, 15, 31. 2, 5, 7, 13, 14, 15, 29. 22, 27, 28, 29.  
  • participate as responsible citizens in the life of local, national, and global communities;
  • be culturally and aesthetically sensitive across a range of social contexts;
  1, 19 E-8  
  • explore education and career opportunities; and
  • develop entrepreneurial opportunities.

OVERVIEW MODULE 2: Willy’s birthday picnic

In this module Willy identifies with the learner as he celebrates his birthday. Different rituals are involved making learners sensitive to the variety of cultural and social behaviours in our country.

There are riddles to read and games to play.

  • Writing: r, h, l, c, o, a.
  • Phonics: r, h, l, c, o, a.



Learners can be made aware of different cultures/different people have different ways of celebrating e.g. birthdays. They must learn to accept these differences.

Educators Page

  • Group work

1. Learners bring old birthday cards to school to discuss and analyse.

- How are they made? How are they folded? Shape?

- What makes them attractive? Pictures? Colours?

- What does the card say?

- Why are there open spaces?

2. Learners will make a rough sketch to design their own cards. They can decide:

- What to draw.

- What message they will send.

- How they are going to write their messages. (They can ask the teacher to write them lightly and they can print over the letters or make any other plans they can think of)

- What they will need. (Make a list of drawings of tools needed.) They collect and bring these.

3. They make their cards.

4. They show it to the class. Positive comments are encouraged when learners consider their friends’ cards and maybe suggest improvements. Much praise is needed to encourage learners.

5. Display cards in the room.

LO 2

LO/AS 1.3

  • Phonics

The following sounds are introduced in this learning unit. Follow the steps for each as set out in Learning Unit.

“r” as in rose

“h” as in house

“l” as in leg

“c” as in cat

“o” as in orange

“a” as in apple

  • Writing

The correct letter formation is taught after the sound has been introduced. Learners decorate their patterns.

  • Dictionary Pages

Words with two sounds are on one page. These words can be introduced when the second sound on the page has been taught. Keep these pages in flip-files. They will form their first dictionaries and learners can use the words for their own stories later.

  • Vocabulary Pages

These are used for revising and consolidating new words learnt. Keep in flip-files for stories later.

  • The teacher puts all these words on flash cards for revision games and quick recognition.



Willy has a Birthday

This morning Willy woke up very early - so early that the birds were not awake yet. Only the wind was awake, rustling through leaves above their tree house. At first Willy could not remember why he was feeling so excited. Then suddenly he remembered. It was his birthday! Today he was eight years old. He thought about all the exciting things that were going to happen and quickly jumped out of bed.

Willy looked out the window to see what the weather was like. It was still quite dark, but he could see there were no clouds in the sky. Hooray! There would be no rain for his party.

Licky was asleep on the veranda, but he woke up immediately when he heard Willy. Willy picked Licky up and put him on his shoulder and together they watched the sunrise.

Mummy and Daddy came out and gave Willy a big hug and a kiss. “Happy Birthday, Willy,” they said. “We hope you enjoy your birthday.” Willy felt proud and important. It felt grand to be eight years old!

I suppose you are wondering when Willy is going to get his present? Well, the Wops never get presents for their birthdays. No, they do something different altogether. Every Wop child has a special tree. Their dads plant the trees when they are born and every year when they have their birthdays a mark is made on the tree trunk. There are seven marks on Willy’s tree and Dad is now going to make the eighth mark so that anyone who passes the tree will know that Willy is eight years old. Every year the Wops decorate their special tree and Sam and Terry will help Willy decorate his special tree with long ribbons of different colours. Willy loves his birthdays. He is very excited and he can’t wait for his forest friends to come to his party.

Table 2
LO 1.2   LO 5.2.1   LO 2.8.3  
  • I can read this story.
Figure 1
Figure 1 (graphics1.png)

Table 3
LO 1.3.6   LO 3.1  

  • Make a birthday card for Willy.
Figure 2
Figure 2 (graphics2.png)
Table 4
LO 4.3.3   LO 5.3.2  
  • I can write and decorate these patterns

Figure 3
Figure 3 (graphics3.png)

Table 5
LO 4.1.1   LO 4.1.2   LO 4.1.3  
  • A poem to read, learn and decorate

Figure 4
Figure 4 (graphics4.png)

Table 6
LO 1.3   LO 2.3   LO 3.1  


Learning Outcome 1: LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.2: We know this when the learner demonstrates appropriate listening behaviour by listening without interrupting, showing respect for the speaker, and taking turns to speak, and asking questions for clarification;

Assessment Standard 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs from a variety of cultures, and shows understanding;

1.3.6 answers open questions about the story;

Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.3: We know this when the learner sings, recites, acts out and mimes songs, poems and rhymes;

Assessment Standard 2.8: We know this when the learner contributes to class discussions;

2.8.3 responds to questions asked by listeners.

Learning Outcome 3:READING AND VIEWING: The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.1: We know this when the learner uses visual clues to make meaning:

Learning Outcome 4:WRITING: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner writes with increasing legibility:

4.1.1 manipulates writing tools like crayons and pencils effectively;

4.1.2 develops letter formation and handwriting skills, drawing patterns, tracing and coping words;

4.1.3 forms letters of the alphabet successfully;

Assessment Standard 4.3: We know this when the learner writes for different purposes:

4.3.3 creates simple texts such as birthday cards (with written and visual text);

Learning Outcome 5:THINKING AND REASONING: The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.3: We know this when the learner uses language to investigate and explore:

5.3.2 offers explanations and solutions.

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