2.10 Midge part 2 - 03

English home language

Midge – part 2

Educator section

Memorandum

For the educator:

The ICS modules for Grade 3 encourage learners to do extensive reading, both fiction and non-fiction. They are given frequent opportunities to write and develop their vocabulary and language use. These developing skills are supported by techniques and strategies to develop phonic awareness. Word recognition and comprehension skills are practised and phonics systematically introduced and consolidated.

The learning outcomes for Grade 3 are purposefully integrated to enable learners to write about texts which they have listened to, discussed and read.

The topics chosen for the modules are of interest to the Grade 3 learner, within their range of experience and other learning areas, namely, Life Orientation and Mathematics are well integrated.

Learners in Grade 3 use their communication skills more effectively and given the opportunity, these can overcome social, cultural and language boundaries. They become more sensitive to the needs of everyone around them.

All aspects of language learning as described in the learning outcomes and assessment standards for Grade 3 have been covered in these eight ICS modules. By reinforcing, consolidating and applying these supported by the Critical and Developmental Outcomes, the learners will be able to think and reason in their home language.

Time scheduled for the modules

All learners should work through all eight modules as the phonics and cursive writing requirements are spread over these modules. The educator should however allow learners to complete them at their own pace namely ± two modules per term.

The communication between the learners and Midge continue. Midge is warned about a dangerous cat hunting in the neighbourhood and the next day disaster strikes as the cat attacks the mice. Cousin Tubs’ tail is bitten off. He is rushed to hospital and a solution is found for their problem. Midge has asked the learners to tie a bell around the cat’s neck.

Other activities include learning about exclamation marks, finding rhyming words, reading jokes and riddles, learning the letters of the alphabet and using a dictionary to find out the meaning of words.

A variety of forms of communication are used in this module such as letter writing, telephones and coded messages.

Learners make get-well cards and integrate the learning area – Technology.

• Cursive writing: The following capital letters are taught, V, W, Y, P, B, R, H, K, N, M, A, T, F.
• Phonics: “ u ” + “ i ” and “ u ” + “ y ” e.g. as in “ disguise ” and “ buy ”; “ or ”, “ all ”; “ alk” , “ aw ”, “ au ” “ oa ” and “ orc ”.

Integration of themes

• Human rights and a healthy environment

Learners can discuss the dangers they have to face at home as well as in their environment.

They need a safe environment in which to develop and grow,

• Social Justice

Learners become sensitive to others who are ill, hospitalised or traumatised.

Leaner section

Content

• 

  Read the letter Midge wrote to you.

Dear ………………………………………………….. (write you name)

I am still shaking! The big black cat crept into school last night. Someone must have left a window open. Nobody heard him and suddenly there were these two huge yellow eyes in the dark! We scattered! Each one running to hide as quickly as possible. Poor old Cousin Tubs lost his tail! The cat managed to hold it in his sharp claws. Fortunately Cousin Tubs wriggled so much it just broke off. There was so much blood! We had to bandage his tail. The mouse doctor came and gave him an injection. What a narrow escape he had!