Skip to content Skip to navigation

OpenStax_CNX

You are here: Home » Content » Long, long Ago - Long, long Ago

Navigation

Lenses

What is a lens?

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

This content is ...

In these lenses

  • GETFdnPhaseLang display tagshide tags

    This module is included inLens: Siyavula: Languages (Gr. R-3)
    By: SiyavulaAs a part of collection: "English Home Language Grade 3"

    Collection Review Status: In Review

    Click the "GETFdnPhaseLang" link to see all content selected in this lens.

    Click the tag icon tag icon to display tags associated with this content.

Recently Viewed

This feature requires Javascript to be enabled.

Tags

(What is a tag?)

These tags come from the endorsement, affiliation, and other lenses that include this content.
 

Long, long Ago - Long, long Ago

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Long, long ago

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.

The poem “Wishes” lends itself to discussion on what the learners will wish for:

An opportunity is given for writing their own “wishing” poem.

Learners at this age are usually very interested in dinosaurs and they listen to the factual writing on different kinds of dinosaurs as the educator reads it. Pictures illustrating these dinosaurs are available for them to refer to.

They use the dictionary to find out the meaning of difficult words and write short paragraphs on the similarities and differences between different kinds of dinosaurs.

Module 8 contains detailed instructions on how learners are to complete a project.

The story of Thunder follows.

Thunder and Spiky his friend, have an adventure and fly off in time. The learners have a problem when Thunder and Spiky turn up and ask to be taken home.

Learners themselves write an ending to the story.

More proverbs are discussed and a reading game is included.

  • Phonics: Learners learn plurals of words ending in “ey” and “y” and words that end in “dge” and “tion”.

Integration of themes

  • A healthy environment

Learners find out how a healthy environment can support life but life becomes extinct when catastrophies occur.

  • Human rights

Thunder and Spiky have caring, protecting parents as should be the case for all children.

  • Social Justice

When the two dinosaurs have to be cared for, learners become sensitive to differences between their needs and those of the learners. In the same way people are different but in spite of their differences they should be treated with respect and their feelings taken into consideration.

LEANER SECTION

Content

  • Look at the words and point to them as your teacher reads this information.
  • Listen attentively to the strange names, what they mean and how to pronounce them.

Long, long, long ago

It was SO long ago …..

not a hundred,

not a thousand,

not a million,

but many many millions of years ago that different kinds of dinosaurs lived on the earth.

The word ”dinosaur” means “terrible lizard”.

They roamed the earth in search of food.

Some of them were plant-eaters (herbivores) and others were meat-eaters (carnivores). The plant-eaters, like the Brontosaurus, Diplodocus, Stegosaurus and the Triceratops ate the leaves of ferns, bushes and trees. The meat-eaters like the ferocious Tyrannosaurus Rex hunted the plant-eaters and their young.

“Brontosaurus” means “thunder lizard”, probably because it was so big and tall that when it moved it sounded like thunder.

The Brontosaurus had a large body with a long, strong swishing tail. It’s neck was long and thin and it’s head was small.

The Diplodocus was enormous and looked something like the Brontosaurus.

The Stegosaurus had rows of spikes on it’s back. The spikes went all the way down to the tip of his powerful tail. Four sharp horns grew from the tip of his tail. This was used to lash out at an attacking animal. The Stegosaurus was a slow-moving dinosaur. It’s neck was short and it fed on the low leaves of ferns and bushes.

The Triceratops had strong horns on it’s forehead and one on the end of it’s nose. Around the neck was a large bony frill to protect it’s shoulders. When a Tyrannosaurus Rex threatened their young the Triceratops would close ranks, form a circle with their young in the middle and facing outwards, they would attack and ward off the enemy.

Tyrannosaurus Rex means “king of the tyrant reptiles”. It was the largest, fiercest meat-eating dinosaur. It was about as long as four cars, as tall as the tallest giraffe, and had long sharp teeth. It could run very fast on its powerful back legs. Its front legs were thin and short and probably only used to grip its prey .

Most dinosaurs were protected by tough skins covered in scales. Some dinosaurs were small but could run very fast.

The rivers and seas were filled with many kinds of fierce reptiles and fish-like creatures. They had to come up to the surface for air. They came out of the water and laid their eggs on the shore.

At that time there were also many kinds of flying reptiles. Some were small and others were large. The Pterosaurus had no feathers and a long beak with teeth inside. “Pterosaurus” means “winged lizard”. Some flying reptiles had very long tails. Their eyesight was good so that they could spot food in the water or on the ground.

Table 1
LO 3.3.1  

For you to do:

  • Ask questions about anything you do not understand.
  • Read “Long, long ago” to a friend.
  • Read it to your teacher.
Table 2
LO 1.2   LO 1.4   LO 1.4.2  
LO 1.4.7   LO 2.5   LO 2.5.7  
  LO 3.3.1  
  • Answer the questions on “Long, long ago” on p. 5 and do the following activities.

1. Look up these words in the dictionary. Write down their meanings.

ferocious : ………………………………………………………………………………

…………………………………………………………………………………………..

enormous : ……………………………………………………………………………...

…………………………………………………………………………………………..

threaten : ………………………………………………………………………………..

…………………………………………………………………………………………..

tyrant : ………………………………………………………………………………….

…………………………………………………………………………………………..

2. Read through the story again and find another word which means the same as:

ferocious ………………………………………………………………………………..

enormous ……………………………………………………………………………….

powerful ………………………………………………………………………………..

plant-eaters ……………………………………………………………………………..

meat-eaters ……………………………………………………………………………...

thunder lizard …………………………………………………………………………..

Table 3
LO 3.5.4   LO 3.5.5   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 1.2: We know this when the learner demonstrates appropriate listening behaviour by asking questions and commenting on that which was 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:

1.4.2 listens for details;

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:

2.5.7 makes oral presentations:

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 3.3: We know this when the learner makes meaning of written text:

3.3.1 reads a printed text fluently and with understanding:

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;

3.5.5 uses table of contexts, index, key words, headings, captions and page numbers to find information;

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:

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

Content actions

Download module as:

PDF | EPUB (?)

What is an EPUB file?

EPUB is an electronic book format that can be read on a variety of mobile devices.

Downloading to a reading device

For detailed instructions on how to download this content's EPUB to your specific device, click the "(?)" link.

| More downloads ...

Add module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks