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    This module and collection are included inLens: Siyavula: Languages (Gr. 4-6)
    By: Siyavula

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A hamster in my desk?

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 4

FANTASIA

Module 25

A HAMSTER IN MY DESK?

Activity 1

To use suitable words to complete sentences [LO 6.2.5]

CLOZE PROCEDURE

  • Fill appropriate words in the spaces provided.

HINT: Consider the ‘context’. It helps if you read each sentence first! Use your dictionary to help you spell the challenging words.

Simon’s Dream

Simon resting in the shade of a willow

tree on their lawn, one afternoon. Simon heard someone

sighing, but he looked around, no one was visible.

He the ‘sigh’ again, and this time he sat up. To his

he saw a little goblin perched on a rosebush nearby. The

chap looked so that Simon

him what wrong.

“Oh!” mumbled the goblin, “our king is sad

his daughter, the princess Meredith, is ill. She needs

hair from a brown and white dog’s tail to her.

“I am to help.” said Simon. “I’ll fetch Webster for you now. You

may the hair from his tail.”

“Thank you, “, said the goblin.

“Time is of the essence. A fairy has cast a spell over our

princess. If she not receive the hair before the sun sets, she

die!”

(Adapted and rewritten by the author, original author unknown)

Activity 2

To write text from a picture [LO 4.1.4]

Figure 1
Figure 1 (graphics1.png)

Figure 2
Figure 2 (graphics2.png)
Figure 3
Figure 3 (graphics3.png)

Choose one of the pictures and write a descriptive paragraph about it.

Activity 3

To write a letter, checking your spelling, punctuation and neatness [LO 4.1.1, 4,4,3]

There is a . . .

Hamster living in your school desk at night...

  • Write a letter to Booster. Perhaps he’ll even surprise you and reply!

Assessment

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:

4.1.1 writes for personal, exploratory, playful, imaginative and creative purpose (e.g. letters, descriptive paragraphs, limericks).

4.1.4 converts information from one form into another (e.g. written text into tables).

4.4 applies knowledge of language at various levels:

4.4.3 paragraph level:

uses topic and supporting sentences to develop a coherent paragraph,

uses appropriate grammar, spelling and punctuation.

LEARNING OUTCOME 6: LANGUAGE STRUCTURE AND USEThe learner will know and be able to use the sounds, words and grammar of the language and interpret texts.

Assessment Standard

We know this when the learner:

6.2 works with sentences:

6.2.5 identifies and uses nouns, pronouns, verbs, adverbs, adjectives, prepositions.

Memorandum

Activity 1

Words may differ (own contributions by learner) – these are suggestions.

SIMON’S DREAM

Simon was resting in the shade of a leafy willow tree on their lawn, one sunny afternoon. Simon heard someone sighing, but when he looked around, no one was visible.

He heard the ‘sigh’ again, and this time he sat up. To his amazement he saw a little goblin perched on a rosebush nearby. The little chap looked so miserable that Simon asked him what was wrong.

“Oh!” mumbled the goblin, “our king is very sad because his only daughter, the princess Meredith, is ill. She needs some hair from a brown and white dog’s tail to cure her.”

“I am able to help,” said Simon. “I’ll fetch Webster for you now. You may cut / take the hair from his tail.”

“Thank you,” said the goblin gratefully.

“Time is of the essence. A wicked fairy has cast a spell over our princess. If she does not receive the hair before the sun sets, she will surely die!”

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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.

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

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