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Assessment by teacher:
| Categories | 1 | 2 | 3 | 4 |
| Voice | Mumbles. Monotone. | Is occasionally heard, monotone. | Loud enough, but sometimes fades or too fast or slow, reads jerkily. | Reads clearly to an appropriate pace. |
| Contact with audience | Looks down, no eye contact. Unprepared | Mostly looks down. Unprepared mostly. | Mostly looks at audience. | Eye contact maintained. Prepared well. Emotions drawn upon. Hardly fumbles. |
Some people believe that poems need to be learnt or that you have to read them seriously – but poems can be fun, too!
Do you still remember this nursery rhyme?
Can you sing it?
Three blind mice
Three blind mice, three blind mice,
See how they run, see how they run!
They all run after the farmer’s wife,
Who cut off their tails with the carving knife,
Did you ever see such a thing in your life,
As three blind mice?
(taken from My Best Book or Nursery Rhymes , Brown Watson, 1988)
How many other poems about creepy creatures can you find? Bring them along to class so that we can enjoy them together.
Write them out neatly and hang them on the wall (with or without illustrations).
[LO 3.1.1; 3.1.8]
LO 3
READING AND VIEWING The 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:
3.1 reads a variety of South African and international fiction and non-fiction for different purposes (e.g. peoms, book reviews, short novels, newsletters, reference books);
3.1.1 reads independently, selecting appropriate reading and comprehension strategies for the purpose;
3.1.2 skims to get the general idea;
3.1.3 scans for specific details;
3.1.5 uses previous knowledge or textual clues to determine meaning and make inferences;
3.1.8 reads aloud clearly, adjusting speed according to purpose and audience;
3.2 views and comments on various visual and multimedia texts for different purposes (e.g. advertisements, video/films, television dramas and, where available, computers and CD-ROMs):
3.2.1 discusses message conveyed;
3.7 recognises the different structures, language use, purposes and audiences of different texts:
3.7.1 identifies the way different kinds of texts are organised (e.g. fables, letters, book reviews);
3.9 understands and responds appropriately to a range of information texts:
3.9.1 identifies main and supporting ideas, notes specific details and summarises information;
3.11 selects relevant reading material and applies reseach skills to find information in dictionaries, reference books and textbooks from community sources or electronic media (where available);
LO 6
LANGUAGE STRUCTURE AND USE The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.
We know this when the learner:
6.1 works with words:
6.1.1 uses prefixes, stems and suffixes/extensions to form words;
6.1.3 records words in a personal dictionary;
6.1.4 uses phonics and spelling rules to spell words correctly;
6.2 works with sentences:
6.2.3 identifies and uses nouns, pronouns, prepositions, articles and conjunctions;
6.2.6 consolidates use of punctuation learned so far.
Do you understand?
For the teacher: use this opportunity to discuss various grades of dictionaries and the meanings given. Compare dictionary meanings given.
nr. 4
(a) container: bowl
(b) eating noisily: slurping
nr. 5
True. While alive they are put into a bowl of water, then into rice wine, before their stingers, etc. are removed. They are then eaten.
nr. 6
(a) Tarantulas are grilled.
(b) they are delicious / they taste like crayfish.
(c) greasy; crispy; good
(d) . . . southern Chinese restaurant . . .
(e) The word is “white”.
(f) They stop struggling and go into a coma.
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