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A book display

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 4

BOOKS, FOR THE MIND

Module 3

A BOOK DISPLAY

Activity 1

To discuss and compare different opinions [LO 2.1.7]

To respond with and show respect to others [LO 2.2.5, 2.2.8]

Figure 1
Figure 1 (graphics1.png)

What you need to do

  • As a group, decide on a theme. You could, for example, choose anauthor like Beatrix Potter and display a number of her books or you could choose a cartoon character like Garfield and display a variety of comic strips and annuals about him. You could even choose a topic like gardening and display books to encourage gardening as a hobby.
  • Collect your books/magazines/comics and plan your display.
  • Supply information cards so that the viewer can be guided to note special details of your display. Your teacher will supply the paper for the information cards.

The quiz

  • Set up the questions that your viewer will be able to answer from the information supplied on your display.

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  • Draw up a memorandum so that you can mark the answers.

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Activity 2

To treat others with respect in group work [LO 2.2.8]

To speak clearly and at a good pace [LO 2.3.3]

SPEAKING

FEED YOUR MIND AND SHARE YOUR SNACK WITH YOUR FRIENDS

What you will need

  • Your favourite book or story or character from a story
  • A two-minute presentation - no costumes at this stage (you will be timed, so practise this at home!)

What you will do

  • Bravely present your two minute “snack” to your group
  • Be creative and original – WOW your audience!
  • Sell your product!

What the group will do

  • Look and listen
  • Adjudicate - make a grid, like the example below, for each presenter.

1 = boring 2 = so-so 3 = good 4 = Oscar performance!

Table 1
NAME:          
  • Creativity and originality
1 2 3 4  
  • WOW
1 2 3 4  
  • Audibility
1 2 3 4  
  • Audience contact
1 2 3 4  
           

After every actor has had a chance to perform, vote for the Oscar Award Winner from your group. Cast your votes NOW. These actors then perform for the whole class to round off the “show”.

NEXT UP - You’ll have to do some homework.

Now don’t panic. All actors get to go home and study their script for the next day. Your teacher will supply the script (an Aesop’s Fable) and all you have to do is read it thoroughly. Be sure you know the storyline and characters. Imagine how you would stage the story. Practise some moves.For tomorrow you will have to discuss the scene with your group and pool your ideas. Yes, you are going to make the Fable come alive!

Tips

  • Make use of a storyteller (narrator).
  • Give every group member a part.
  • There is a two-minute time limit.
  • Energy and enthusiasm are vitally important.

Activity 3

To turn statements into questions and questions into statements [LO 6.2.4]

Create questions from the following sentences. The first one is done to give you the idea.

1. The crow dropped the cheese.

Did the crow drop the cheese?

2. The mouse saved the lion.

Was …………………………………………………………………?

3. The geese are in trouble.

Are …………………………………………………………………..?

4. She thinks the grapes are sour.

Does ………………………………………………………………..?

5. Ants can work very hard.

Can …………………………………………………………………?

6. The locusts were lazy.

Were ………………………………………………………………..?

Now do it in reverse. Change the questions into statements and remember to end off with a full stop.

1. Have they seen the flowers?

They have seen the flowers.

2. Were the police informed?

The …………………………………………………………………………..

3. Is there a frog in the milk jug?

There ……………………………………………………………………….

4. Will another fox come along?

Another …………………………………………………………………….

5. Was the traveller chilled by the wind?

The …………………………………………………………………………

6. Has an owl hooted tonight?

An ………………………………………………………………………….

Assessment

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:

    • discusses and compares own and others’ ideas and opinions;
  • uses interaction skills and strategies for working in groups;

2.2.5 responds to others’ ideas with empathy and respect;

2.2.8 shows respect for others in the group;

2.3 uses appropriate body language and presentation skills;

2.3.3 uses audible volume, pauses appropriately, and speaks at reasonable pace.

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:

6.2.4 uses a variety of sentence types correctly and appropriately (statements, questions, commands, exclamations).

Memorandum

Activity 3

1. Was the lion saved by the mouse?

  1. Are the geese in trouble?
  2. Does she think the grapes are sour?
  3. Can ants work very hard?
  4. Were the locusts lazy?
  • The police were informed.
  1. There is a frog in the milk jug.
  2. Another fox will come along.
  3. The traveller was chilled by the wind.
  4. An owl has hooted tonight.

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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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