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Summer Time - Why the sea is salty - Part 2

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Summer Time

EDUCATOR SECTION

Memorandum

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.

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.

The communication between the learners and Midge continue. Midge is warned about a dangerous cat hunting in the neighbourhood and the next day disaster strikes as the cat attacks the mice. Cousin Tubs’ tail is bitten off. He is rushed to hospital and a solution is found for their problem. Midge has asked the learners to tie a bell around the cat’s neck.

Other activities include learning about exclamation marks, finding rhyming words, reading jokes and riddles, learning the letters of the alphabet and using a dictionary to find out the meaning of words.

A variety of forms of communication are used in this module such as letter writing, telephones and coded messages.

Learners make get-well cards and integrate the learning area – Technology.

  • Cursive writing: The following capital letters are taught, V, W, Y, P, B, R, H, K, N,M, A, T, F.
  • Phonics: “u” + “i” and “u” + “y” e.g. as in “disguise” and “buy”; “or”, “all”; “alk”, “aw”, “au” “oa” and “orc”.

Integration of themes

  • Human rights and a healthy environment

Learners can discuss the dangers they have to face at home as well as in their environment.

They need a safe environment in which to develop and grow,

  • Social Justice

Learners become sensitive to others who are ill, hospitalised or traumatised.

LEANER SECTION

Content

  • The story continues…

Why the sea is salty (adapted) - Part 2

That night the lazy good-for-nothing followed the miller back to his house. He hid outside the window. He heard the miller say to the salt grinder:

"Salt grinder, salt grinder

Grind me some salt

Grind me some salt

As much as you please."

The man was so surprised to see the salt grinder grinding the salt and filling the bags with salt. He hid in the woods until dark, then crept up stealthily to the miller's house. He opened the door quietly, took the salt grinder and ran towards the shore. He climbed into the boat and rowed out to sea.

Thinking this was a good time to set the salt grinder to work he repeated the magic words:

"Salt grinder, salt grinder

Grind me some salt

Grind me some salt

As much as you please."

Immediately the salt grinder began to grind the salt. The lazy good-for-nothing was very pleased when he saw all the salt. Now he had enough salt to make him a rich man too, he thought.

Table 1
LO 3.2.1   LO 3.3.1  

"Stop now salt grinder

I have enough salt",

said the thief. But the salt grinder just went on grinding more salt. The thief became frightened when he saw the heavy load was going to capsize the boat. Again he shouted at the salt grinder. Still the salt grinder poured out more and more salt.

Well, sad to say, the boat capsized and down to the bottom of the sea went thief, the boat with all the salt and the salt grinder. And even to this day the salt grinder is grinding its salt into the sea.

Table 2
LO 3.2.1   LO 3.3.1  
  • On the next page the story appears again, all muddled up.
  • Draw the pictures and mark in the squares in which order they should have been.
Table 3
LO 1.4.8  

Figure 1
Figure 1 (graphics1.png)
Table 4
LO 1.4.4   LO 2.5   LO 2.5.6  

Assessment

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 1.4: We know this when the learner listens with enjoyment to stories, peoms, songs and other oral texts anf shows understanding:

1.4.4 communicates back a sequence of events or ideas in a text;

1.4.8 draws pictures to illustrate understanding of the oral text, and writes it in own words.

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

Assessment Standard 2.5: We know this when the learner contributes to class discussions:

2.5.6 asks questions for clarification.

Assessment Standard 3.2: We know this when the learner makes meaning of written text:

3.2.1 comments on a story or poem the learner has read, and demonstrates understanding by answering questions;

Assessment Standard 3.3: We know this when the learner reads texts alone, and uses a variety of strategies to make meaning:

3.3.1 reads a printed text fluently and with understanding.

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