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

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Long, long Ago - My project on dinosaurs

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

My project on dinosaurs

  • Read these instructions carefully.
  • Visit the library and find books or magazines on dinosaurs. Read them and study the pictures.
  • Do the following project.

1. First page: Make a cover for your project. Write your name on the cover. Decorate it.

2. Second page: Choose three kinds of dinosaurs that you read about. Write short notes about each one under the following headings:

What they looked like?

What they ate?

3. Third page: Make sketches with labels of these three dinosaurs.

4. Fourth page: Design a poster with a dinosaur to be used as an advertisement for skin cream or toothpaste.

· Give your product an original name.

· Make it so attractive that everyone would want to buy it.

· Make it colourful.

· Write a short, relevant slogan or caption.

5. Fifth page: Write a paragraph on why you think dinosaurs became extinct. Begin with:

“I think …..”

6. Sixth page: Write a bibliography with the authors in alphabetical order.

7. Staple the pages.

8. Hand it in to your teacher next week.

Table 1
LO 1.1   LO 1.2   LO 3.2.2   LO 4.4.3  
  • Copy the rhyme carefully and neatly.
Figure 1
Figure 1 (graphics1.png)
Table 2
LO 4.7.1   LO 4.7.2  
  • These words all have doubles and end in a y which sounds like an “i”.

Figure 2
Figure 2 (graphics2.png)

  • Complete the sentences.

1. That clown is .......................................................................................................

2. Baby plays with his .............................................................................................

3. Here comes...........................................................................................................

4. M...................................... bought me a ...............................................................

5. I love strawberry ..................................................................................................

6. I have a pain in my ..............................................................................................

7. What a ......................................................................................................... day!

8. She gave Baby a ........................................................................................... toy.

Table 3
LO 3.5.3  

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 1.1: We know this when the learner listens attentively and responds to an extended sequence of instructions appropriate to the learner’s level;

Assessment Standard 1.2: We know this when the learner demonstrates appropriate listening behaviour by asking questions and commenting on that which was heard;

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:

3.2.2 reads instructions related to real life interests and needs;

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

3.5.3 reads different kinds of texts such as comics, magazines, newspapers;

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 4.4: We know this when the learner ‘publishes’ (makes public) own writing:

4.4.3 makes own books or contributes to class anthologies;

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.

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