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Midge Part 2 - 05

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Midge – Part 2

EDUCATOR SECTION

Memorandum

For the Educator:

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 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

Figure 1
Figure 1 (graphics1.png)
  • Read Midge’s letter.

Dear ……………………………………… (your name)

I knew you would help us! We all thought you did wonderfully. We are so grateful and all my family have asked me to convey their thanks to you. You have saved many lives. We all think of you and your friends as our heroes!

Cousin Tubs’ wound is healing nicely. We had to take him to the mouse hospital. He is going to get an artificial tail. The doctor says this is necessary for his balance. It’s a pity he lost his own tail. It was so beautiful and so long!

All the mice here in the school have sent you some jokes and riddles to read. I am including them in my letter to you. They are not written in mouse language this time. They didn’t know you had learnt to read our language. I promise you in Module 5 we’ll have more exciting puzzles for you to work out.

Regards

Midge

X X X

Table 1
LO 1.4.5   LO 3.3.1  

Figure 2
Figure 2 (graphics2.png)

  • Said one flea to his brother
  • “Come, let’s go and visit mother.”
  • Said the other flea on the mat,
  • “Shall we go by bus, or take the cat?”
  • What falls and falls the whole day long and never gets hurt?

Answer:- eTh nira ………………………………………………………….

  • The hedge around my garden

Runs round and round and round

Yet it has no feet at all –

Will even catch my big red ball!

  • What did the big chimney sayto the small chimney?

Answer:- You’re too young to smoke!

  • How many mice can you put into an empty cage?

Answer: Only one. Then the cage isn’t empty any more!

Table 2
LO 1.5   LO 2.2   LO 3.3.1  
Figure 3
Figure 3 (graphics3.png)
Table 3
LO 4.7.1  

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, poems, songs and other oral texts and shows understanding:

1.4.5 answers questions about the oral text;

Assessment Standard 1.5: 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 2.2: We know this when the learner uses language imaginatively for fun and fantasy;

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 3.3: 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;

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 4.7: We know this when the learner writes legibly:

4.7.1 writes with ease and increasing speed as a result of frequent practice.

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