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    This collection is included inLens: Siyavula: Languages (Gr. R-3)
    By: Siyavula

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Donald's Diary - Day 3

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 3

Dear Diary

I am feeling very relieved!

I decided to discuss my problem with my father. He gave me excellent advice. He agreed that something had to be done and although Anton was my best friend, it was dishonest of me not to help solve the problem.

I spoke to Anton as my father suggested. Anton realised that he had made a big mistake. He said he only wanted to play with the game and was going to put it back into Cyril’s suitcase, but things didn’t work out like that.

Well – to cut a long story short, Anton told Cyril himself. He admitted taking the game. He apologised, returned the game to Anton and they both went to explain the situation to our teacher. The problem is solved!! I am so glad because I knew I could not remain silent any longer.

Thank you, Dad – I knew you would help! I am so thankful for such understanding parents. I know I can discuss all my problems with them. I am also thankful for having such super friends. Tomorrow I am spending the day with Anton and Cyril. Now I am so sleepy! Goodnight!

Table 1
LO 2.8   LO 3.2.1  
  • Read these questions and discuss them in the class.
  • Then write your own answers.

1. What kind of person is Donald? Give your reasons.

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2. Why is it a good idea to discuss your problems with your parents?

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3. Discuss why Donald felt guilty?

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4. What are your feelings about the way Donald handled his problem?

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5. Would you have done the same or would you have handled the problem differently?

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Table 2
LO 2.5.7   LO 2.8   LO 4.1.1   LO 4.5  
  • Write a story about a quarrel you and your best friend had.
  • Give it a title.

(First part) Tell us about your friend – Why do you like him/her? What do you do together? etc.

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(Middle part) Tell us why you quarrelled; how you felt; how your friend felt; etc.

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(Last part). Tell us how you became friends again; how you feel now; what you and your friend are going to do to remain best friends; etc.

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  • Read through the sentences you wrote. Check on capital letters, full stops, commas and spelling.
Table 3
LO 4.1.2   LO 4.2   LO 4.3   LO 6.4.1  
  • Re-write your story as correctly as you can.
  • Ask them to comment on your story.

Title

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Table 4
LO 4.2.3   LO 4.3   LO 4.3.2   LO 4.6.5  

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;

2.5.7 answers questions and gives reasons for answers;

Assessment Standard 2.8: We know this when the learner engages in conversation as a social skill.

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;

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;

4.1.2 begins to plan his/her writing;

Assessment Standard 4.2: We know this when the learner drafts a piece of writing for different purposes;

4.2.3 where appropriate, writes a title that reflects the content;

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

4.3.2 edits own writing;

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

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

4.6.5 uses narrative structure;

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 6.4: We know this when the learner works with texts:

6.4.1 links sentences to from paragraphs, maintaining consistency in use of tenses.

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