1.4 Simon says ...

English first additional language

Grade 4

How do you do?

Module 5

Simon says ...

Activity 1

To play a game involving language [lo 2.4.4]

SIMON SAYS

Here is a game for you to play in groups of four or five. When the leader in your group says, “Simon says …” you must do the action. When the leader gives an instruction without saying, “Simon says…” you must ignore the instruction and remain absolutely still. If you move you will be out. The last person “out” is the winner and becomes the new leader.

Example:

Simon says touch your cheeks.

Simon says wink your eyes. bend your knees.

Simon says wave your hands. point your toes. stick out your tongue.

Simon says bend your spine.

Simon says pull up your shoulders.

Simon says touch your ankles.

Extra ideas:

Activity 2

To label diagrams [lo 5.3.2]

WORD SEARCH

A The following words are hidden in the chart. They are written in all different directions. Colour them in when you find them.

B You may also add extra labels.

Activity 3

To write a paragraph with support of a structure [4.5.1]

POETRY

A Give each one in your group a chance to read the poem. Underline in red the parts of the poem that are positive about a baby, and the parts that are negative about a baby, in blue.

Some Thing Don’t Make Any Sense at All

Yabba dabba doo.

I love you

Tiny pink feet, oh so sweet.

A small little nose, and bootees on her toes.

She’s only a baby in a nappy,

But she makes me very unhappy.

She makes me cry,

Because I’m no longer mother’s special guy.

B In your groups talk about what it would be like if your mother arrived home with a new baby. Think about how life at home would change. Some changes would be positive while others would be negative. Make a list of the positive and the negative things about having a new baby in the family. The group leader will then report back to the rest of the class.

C Write down four positive and four negative ideas that your group thought of. Write them in full sentences.

Assessment

Learning outcome 2: speaking

The learner will be able to communicate effectively in spoken language in a wide range of situations.

Assessment standard

We know this when the learner:

2.4 uses additional language creatively:

2.4.4 plays a game involving language.

Learning outcome 4; writing

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

Assessment standard

We know this when the learner:

4.5 uses developing knowledge of language structure:

4.5.1 writes paragraphs with the support of a ‘frame’ or structure.

Learning outcome 5: thinking and reasoning

The learner will able to use language to think and reason, and access, process and use information for learning.

Assessment standard

We know this when the learner:

5.3 collects and records information in different ways:

5.3.2 designs, draws and labels simple maps, plans, charts, graphs and diagrams.

Memorandum

Activity 1 Simon says …

Although it is difficult to assess group activities, the educator will quickly pick up on the learners who are not co-operating. This task does not have to be assessed or can be assessed as a whole group effort if “performed” in front of the class. You, the educator, can decide.

Activity 2 Word search

• Although you will only be assessing LO 5.3, learners will also be busy with:
• LO 3.5 To read for pleasure and information: read and solve puzzles
• LO 6.5 To develop own vocabulary: Learn common spoken words

Activity 3 Poetry

• Before beginning with writing, learners will have group discussions which will expose them to LO 1.5 To respect other learners: give them a chance to speak; listen to them; encourage their attempt to speak their additional language.
• LO 2.1 To interact in additional language: take part in a short conversation on a familiar topic.