2.3 Pamphlets, role models and playlets  (Page 3/3)

Questions:

5.1 Why does Joseph pick on Sollie?

5.2 Do you think it is right? Explain.

5.3 What can Sollie do to protect himself?

5.4 If Sollie were to commit suicide, would it be acceptable if Joseph said,” But I didn’t know he would do that! It’s not my fault!” Explain.

Scenario 6

Remember: Life would be so much easier if we spoke clearly and simply and communicated properly.

Say what you mean and mean what you say. Confusion and misunderstandings arise sometimes because what you say is not clear.

Rose: I’ll fetch you this afternoon at school.

Jim: Good. I’ll be waiting.

That afternoon Ross cannot find Jim.

Later

Rose: Where WERE you! I waited for an hour!

Jim: I waited at school – in the hall!

Rose: But that is not what I said! What I wanted to say was that you must meet me at the gate outside!

Question:

6.1 What should these two do to make sure their lines do not get crossed? L

Assessment

Learning outcomes(LOs)

LO 2 Speaking

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

Assessment standards(ASs)

We know this when the learner:

2.1 communicates ideas and feelings creatively and expressively with a great degree of confidence and with limited assistance, using a range of selected oral text types;

2.2 communicates ideas, facts and opinions on challenging topics clearly and accurately and with a greater degree of coherence, using a range of factual oral text types;

2.4 demonstrates a range of interaction skills by participating actively in group discussions, conversations, debates and group surveys and while so doing:

2.4.7 shows range of interaction skills in discussion, persuading other.

LO 3 Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

3.1 read spontaneously and often for pleasure and information across the range of texts studied, discusses personal response and the kinds of texts enjoyed, and recommends text to others;

3.2 reads aloud and silently for a variety of purposes consolidating the appropriate reading strategies developed in earlier grades.

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:

4.1 writes a range of imaginative texts:

4.1.1 to express imagination, ideas and feelings about self and others;

4.1.2 to explore the creative, critical and playful use of language by means of narrative and descriptive compositions, dialogues, poems, songs and letters;

4.2 produces a range of factual written and multi-model texts for various purposes, using a range of visual, and design elements where appropriate by means of recounts of events, research project reports, pamphlets, posters, book reviews;

4.4 uses the writing process collaboratively and independently to generate texts:

4.4.5 reflects on multiple drafts considering purpose, audience, language usage, bias, complex organisation and a few simple elements of style, and revise appropriately.

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:

5.1 uses language to think and reason:

5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum;

5.1.6 draws on own experience in order to substantiate point of view;

5.1.7 questions and infers to solve problems and develop thinking about complex issues, ideas and emotions;

5.2 use language to investigate and explore:

5.2.4 locates and accesses information from a wide variety of sources;

5.3 processes information:

5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills;

5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product.

5.3.6 formulates thoughts orally and in writing in increasingly complex ways, using knowledge of language.

Memorandum

ACTIVITY 1: Project: Creating a pamphlet

• Allow this investigative project to be meaningful by going over the checklists with them and explaining exactly what it is they are expected to do.

When they have finished, you may like to enlarge their efforts and to glue them to hard boards for viewing purposes.

ACTIVITY 2: A look at qualities to admire and role models

• The aim of this exercise is to show how positive, pro-active qualities beat negative, destructive qualities hands down! Let them add other abstract nouns to the list (Can even do an exercise here on abstract nouns!)
• It is important for them to realize that a state of mind is CHOSEN – and that positive qualities lighten the load of living! That for every quality in life there is an alternative and that we have the will to choose it! After all, if they are choosing positive qualities in others, then why can they not possess them themselves?
• Let them tell the class about the people in their lives who have influenced them positively. You will be amazed at some of the wonderful stories. Perhaps it is time they actually told these people themselves!

ACTIVITY 3: Answer questions on playlets; Dramatise a scene

• SO many misunderstandings can be avoided if we only know how they started in the first place. This might help to avoid unnecessary conflict situations! Let them first just do the exercises and understand the underlying cause for the misunderstanding.
• Only now should they dramatise the scenario’s further by adding extra dialogue to each and then dramatising it, using simple props . . . Go over the assessment criteria with them first and discuss the possibilities of each.