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    By: Siyavula

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Animal Stories 02

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Animal Stories

EDUCATOR SECTION

Memorandum

Educator’s Page

The ICS modules for Grade 3 encourage learners to do extensive reading, both fiction and non-fiction. They are given frequent opportunities to write and develop their vocabulary and language use. These developing skills are supported by techniques and strategies to develop phonic awareness. Word recognition and comprehension skills are practised and phonics systematically introduced and consolidated.

The learning outcomes for Grade 3 are purposefully integrated to enable learners to write about texts which they have listened to, discussed and read.

The topics chosen for the modules are of interest to the Grade 3 learner, within their range of experience and other learning areas, namely, Life Orientation and Mathematics are well integrated.

Learners in Grade 3 use their communication skills more effectively and given the opportunity, these can overcome social, cultural and language boundaries. They become more sensitive to the needs of everyone around them.

All aspects of language learning as described in the learning outcomes and assessment standards for Grade 3 have been covered in these eight ICS modules. By reinforcing, consolidating and applying these supported by the Critical and Developmental Outcomes, the learners will be able to think and reason in their home language.

Time scheduled for the modules

All learners should work through all eight modules as the phonics and cursive writing requirements are spread over these modules. The educator should however allow learners to complete them at their own pace namely ± two modules per term.

The poem introduces a variety of animals, some wild and some tame, and the story about the sly rabbit introduces the topic of true friends. Discussion of the story is important so understand such abstract terms as dishonesty, loyalty and trust.

Riddles are read and learners have the opportunity to make up their own riddles. Cursive writing continues with the learning of new patterns and letters:

  • Phonics: The “i” family consisting of “i” as in bright, “y”, “ie” and “i” as in ice.

The “u” family consisting of “u” as in use, “ew, “ue” and “ou” as in you.

A letterblock is included to revise all phonic words learnt.

Integration of themes

  • A healthy environment

Should be ensured for both animals and man. Be careful of veld fires, polluting streams and damaging vegetation.

  • Social Justices

Making friends is a social skill to be developed. Friends are loyal, trustworthy and honest.

LEANER SECTION

Content

  • Sort the animals into these groups. Number them.

1. Large tame animals

2. Large wild animals

3. Small tame animals

4. Small wild animals

Figure 1
Figure 1 (graphics1.png)
Table 1
LO 4.1.1   LO 5.2.3  

  • Complete the list below.
Figure 2
Figure 2 (graphics2.png)

Table 2
LO 5.2.3   LO 5.3.6  
  • Choose a tame animal from your list.
  • Write down some facts about this animal.
  • Use a reference book from the library.

My tame animal

..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

  • Do the same for any wild animal.

My wild animal

..........................................................................................................................................

.......................................................................................................................................... ..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

Table 3
LO 3.2.3   LO 4.2.2   LO 5.2.3   LO 5.3.4  

Talk about an animal

  • Choose your tame animal or your wild animal and give a talk to the class.
  • Make your presentation interesting. Use posters, pictures and/or diagrams.
  • Draw up six questions to ask your audience at the end of your talk to see how well they listened.
  • Write your questions here.

1. .....................................................................................................................................

2. .....................................................................................................................................

3. .....................................................................................................................................

4. .....................................................................................................................................

5. .....................................................................................................................................

6. .....................................................................................................................................

  • Write a short report on how you planned your presentation. How well did your friends listen? What were their comments?
  • Read your report again and check to see whether you remembered capital letters, full stops and question marks.
Table 4
LO 2.7.1   LO 2.7.2   LO 2.7.3  
  • Decorate your page.

My Report

Figure 3
Figure 3 (graphics3.png)

LO 4.3.1 LO 4.3.2 LO 4.4.1

Table 5
LO 4.3.1   LO 4.3.2   LO 4.4.1  

Figure 4
Figure 4 (graphics4.png)
  • Decorate the pattern.

Table 6
LO 4.7.1  

Assessment

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

Assessment Standard 2.7: We know this when the learner makes oral presentations:

2.7.1 with support and guidance from the teacher, develops class guidelines for a good presentation;

2.7.2 describes what is going to be presented and how;

2.7.3 uses visual aids to supplement oral presentations;

Assessment Standard 2.8: We know this when the learner engages in a conversation as a social skill;

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

3.2.3 reads a wide range of complex texts such as fiction and non-fiction books, tables of content and indexes;

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 uses pre-writing strategies to initiate writing:

4.1.1 uses various pre-writing strategies to gather information and choose a topic;

Assessment Standard 4.2: We know this when the learner drafts a piece of writing for different purposes:

4.2.2 writes a selection of short texts for different purposes;

Assessment Standard 4.3: We know this when the learner revises own writing:

4.3.1 discusses own and others’ writing to get or give feedback;

4.3.2 edits own writing;

Assessment Standard 4.4: We know this when the learner ’publishes’ (make public) own writing:

4.4.1 shares work with others by reading it aloud and/or displaying it in the classroom;

Assessment Standard 4.7: We know this when the learner writes legibly:

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:

5.3.4 uses simple strategies for getting information;

5.3.6 summarises information and presents it in an appropriate and interesting way.

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