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Donald's Diary - Opposites

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

Opposites

  • Find their opposites.
Figure 1
Figure 1 (graphics1.png)
  • Test your friend to see whether he/she can say all the opposites.

How many do you know?

  • Choose one and colour it.

Figure 2
Figure 2 (graphics2.png)

I know them all. I know some. Oops!

Table 1
LO 3.5   LO 3.5.6  
  • Divide into small groups.
  • Discuss the following questions/statements.
  • Tell the class what your group decided.

1. Do you think keeping a diary is a good or a bad idea?

2. Give reasons why you think keeping a diary can sometimes be useful.

3. Would you like to keep a diary?

Give your reasons for saying either yes or no!

4. Would you let someone read your diary? Give reasons.

5. Discuss the meaning of the following:

“a white lie”

“loyalty towards a friend”

“honesty”

  • Write your ideas here.

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Table 2
LO 1.4.6   LO 2.1   LO 4.1.1  
  LO 4.5.2   LO 5.2.1  

Figure 3
Figure 3 (graphics3.png)

Table 3
LO 4.7.1   LO 4.7.2  
  • Read these words. Listen to the “c-sound” in them.
  • Learn them.

city

certain

cycle

pencil

circle

ice

mice

nice

prince

dance

slice

rice

price

twice

dice

face

space

lace

race

ace

  • Which word means . . . .

something to write with = ………………………………………………………………

something you like = …………………………………………………………………...

frozen water = ………………………………………………………………………….

your nose is on it = ……………………………………………………………………..

not only once = …………………………………………………………………………

something to ride = ……………………………………………………………………..

a king’s son = …………………………………………………………………………..

Table 4
LO 3.5.6   LO 4.5.5  

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 and gives 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;

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

3.5.6 plays word games that draw on reading vocabulary knowledge and skills;

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;

Assessment Standard 4.5: We know this when the learner builds vocabulary and spells words independently;

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

4.5.5 uses knowledge of phonics and spelling rules to write unfamiliar words;

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.

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