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| SENTENCE | TYPE | REASON |
| Her eyes were shining brilliantly as an idea flashed into her mind. | ||
| It reached below her knee and made itself almost a garment for her. | ||
| I will make him think that I am still pretty. | ||
In the story THE CHRISTMAS PRESENT, Della had a problem. She thought long and hard about her problem and came up with a solution.
Make sure you understand exactly what the problem is. If you do not, ask your friends some questions until you are sure about this.
Brainstorm a number of solutions to this problem. Remember at this stage you do not need to even stop to think about whether they will work or not.
Select at least three possible solutions to the problem. Prioritise these solutions numbering them 1 - 3. The solution you think will work best will be No. 1, etc.
Now discuss each of your choices in turn with your partner and reflect on these and see whether they are feasible (could possibly work). Let your partner decide which would be the best option for him / her.
| CHECKLIST | yes | partly | no |
| I understand clearly what the problem entails. | |||
| I brainstorm ideas in order to have several solutions from which to choose. | |||
| I look for things I can improve. | |||
| I am willing to try new things and make changes to my original plan after reflection. | |||
| I ask questions when I do not understand. | |||
| I listen to educator’s/ peer’s suggestions for improvement. | |||
| I am prepared to try another solution if my first choice does not work. |
Learning outcomes(LOs)
LO 1 Listening
The learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations.
We know this when the learner:
1.2 listens actively and carefully for specific information and main ideas, and responds appropriately.,
LO 4 Writing
The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes
We know this when the learner:
uses the writing process independently and with ease to generate complex texts.
LO 5 Thinking and Reasoning
The learner will be able to use language to think and reason, as well as to access, process and use information for learning
We know this when the learner:
5.5 uses language to reflect:
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:
6.2 works with sentences:
6.5 develops critical awareness.
ACTIVITY 1: DICTION and IMAGERY
Diction: Help pupils to identify verbs and adverbs from the text. Do other exercises.
Imagery: Re-use similes and metaphors with the learners
ACTIVITY 2: SENTENCE TYPES
Go over statements, questions, exclamations and commands with them.
| SENTENCE | TYPE |
| Her eyes were shining brilliantly as an idea flashed into her mind. | Compound |
| It reached below her knee and made itself almost a garment for her. | Complex |
| I will make him think that I am still pretty. | Compound |
| Jim seemed to quickly wake out of his trance. | Simple |
| An ecstatic scream of joy was followed by hysterical tears. | Simple |
ACTIVITY 3: PROBLEM-SOLVING
Encourage learners to take these problems seriously, to be sympathetic and compassionate towards others and to be positive at all times.
The questions, the rubric (at the end of the module) and the checklist will serve as a guide for the learners and assist you in evaluating their effectiveness in solving problems.
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