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Donald's Diary - Day 2

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Donalds’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.

Several positive attitudes are stressed in the poem and learners are given the opportunity to discuss these.

We read about the social dilemma Donald finds himself in. With problem solving techniques and strategies the learners help him to come to a decision.

Learners practise writing dialogues and their open diaries.

Learners begin to plan their stories, edit them and rewrite the final text.

Words are arranged alphabetically and riddles are read.

  • Writing: Learners practise cursive writing by copying short rhymes.
  • Phonics: Words with “g” as in gym, “c” as in city, and doubles such as “bb”, “tt”, “ff”, and “dd” are taught.

Integration of themes

  • Social Justice

Donald’s problems makes him realise his parents are there to help. Learners learn about such attitudes as loyalty, honesty and trust irrespective of who their friends are.

Donald shows them the correct social behaviour and positive attitudes which they must adopt.

LEANER SECTION

Content

  • Read . . . .

Donald’s Diary – Day 2

Dear Diary

Today was another bad day. I was angry, upset and unfriendly.

We practised rugby and I was determined to talk to Anton. Then I became frightened. I really don’t know what to do. I do not want to start a fight with my best friend.

I could tell my father what happened. I could tell my teacher. Should I speak to Anton and tell him to return Cyril’s game?

Or should I tell Cyril that Anton took his game? These are my options, but I still don’t know what I should do. I can’t think straight! My thoughts just go round and round in my head. I can’t concentrate on my schoolwork!

Mom saw something was wrong when I said I didn’t want any pancakes. She thought I was ill and threatened to give me some medicine! Oh please!

Well, all I know is I can’t carry on like this. I will have to decide on a plan of action soon. It is now or never!!

Table 1
LO 2.5.4   LO 3.2.1   LO 3.3.1  
Figure 1
Figure 1 (graphics1.png)
Table 2
LO 4.7.1   LO 4.7.2  

Donald’s Plans

  • Plan 1: He will speak to his father.
  • Write the dialogue between Donald and his father saying what plan his father came up with.

Figure 2
Figure 2 (graphics2.png)

  • Read it to the class.
  • What were their comments?
Table 3
LO 4.2.2   LO 4.3.3   LO 6.3.6  

Plan 2:Donald tells his teacher.

  • Write the dialogue between Donald and his teacher, saying what plan his teacher came up with.
Figure 3
Figure 3 (graphics3.png)
  • Read it to the class.
  • What were their comments?
Table 4
LO 4.2.2   LO 4.3.3   LO 4.5.1  

Plan 3: Donald tells Cyril.

  • Write the dialogue.
  • What do you think Cyril would have said?
Figure 4
Figure 4 (graphics4.png)
  • Read it to the class.
  • What were their comments?
Table 5
LO 4.2.2   LO 4.3.3  

Plan 4: Donald speaks to Anton.

  • Write the dialogue.
  • How do you think Anton would react?

Figure 5
Figure 5 (graphics5.png)

  • Read it to the class.
  • What were their comments?
Table 6
LO 4.2.2   LO 4.3.3   LO 4.5.2   LO 6.3.2  
Figure 6
Figure 6 (graphics6.png)
Table 7
LO 4.7.1   LO 4.7.2  

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

2.5.4 shows sensitivity of 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;

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 4.2: 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, e.g. dialogues;

Assessment Standard 4.3: We know this when the learner revises his/her writing,

4.3.3 discusses own writing after getting feedback from others;

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;

4.5.2 experiments with and manipulates words form stories, reading, media, jokes, oral language of friends and others;

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;

4.7.2 completes a writing task within a set time.

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:

6.3.2 uses subject-verb agreement correctly;

6.3.6 identifies and correctly uses noun, pronouns, adjectives, verbs, adverbs and prepositions.

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