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For the Educator:
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.
All learners should complete all eight modules doing approximately two modules per term. Allow the learners to proceed at their own speed.
The learners get a visit from Willy but many problems will arise.
The techniques and strategies of problem solving are practised.
Polite forms of greeting are practised when the poem is read and acted.
Although Willy leaves home to spend a weekend with the learners in there environment, he needs to feel safe, protected and cared for – Human rights. Learners can do much to keep their environments clean and free from dangers.
In this module Willy Wop pays a visit to the children. This serves as preparation for the last module when they pay a visit to Willy and all the Wops in the forest. The learners must remember that Willy is much smaller than they are. In the first module Willy’s length is described as being, “just as high as Teacher’s knee”. They are going to plan activities to do with Willy. They will decide which problems Willy will have to cope with in their homes, e.g.: Will he be able to reach doorknobs? Will he be able to eat with a knife and a fork? Where will he sleep?
In this module writing is done in the lines as examples show. Learners need constant practice in writing between these lines. Their stories are still written on blank paper.
Keep flashing words learned in previous modules, also adding these learned in Module 7.
We all know where Willy Wop and his family live. Well, surprise! surprise! Daddy Wop is going to bring Willy Wop to come and visit us!
They have to go all the way through the forest. They have to follow the winding trail on the other side of the forest. Then they must go over the hill and follow the long, narrow path down the hill until they come to the deep, deep river. There they must find the raft, which is hidden in the long grasses so that they can cross the river. We will meet Willy at the river and take him to our homes to spend a few days with us.
1. What kind of games would you play with such a little forest boy?
2. Will you also take him fishing?
3. Which games do you play that will be new to Willy?
4. How will you take Willy to other places?
5. What do you think Willy will say about all these new experiences?
| LO 1.3.6 | LO 1.3.7 | LO 2.1 | LO 5.3.2 |
Your home.
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Willy’s home.
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| LO 1.1 | LO 2.1 |
| LO 2.8 | LO 2.8.2 | LO 5.2.4 |
The little bird said:
“Good morning, dear Willy, my friend”,
As he sat on the branch of a tree,
“Where are you going so early this morning?”
And Willy said:
“Good morning, little bird in the tree,
I’m visiting my friends in the city.”
And Sammy the Snake said:
“Good afternoon, dear Willy, my friend,”
As he lay in the sun on the stone,
“Why do you climb this hill so high?”
And Willy said:
“Good afternoon, Sammy, up there on the stone,
I’m visiting my friends and they’re far from home.”
And the frog said: “Good evening, dear Willy, my friend,”
As he sat on the log in the river,
“Where are you sailing to on your raft?”
And Willy said:
“Good evening, little green frog in the river,
I’m visiting my friends and I’m beginning to shiver.”
With a wave of his hand
He set off to the land
Where his friends were waiting for him.
G.J.M.
| LO 1.3 | LO 1.3.2 | LO 2.9.4 | LO 2.8.3 |
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| LO 1.3.4 | LO 1.4 | LO 4.5.4 |
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 1.1: We know this when the learner listens attentively to instructions and announcements, and responds appropriately;
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:
1.3.2 acts out parts of the story, song or rhyme;
1.3.4 draws a picture of the story, and writes a few words about it;
1.3.6 draws a picture of the story, and writes a few words about it;
1.3.7 expresses feelings about the story;
Assessment Standard 1.4: We know this when the learner listens, enjoys and responds appropriately to riddles and jokes.
Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.1: We know this when the learner talks about personal experiences, feelings and news;
Assessment Standard 2.8: We know this when the learner contributes to class and group discussions:
2.8.2 reports back on behalf of group following group work;
2.8.3 responds to questions asked by listeners;
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 4.5: We know this when the learner writes so that others can understand, using writing conventions:
4.5.4 writes own sentences, with the support of writing frames where necessary;
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 5.2: We know this when the learner uses language to think and reason:
5.2.4 identifies similarities and differences, using appropriate language;
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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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 May 24, 2009 5:27 am -0500.