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Stripes and Stars - Part 06

Module by: Siyavula Uploaders. E-mail the author

ENGLISH FIRST ADDITIONAL LANGUAGE

Stripes and Stars

EDUCATOR SECTION

Memorandum

In Grade 3 learners continue to expand their vocabulary by listening and reading a variety of texts such as poem, stories, riddles and doing word puzzles.

These modules consolidate and revise the vocabulary and phonics introduced in Grade 2. More opportunities are given for written work producing longer texts of more varied kinds. Learners should not be afraid to make mistakes as the building of confidence and fluency should take priority above perfect written work.

Time scheduled for the modules

All learners should work through all eight modules as the phonics and spelling requirements are spread over these modules. The educator should however allow learners to complete them at their own pace namely ± two modules per term.

Learners distinguish between sh and ch sounds and spell common words correctly. The sounds “oo”, “th”, “ea”, “all”, “y” and “ay” are also introduced. They are given an opportunity to write sentences/ a story without the help of a frame and to look up the meaning of words in a dictionary.

Learners discuss the issue of the monkeys making fun of Baby Zebra who was born without stripes.

Integration of themes

  • Social Justice

Everyone is unique and their differences should be respected and not made fun of.

  • Human rights

Everyone has rights – even the handicapped.

LEANER SECTION

Content

  • Listen to the story.
  • Read the story.

Stripes and Stars – Part 7

The monkeys’ plan: “Lets paint him with stripes. We’ll paint the stripes black,” they said.

  • Draw the picture.
Figure 1
Figure 1 (graphics1.png)
  • Do you think the monkeys’ plan will work? Yes or No? Give your reasons.

Table 1
LO 1.1.6   LO 2.10   LO 5.2.2  
  • Listen to the story.
  • Read the story.
  • Retell the story.

Stripes and Stars – Part 8

The lions’ plan did not work!

The monkeys’ plan did not work!

So the wise old owl high up in the tree flew down and said,

“You are all so silly! Do you not know Baby Zebra’s stripes

will show when he grows up!

Leave him alone!

Leave him alone!

He will grow stripes all by himself!”

And the wise old owl flew away.

So they left Baby Zebra.

The lions stopped looking.

The elephants stopped sniffing.

The giraffes stopped looking.

The monkeys stopped laughing.

And Mummy and Daddy Zebra stopped crying.

And the sun set –

the stars came out and shone on Baby Zebra –

and the next day, Baby Zebra had the most

beautiful stripes you had ever seen!!

Table 2
LO 1.1.4   LO 3.2   LO 3.2.3  

My Dictionary Page

  • Read the words until you know them well.
  • Keep this page in your file.
Table 3
stripes huge bathed screamed together
long ago peace saw screeched lizard
earth enough space stretched sniffed salmon
covered enough food lifted fluttered trout
highest hippopotamus seashores shouted centipede
mountain lion cubs crocodiles together children
flowing elephants’ trunks monkeys lie laugh
animals giraffes chased cover painted

Table 4
LO 3.3.1   LO 5.5  

Assessment

Learning Outcome 1:LISTENING: The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.

Assessment Standard 1.1: We know this when the learner shows understanding of descriptions by noting relevant information:

1.1.4 recalls and retells parts of the story;

1.1.6 expresses feelings about the story;

Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.10: We know this when the learner participates in a conversation on a familiar topic;

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 begins to make meaning of written text by reading with the teacher:

3.2.3 answers literal questions about the story;

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words:

3.3.1 recognises on sight an increasing number of high-frequency 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 for thinking and problem-solving:

5.2.2 discusses and solves problems in group (e.g. ‘how can we keep our environment clean?’).

Assessment Standard 5.2: We know this when the learner keeps a personal dictionary and uses a children’s dictionary.

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