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What to do

  • In your groups, PNI dust. ( P ositive/ N egative/ I nteresting)
  • Do a RAINBOW ACTIVITY to complete your list. (One member from each group visits all the other groups and adds to their PNI list ideas that are new.)
LO 2.2.1 LO 2.2.4
  • As a class, DEBATE ‘Dust is amazing.’
LO 2.4.2

4. WORDPOWER

Now it is time to create something amazing

Time to change

Change one letter in each word to make a new word. Use the clues.

LO 6.1.1

Now try this word metamorphosis trick

Change the adjectives to nouns. The first one has been done for you.

Adjectives Nouns
Miraculous Miracle
Beautiful
Mysterious
Famous
Natural
Volcanic

Try some more transformations

Change the meaning of each sentence by using a preposition opposite in meaning to the one in italics.

Sentences ‘Transformed’ prepositions
She climbed under the fence.
The children ran down the hill.
We played against your team.
The rain fell before the match started.
Their performance was below expectation.

Now that you know what PREPOSITIONS are, try using the correct ones in the proverbs below.

1. Rome was not built ___________________ .

2. A drowning man clutches ____________ a straw.

3. It is no use crying _______________spilt milk.

4. Birds _____________ a feather flock together.

5. People who live _____________glasshouses shouldn’t throw stones.

6. A man may lead a horse ___________ water, but he cannot make it drink.

7. There is no rose _________ a thorn.

8. There is no smoke ______________ fire.

9. Don’t put all your eggs ___________ one basket.

10. Necessity is the mother ___________ invention.

LO 6.2.2

5. MORE WORDPOWER

This is a challenge! You will need to refer to the poem THE TOAD .

What to do

  • Choose any amazing topic from nature, e.g. the sea / a sunset / a seed…
  • Write a ‘scientific’ paragraph about your chosen topic. Nouns will be important, not adjectives.
  • Now ‘use your mind to see’ and write a paragraph about the ‘magic’ of the same chosen topic. Adjectives are vital!

Imitate and create

What to do

  • Choose any mind-boggling or amazing topic and create a poem by imitating one of your choice. Your educator will point out important clues like: rhyme / rhythm / alliteration / rhyming patterns / punctuation / personification / punch line.
  • You may want to create one using just four lines. You might prefer to do one just asking questions. Maybe you fancy writing about what nature is…
LO 4.1.1

Now follow this recipe for a poem called a HAIKU.

A HAIKU is a Japanese form of poetry and is ‘cut down to size’ like Bonsai trees.

It consists of THREE LINES with SEVENTEEN SYLLABLES in all, arranged as follows:

1 st line = 5 syllables, 2 nd line = 7 syllables, 3 rd line = 5 syllables.

Examples:

Hot beach Shimmering heat wavesA hot pebble in the hand,Light-dance on the sea

Snail Snail crawling slowly -Leaving a shimmering line.Leave my garden, please!

Assessment

LO 2
SPEAKING The speaker is able to communicate effectively in spoken language in a wide range of situations.
We know this when the learner:
2.1 communicates experiences, more complex ideas and information in more challenging contexts, for different audiences and purposes:2.1.2 uses language for creative and imaginative self-expression (e.g. poems, response to music);2.1.4 asks and responds to challenging questions;2.2 applies interaction skills in group situations:2.2.1 follows conventions for appropriate interaction in group work;2.2.2 gives balanced and constructive feedback;2.2.3 shows sensitivity to cultural and social differences (e.g. affirms and incorporates diverse language, experiences, examples);
Learning Outcomes(LOs)
LO 3
READING AND VIEWING The learner is 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 and responds critically to a variety of South African and international fiction and non-fiction (journals, poetry, novels, short plays, newspapers, textbooks, etc.):
3.1.1 reads aloud and silently, adjusting reading strategies to suit the purpose and audience;
3.1.2 uses appropriate reading and comprehension strategies (skimming, and scanning, predictions, contextual clues, inferences, monitoring comprehension, etc.);
3.7 identifies and critically discusses cultural and social values in texts:
3.7.3 discusses the diversity of social and cultural values in texts;
3.8 understands and uses information texts appropriately:
3.8.1 summarises main and supporting ideas;
3.8.2 selects and records relevant information appropriately;
3.9 interprets and analyses independently details in graphical texts (maps, line graphs, bar graphs and pie charts) and transfers information from one form to another.
LO 4
WRITING The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.
We know this when the learner:
4.1 writes different kinds of texts for different purposes and audiences:
4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. journals, poems, myths, dialogues, argumentative essays);
4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. research report, letter to the newspaper, technical instructions);
4.1.4 shows understanding of style and register (e.g. transfers information form story into a newspaper article).
LO 6
LANGUAGE STRUCTURE AND USE The learner knows and is able to us 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;
6.2 works with sentences:
6.2.2 identifies and uses nouns, pronouns, prepositions, articles, conjunctions, and modals.

Memorandum

1. Poems for inspiration

For the educator:

  • Use poems of your choice, as inspiration for SPEAKING as well as WRITING activities.
  • Allow for group discussion as well as open class discussion on ‘Amazing things I have seen / heard / read.’
  • The poems and discussions serve as inspiration for individual speech on ‘It boggles my mind!’
  • The poems and discussions serve as inspiration for personal writing entitled ‘What amazes me.’

Encourage learners to write and talk about the obvious (metamorphosis) as well as the deeper changes (transformations).

2. Wordpower

1. pear

2. pup

3. pea carrot

4. sock

Adjectives Nouns
Miraculous Miracle
Beautiful Beauty
Mysterious Mystery
Famous Fame
Natural Nature
Volcanic Volcano

Transformations:

  • over
  • up
  • for
  • after
  • above

Prepositions

1. in

2. at

3. over

4. of

5. in

6. to

7. without

8. without

9. in

10. of

Questions & Answers

what is mutation
Janga Reply
what is a cell
Sifune Reply
how is urine form
Sifune
what is antagonism?
mahase Reply
classification of plants, gymnosperm features.
Linsy Reply
what is the features of gymnosperm
Linsy
how many types of solid did we have
Samuel Reply
what is an ionic bond
Samuel
What is Atoms
Daprince Reply
what is fallopian tube
Merolyn
what is bladder
Merolyn
what's bulbourethral gland
Eduek Reply
urine is formed in the nephron of the renal medulla in the kidney. It starts from filtration, then selective reabsorption and finally secretion
onuoha Reply
State the evolution relation and relevance between endoplasmic reticulum and cytoskeleton as it relates to cell.
Jeremiah
what is heart
Konadu Reply
how is urine formed in human
Konadu
how is urine formed in human
Rahma
what is the diference between a cavity and a canal
Pelagie Reply
what is the causative agent of malaria
Diamond
malaria is caused by an insect called mosquito.
Naomi
Malaria is cause by female anopheles mosquito
Isaac
Malaria is caused by plasmodium Female anopheles mosquitoe is d carrier
Olalekan
a canal is more needed in a root but a cavity is a bad effect
Commander
what are pathogens
Don Reply
In biology, a pathogen (Greek: πάθος pathos "suffering", "passion" and -γενής -genēs "producer of") in the oldest and broadest sense, is anything that can produce disease. A pathogen may also be referred to as an infectious agent, or simply a germ. The term pathogen came into use in the 1880s.[1][2
Zainab
A virus
Commander
Definition of respiration
Muhsin Reply
respiration is the process in which we breath in oxygen and breath out carbon dioxide
Achor
how are lungs work
Commander
where does digestion begins
Achiri Reply
in the mouth
EZEKIEL
what are the functions of follicle stimulating harmones?
Rashima Reply
stimulates the follicle to release the mature ovum into the oviduct
Davonte
what are the functions of Endocrine and pituitary gland
Chinaza
endocrine secrete hormone and regulate body process
Achor
while pituitary gland is an example of endocrine system and it's found in the Brain
Achor
what's biology?
Egbodo Reply
Biology is the study of living organisms, divided into many specialized field that cover their morphology, physiology,anatomy, behaviour,origin and distribution.
Lisah
biology is the study of life.
Alfreda
Biology is the study of how living organisms live and survive in a specific environment
Sifune
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Source:  OpenStax, English home language grade 6. OpenStax CNX. Sep 07, 2009 Download for free at http://cnx.org/content/col10997/1.1
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