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  • GETIntPhaseLang display tagshide tags

    This module is included inLens: Siyavula: Languages (Gr. 4-6)
    By: Siyavula

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I am who I am

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 4

CHILDREN LIKE ME

Module 12

I AM WHO I AM

All over the world children like you live their lives and have hopes and dreams. Just like you they want to be loved and educated and treated with respect. Children everywhere have the right to healthcare, education, food, shelter and play. And above all, they have the right to be protected against violence.

These rights are contained in the United Nations Convention on the Rights of the Child, which nearly every country in the world has accepted. Your country has accepted this Bill of Rights. This document is yours and it makes sure that your voice (and all children’s voices) is heard and that you have the right to be happy and enjoy life as much as you can.

Activity 1

To do simple research work to find information [LO 5.2.3]

CHALLENGE

Find out about UNICEF and its emblem. Write what UNICEF stands for and paste or draw its emblem.

Activity 2

To listen with respect to others’ opinions [LO 2.1.7]

  • Read the Children’s Bill of Rights and discuss each right in your group. Report back your group’s opinion about this document.
Figure 1
Figure 1 (graphics1.png)
  • Find a copy of the Children’s Bill of Rights and display it in your classroom.
Figure 2
Figure 2 (graphics2.png)

Activity 3

To write down your own ideas [LO 4.1.2]

WRITE YOUR OWN BILL OF RIGHTS

Hints

  • What would you like to change in the present Children’s Bill of Rights?
  • What would you like to add to the Bill?
  • What do you think children need that they are not getting NOW?
  • Think of your own life and what right you wish you had which you don’t.

JUST ME

Nobody sees what I can see,

for back of my eyes there is only me.

And nobody knows how my thoughts begin,

for there’s only myself inside my skin.

Isn’t it strange how everyone owns

Just enough skin to cover his bones.

My father’s would be too big to fit -

I’d be all wrinkled inside of it

And my baby brother’s is much too small -

It just wouldn’t cover me up at all.

But I feel just right in the skin I wear

And there’s nobody like me anywhere.

Margaret Hillert

Activity 4

To express your own ideas on a poster of your own [LO 2.1.3, 4.1.3]

Consider this

1. By looking at you, can people tell what sort of a person you are?

2. Looks are important. Do you agree or disagree? Why?

3. We are all unique individuals. Do you agree or disagree? Why?

What to do next

1. Make a poster about YOU - the part people cannot tell just by looking at you.

2. Create an ACRONYM from your name to advertise YOU.

Figure 3
Figure 3 (graphics3.png)

3. Use 1 and 2 to present yourself to the class.

Activity 5

To realise with respect that people are different [LO 1.8]

Now that you have had the opportunity to get to know more about the people who share the classroom with you, see if you can identify the person who is MOST LIKE YOU and the person who is MOST UNLIKE YOU. (Not in looks, but in likes and dislikes.)

JUST LIKE ME MOST UNLIKE ME

………………………………… …………………………………

Activity 6

To create a personal mind map [LO 4.2.1]

MORE ABOUT ME

  • Complete the mind map about YOU.

FOOD I GAMES OF SPORT IWHAT I WANT TO CHANGEPaste a picture of yourself.PEOPLE IADMIREWHAT MAKES ME ANGRYWHEN I GROW UPBOOKS IA DREAM FOR MY FUTURE ***SORRY, THIS MEDIA TYPE IS NOT SUPPORTED.***

Assessment

LEARNING OUTCOME 1: LISTENINGThe learner is able to listen for information and enjoyment, and respond appropriately and critically in a wider range of situations.

Assessment Standard

We know this when the learner:

1.8 listens actively in conversation and discussion, showing respect for and sensitivity to the feelings of others and appreciating other points of view.

LEARNING OUTCOME 2: SPEAKINGThe speaker is able to communicate effectively in spoken language in a wide range of situations.

Assessment Standard

We know this when the learner:

2.1 communicates experiences, ideas and information in different contexts for different audiences and purposes:

2.1.3 shares ideas and offers opinions on familiar topics from personal experience;

2.1.7 discusses and compares own and others’ ideas and opinions.

LEARNING OUTCOME 4: WRITINGThe learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard

We know this when the learner:

4.1 writes different kinds of texts for different purposes and audience:

4.1.2 writes informational texts, expressing ideas clearly for different audiences (e.g. short reports, instructions);

4.1.3 writes and designs various media texts for different audiences, (e.g. poster, cartoon strip, simple brochures);

4.2 develops and organises ideas through a writing process:

4.2.1 chooses and explores topic and brainstorms ideas, using mind maps, flow charts, lists.

LEARNING OUTCOME 5: THINKING AND REASONINGThe learner is able to use language to think and reason, as well as to access, process and use information for learning.

Assessment Standard

We know this when the learner:

5.2 uses language to investigate and explore:

5.2.3 locates information, using key words or concepts.

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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.

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