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Jaime's Diary - Day 3

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 Dairy – Day 3

Dear Diary

We had a super cake sale. There were so many goodies to buy. I bought popcorn, fudge, cookies and a juice. Thanks again, Mom!

Mom loves to use the expression “Charity begins at home” and today I really experienced the meaning of that proverb. Not only did Mom live it out with her generous giving of her bus fare, but I too began to understand the meaning of it.

One of my friends, Grace, had no money to spend. Probably she also forgot to tell her mom in time. I felt so sorry for her because I was nearly in the same boat. She looked so lonely and sad. Anyway, I shared my goodies with her. It felt good to share. I also kept Mom some fudge. She was very pleased and guess what she said. Yes! “Charity begins at home!”

Now I am so sleepy!

Table 1
LO 1.4.4   LO 2.5.4   LO 3.3.1  

More Proverbs

  • Read.
  • Discuss.
  • Draw their pictures.

Figure 1
Figure 1 (graphics1.png)

Figure 2
Figure 2 (graphics2.png)
Table 2
LO 1.4.7   LO 2.5.3   LO 3.2   LO 4.5.6  

Opposites

  • Join the opposites.
  • Jaime’s Mummy and Daddy taught her
Figure 3
Figure 3 (graphics3.png)
Table 3
LO 3.5.4   LO 4.5.1  

Phonics

  • Listen to these words as you read them.

castle

soften

fasten

often

listen

whistle

  • Draw a line under the silent t in the words above.
  • Use them in your own sentences.

1. castle: ………………………………………………………………………….

2. fasten: ………………………………………………………………………….

3. listen: ………………………………………………………………………….

4. soften: ………………………………………………………………………….

5. often: ………………………………………………………………………….

6. whistle: …………………………………………………………………………

  • Write the silent t words above in alphabetical order.

………………………………………………………………………………………….

………………………………………………………………………………………….

Table 4
LO 3.4.10   LO 3.5.9   LO 6.3.7  
  • Read these words.
  • Clap them to find out how you can divide them into syllables (parts).
Table 5
p r i v i l e g e d   u n f o r t u n a t e
           
                 
t h a n k f u l n e s s   s o m e t h i n g
     
                 
r e m e m b e r   y e s t e r d a y
     
                 
r e m i n d e d   c o n v e r s a t i o n
     
                 
f a m i l y   h a p p y
     
                 
e x p e r i e n c e d   J a i m e
     
Table 6
LO 1.2   LO 3.3.1  
  • Practise how to join these letters.
Figure 4
Figure 4 (graphics4.png)
Table 7
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 1.2: We know this when the learner demonstrate 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:

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

1.4.7 works out cause and effect in the oral text.;

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 group and class discussions;

2.5.3 suggests or elaborate ideas;

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;

3.5.9 works with the alphabet;

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;

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

4.7.1 writes with ease and increasing speed;

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 6.3: We know this when the learner works with sentences:

6.3.7 uses punctuation correctly.

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