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Jaime's Diary Day 2

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Jaime’s Diary

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.

This module begins with a piece of factual writing to read about “Diaries”. We read Jaime’s diary telling us about her feelings regarding her family. She tells us how unselfish her mother was and how she appreciated her mother’s help. She tries to live out these qualities and finds it most satisfying.

Activities involve discussing proverbs, opposites and dividing words into syllables. Learners are asked to keep their own diaries for four days and to discuss these with the class.

  • Writing: Learners practise difficult cursive letters.
  • Phonics: Words with “ir”, “er” and “ur”; words with silent letters “b”, “k”, “w” and “t” are taught in context.

Integration of themes

  • Human rights

Children have the right to a happy childhood surrounded by loving family. This however does not always happen. There are reasons why some families are not happy.

  • Social Justice

Jaime’s diary makes learners aware of people who are lonely, have no friends and especially orphans who have no family. They should also know that they can rely on parents to help them.

LEANER SECTION

Content

  • Read

Jaime’s Diary – Day 2

Dear Diary

What did I learn today?

Besides all the schoolwork we did

reading, writing, spelling and so on –

I learnt something very important.

This is what happened.

I woke up this morning and remembered there was a cake sale at school today. I know I should have told Mummy yesterday but I forgot!

When I asked her for some spending money, she only had enough cash for her bus fare to work. She reminded me I should have told her about the cake sale beforehand. Then she would have made sure she had enough cash on her.

Anyway, she very kindly gave me her bus fare and said she would phone a friend to ask for a lift to work.

She was so kind! She gave me all the money she had, even though it meant her walking a long way to Aunt Peg’s house. Thanks Mom, you’re great!

I love you!

Table 1
LO 1.4   LO 2.5.4   LO 3.3.1  
  • Divide into small groups of 4 or 5.
  • Discuss the following statements and questions.
  • Report back to the class.

1. Is keeping a diary good or bad? Give your reasons.

2. How can keeping a diary be useful?

3. Would you like to keep a diary? Give your reasons.

4. Do you think other people should read your diary? Give your reasons.

5. Discuss what makes “a happy family”.

6. Draw up a list of things, or people, or circumstances that make a family unhappy?

  • ………………………………………………………………………………..
  • ………………………………………………………………………………..
  • ………………………………………………………………………………..
  • ………………………………………………………………………………..
  • ………………………………………………………………………………..

7. What did Jaime learn on Day 2?

Table 2
LO 1.4.6   LO 2.1   LO 3.2   LO 5.2.1   LO 5.2.2  

Opposites

  • Read them and explain their meanings using examples, e.g. being cruel means hurting someone.
Figure 1
Figure 1 (graphics1.png)
Table 3
LO 3.5.4   LO 4.5.1  

  • How would you describe Dick?

Figure 2
Figure 2 (graphics2.png)

  • Dick is …………………………… and ……………………………………….
Table 4
LO 3.5.4   LO 4.5.1  
  • Listen to these words as you read them. What did you notice?

wrap, write, wrist, wrong

  • The w is a silent letter.
  • Here are more silent w words.
  • Read them and fill in the missing words in the sentences below.

wrote, wrestle, sword, wren, wreck, wring, wrinkles

1. I hurt my ……………………………………………………………………….

2. He will ……………………………………………………. a letter to his mom.

3. Help me …………………………………………………………….. the parcel.

4. My sum was ……………………………………………………………………

5. Mum will …………………………………………………….. out the washing.

6. That ……………………………………………………………... is very sharp.

7. The old man has lots of ………………………………………………………...

8. The boys …………………………………………………………... on the mat.

9. The ……………………………………………………………… is a little bird.

Table 5
LO 3.4.10   LO 4.5.6  
  • Practise how to join these letters.

Figure 3
Figure 3 (graphics3.png)

Table 6
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:

1.4.6 expresses feelings about the text giving reasons;

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 recounts personal experiences and more general news events, and expresses feelings and opinions about them;

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

2.5.4 shows sensitivity to the rights and feelings of others;

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;

Assessment Standard 3.4: We know this when the learner consolidates phonic knowledge:

3.4.10 recognises silent letters;

Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:

3.5.4 develops vocabulary by using a dictionary and keeping a personal dictionary;

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 builds vocabulary and spells words independently:

4.5.1 varies vocabulary for interest and specific purposes;

4.5.6 uses knowledge of phonics and spelling rules to fill in the correct word in sentences;

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:

5.2.1 understands and uses language for logic and reasoning;

5.2.2 uses higher order thinking and the language associated with it.

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