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    This module is included inLens: Siyavula: Languages (Gr. R-3)
    By: SiyavulaAs a part of collection: "English Home Language Grade 3"

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Midge Part 3 - 01

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Midge – Part 3

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.

Granddad says Midge and the mice family must move house because another danger is lurking outside. Midge is invited to spend a weekend with the learners. They discuss what they are going to do and write about their plans. Midge replies with an account of his weekend.

There are two poems to read and to discuss, words to arrange alphabetically, crosswords to complete and picture writing to puzzle out.

  • Cursive writing: X, Z, C, G, S, E, L.
  • Phonics: “ar’, “are”, “ai” as in air, and “ear” words.

Library searches are done on owls and rodents and information ordered according to a spidergram.

Integration of themes

  • Social Justice

Midge helps learners to come to terms with differences in cultural and social habits.

  • A healthy environment

Just as Midge has to move house against his will, so learners have to adapt to a new environment. Learners discuss the reasons, the advantages and disadvantages of moving.

LEANER SECTION

Content

  • Read about Midge.
Figure 1
Figure 1 (graphics1.png)

Do you remember in Module 4 you warned Midge about the old brown owl that you spotted near the school?

Midge read your secret code.

He told Granddad about the danger.

Granddad and the other mice were most upset.

“We can’t stay here any longer,” said Granddad.

“Your friend helped us to bell the cat but I don’t think he will be able to help us now. You all know owls do not sleep at night.

You know they have good eyesight.

You know their favourite snack is “mouse.”

Tomorrow I will prowl around the neighbourhood and try and find a safer place for us all to stay.”

“But Granddad,” said Midge, “we were so happy here at school. We found so much to eat! Can’t we stay?”

“No, Midge, it is getting too dangerous. We have to move! Last night Ron Rat was caught and the night before I saw the owl with a baby rabbit in its talons. No arguments. We have to move!

  • What is your opinion? Should they stay or should they go?
Table 1
LO 1.4   LO 3.2.1   LO 3.3.1  
  1. Read and plan your letter.

Midge is very upset. He does not want to leave you. He wrote to you and told you that Granddad said they had to move away.

  • Now you must write to Midge.

1. Tell him how you feel.

2. Suggest some plans that you and your friends have thought of.

3. Invite him home for a farewell weekend. Tell him about the exciting things you will do; the interesting places you could show him and the fun the two of you would have.

4. Draw a picture at the end of your letter to show Midge what you are planning.

  • You can plan your letter like this.

1. Your feelings.

2. Your plans.

3. Your weekend.

4. Your picture.

Table 2
LO 1.2   LO 2.3   LO 4.1.1   LO 4.1.2  

Dear Midge

…………………………………………………………………………………………..

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…………………………………………………………………………………………..

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………………………………………………………………………………………..…

Table 3
LO 1.4.8   LO 4.1.1   LO 4.2.3   LO 4.6.5  

Figure 2
Figure 2 (graphics2.png)

Table 4
LO 4.7.1  

Write the dialogues between you and your mother. You have to convince her that Midge must spend a weekend with you at home.

Figure 3
Figure 3 (graphics3.png)
Table 5
LO 4.2.2   LO 4.6.2   LO 6.2.1   LO 6.5.1  

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 1.2: We know this when the learner demonstrates appropriate listening behaviour by showing respect for the speaker, taking turns to speak, asking questions for clarification, and summarising or commenting on what has been heard;

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

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 creates and tells stories with a beginning, middle and ending, which uses descriptive language, avoid repetition and have elements of plot and characterisation;

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:

3.2.1 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;

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 (e.g. brainstorming, free writing, talking with friends, visual images);

4.1.2 begins to plan writing;

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 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions:

4.6.2 uses punctuation appropriately (capital letters, full stops, question marks, commas, apostrophes, exclamation marks);

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.

Learning Outcome 6:LANGUAGE STRUCTURE AND USE: The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.2: We know this when the learner works with words:

6.2.1 uses some spelling rules to spell correctly;

Assessment Standard 6.5: We know this when the learner develops critical language awareness:

6.5.1 explores the way the class uses slang, with whom and for what purpose.

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