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Reasons and reading

Module by: Siyavula Uploaders. E-mail the author


Grade 5

Module 23





It is important to learn to anticipate so that you start to read more quickly.

Challenge! Read this extract from the newspaper a couple of times.

Can you fill in the missing words?

(Tip: More than one answer could be correct). Do not use the same word twice.

It is not often one hears a story like this one -

A Miracle Mother: I love him as if he were my own!

Baby Thulani was abandoned at birth at Langa railway station outside Cape Town. His first home was a place of safety.

At three (1) ______ old he was so ill it was believed that he was dying of Aids,

and he was (2) ________ to the Red Cross

Children’s Hospital. He was so (3) __________ that it had been decided that no attempts should be made to resuscitate him if he grew any sicker.

Wendy Tuffin, a 22-year-old psychology (4) _______ and hospital volunteer, fell in (5) _______ with the baby in the mere minute that he (6) ______ at her. Her resistance

crumbled and she soon moved him to her family (7) ______ in Pinelands. Wendy took time off from her studies to be a full-time (8) ______ to him and now, two years later, with Thulani a healthy (9) ______attending playschool, she has returned to her (10) _____ and studies.

Wendy has plans to adopt Thulani, but will have to wait until she turns 24 before she can legally adopt her son.

(Adapted/rewritten from an article in the Readers Digest/The Argus – D. Caelers)

Wendy Tuffin seems to be a young woman with plenty of passion. She was so convinced about baby Thulani that nothing could stop her – and as soon as she turns 24, baby Thulani will be her very own child.

Write a letter to your parents and tell them briefly about this story and give them your response.

Space for some of your thoughts:




You should be able to read quite well now! Now read the following carefully, as you have been taught: Sonia Bata is a remarkable woman who has an incredible passion for shoes.

“Show me your shoe s and I’ll tell you who you are”

If you had to ask Sonia Bata how she came to acquire nearly 10 000 shoes and artefacts that span 4 500 years, she will simply tell you, “I married a shoe man”.

The Bata Shoe Museum in Toronto resembles a shoebox with its lid slightly open. It houses an incredible collection of shoes from all over the world. Many visitors, who are welcomed at the shoe-shaped reception desk, think that the museum is “wacky” – but when they leave they are convinced that shoes are more interesting than they ever dreamt possible.

The first primitive foot wrappings were probably improvised (made) from bark (from trees) and other plant materials. The museum displays actual evidence of a shoe belonging to the Iceman. This shoe is made of animal skins and fur, and has an upper flap sewn onto the bottom sole, with a liner shaped like a sock, to hold grass for insulation.

Most shoes have an interesting tale to tell. 14th Century shoes had long, comically pointed toes and were all the rage (fashion), until the king issued a decree (law) that commoners wear shoes with toes no longer than 15 cm, gentlemen wear shoes with toes no longer than 30 cm and nobility wear shoes with toes no longer than 60 cm. In 17th Century France, aristocrats wore red heels. In the 1600’s wealthy Venetian men and women wore platform shoes. Sometimes the platform was so high that the wearer had to have the assistance of two servants in order to balance!

Also displayed is a pair of beautifully embroidered silk slippers, just 8 – 15 cm long, an example of foot mutilation. Slippers such as these were worn by women whose feet were crippled by the Chinese custom of foot binding.

Celebrity footwear is displayed along with photographs of the wearers; Robert Redford’s cowboy boots; Marilyn Monroe’s saucy red stilettos; Elton John’s rhinestone-studded platform shoes; Ghandi’s black pumps and those belonging to Diana, Princess of Wales. Even Madonna’s pink platform pumps!

Sonia Bata is passionate about shoes and has promised never to stop collecting them.

(Revised from an article in Reader’s Digest, by A Frampton – August 2001)

Read the extract well before attempting to answer the questions that follow IN FULL SENTENCES.

  1. Who is the lady who married the “shoe man”?


  1. What is so remarkable about her shoe collection?

___________________________________________________ (1)

  1. Where is this collection stored?


  1. Complete the sentence: Primitive foot wrappings were

made from ________ (2)

  1. What did the Iceman use to insulate his shoe?

_____________________________________________ (1)

Review the article and think carefully before answering the following questions (You may use a dictionary):

  1. Why would the Iceman need to have insulation in his shoe?

__________ (1)

  1. Why do you think the building, which houses the collection, is an appropriate shape?

___________ (1)

  1. Why would you not want to be a Chinese girl wearing the Chinese shoe?

___________ (2)

  1. In Venice, how would you be able to tell whether someone was a commoner?

____________ (2)

  1. In Vienna, the gentlemen wearing platform shoes needed two servants. Why? ___________ (2)
  2. WWhat is meant by “the museum is ‘wacky’”?____________ ___________________ (1)
  3. WWhat kind of shoe did Marilyn Monroe wear?

___________________ (1)

  1. FFind a word in the passage which has the same meaning as:
  1. (a) aid / help _____________
  2. (b) pictures _____________ (2)

(c) protection from the cold _________________

(d) proof ____________ (2)


How would you walk if your shoes had toes 60 cm in length?

Measure the length of an adult’s foot and compare it to a foot of between 8 - 15 cm in length.


LO 3

READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.6 reads for pleasure:

3.6.1 reads fiction and non-fiction at an appropriate reading and language level;

3.6.4 solves word puzzles;

3.7 uses reference books and develops vocabulary:

3.7.1 uses a dictionary;

3.7.2 demonstrates a reading vocabulary of between 2 000 and 3 500 common words.

LO 4

WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

We know this when the learner:

4.1 writes to communicate information:

4.1.6 expresses an opinion in writing and gives reasons for it;

4.3 writes creatively:

4.3.1 writes a play script or dialogue;

4.5 treats writing as a process, and uses developing knowledge of language structure and use:

4.5.4 rewrites after feedback.



This could be quite a challenge.

Many answers could be incorrect, but there is more than one answer for each vacant space.

Discuss the possibilities with the learners. Allow them to experiment with words.

By inserting the correct word, the learner is proving to the educator that (s)he understands the passage. In order to understand the passage, the learner will need to read and re-read the passage, before inserting possible answers. Encourage the learners to check the passage to see that it makes sense after filling in the missing words.

Possible answers :

At three (1) months old he was so ill it was believed that he was dying of Aids, and he was (2) sent / transferred to the Red Cross Children’s Hospital. He was so (3) sick / ill that it had been decided that no attempts should be made to resuscitate him if he grew any sicker.

Wendy Tuffin, a 22-year-old psychology (4) student and hospital volunteer, fell in (5) love with the baby in the mere minute that he (6) looked / smiled / gazed at her. Her resistance crumbled and she soon moved him to her family (7) home in Pinelands. Wendy took time off from her studies to be a full-time (8) mom / mother / parent to him and now, two years later, with Thulani a healthy (9) toddler / child / three-year old attending play-school, she has returned to her (10) books / classes and studies.

This section of the unit does not attempt to touch on Aids but this is perhaps a good link to Life Orientation and the Aids Programme. As an experienced educator who has knowledge of the backgrounds of her learners and the environment from which they come, it will be up to you how to take this further. This author has not continued with the Aids link in this module, as excellent material has been written which is already being implemented in the classroom.

The answers given by the learners would mainly be synonyms. This activity is continued on page 29 (Thesaurus).


  1. Ensure that the learners understand
  • All the difficult/new words and phrases
  • What the story is about
  • Ensure that the learners read through the passage quickly, read through the questions and then read through the passage again.
  • Before allowing the learners to begin answering the questions, ensure that everybody understands how to go about completing a comprehension.
  • Encourage the learners to copy correctly from the passage (spelling) and to write the answers in their own words.

Answers to the comprehension:

  • Her name was Sonia Bata (was her name).
  • She had nearly 10 000 shoes / she had nearly 10 000 shoes and artefacts spanning 4 500 years.
  • Bata Shoe Museum in Toronto housed the collection.
  • . . . bark and other plant materials.
  • Grass insulated his shoe.
  • Insulation protected his foot from the cold/ kept out the cold/ prevented his feet from freezing.
  • It is a shoe museum and the building is shaped like a shoe box.
  • Chinese shoes were an example of foot mutilation; cruelty and suffering.
  • Commoners would have shoes with toes not longer than 15 cms.
  • Servants helped gentlemen balance on their extremely high platform shoes.
  • Wacky means ‘strange’/‘weird’. (Need correct quotation marks).
  • She wore red stiletto’s. (Apostrophe should be correct).
  • assistance
  • photographs
  • insulation
  • evidence

Assess this task. Allocate the following marks per question: Nr 1, 2, 3, 5, 6, 7, 11 and 12 = (1) each. Nr 4, 8, 9, 10, 13a-b and 13 c-d = (2) each.

Do corrections of language and spelling. Ensure that all answers are absolutely correct. Correct quoting and apostrophes. Ensure that the learners answer in full sentences and work neatly.

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