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INTERMEDIATE PHASE GRADE 6 LESSON PLANS 2012 Platinum ENGLISH First Additional Language CONTENTS PAGE CONTENTS PAGE ...................................................................................................................................... 2 ENGLISH FIRST ADDITIONAL LANGUAGE WORKSCHEDULE GRADE 6 ................................. 3 TERM 1.....................................................................................................................................................................3 TERM 2.....................................................................................................................................................................3 TERM 3.....................................................................................................................................................................4 TERM 4.....................................................................................................................................................................5 EXEMPLAR TEACHING GUIDELINE– GRADE 6 ............................................................................... 6 THEME 1: AFTER SCHOOL ......................................................................................................................................6 TERM 1: PLATINUM LESSON PLANS – GRADE 6 ......................................................................... 16 THEME 1: AFTER SCHOOL ................................................................................................................................... 16 THEME 2: HEROES ................................................................................................................................................ 18 THEME 3: STAND UP FOR YOURSELF ................................................................................................................ 20 THEME 4: BE CREATIVE....................................................................................................................................... 23 THEME 5: FANTASTIC FOOD ............................................................................................................................... 26 TERM 2: PLATINUM LESSON PLANS – GRADE 6 ......................................................................... 29 THEME 6: PLAYING TRICKS ................................................................................................................................. 29 THEME 7: USEFUL PLANTS ................................................................................................................................. 31 THEME 8: SCHOOL OUTINGS ............................................................................................................................... 33 THEME 9: TIME FOR TELEVISION ...................................................................................................................... 35 TERM 3: PLATINUM LESSON PLANS – GRADE 6 ......................................................................... 38 THEME 10: SPECIAL PLACES .............................................................................................................................. 38 THEME 11: TAKE CARE OF OUR WATER! ........................................................................................................ 41 THEME 12: SPACE ADVENTURE ......................................................................................................................... 43 THEME 13: SCIENCE AND TECHNOLOGY ......................................................................................................... 46 THEME 14: ACT IN PLAYS ................................................................................................................................... 48 TERM 4: PLATINUM LESSON PLANS – GRADE 6 ......................................................................... 50 THEME 15: SPECIAL DAYS .................................................................................................................................. 50 THEME 16: MAKING MUSIC ................................................................................................................................ 52 THEME 17: WEATHER ......................................................................................................................................... 55 THEME 18: SUMMER’S HERE! ............................................................................................................................ 58 2 ENGLISH First Additional Language WORKSCHEDULE GRADE 6 THEME 1. After School 2. Heroes 3. Stand up for Yourself 4. Be creative 5. Fantastic food 9-10 7-8 5-6 3-4 1-2 WEEKS TERM 1 Listen and Speak Read and View Write and Present Listen to a story and answer questions Language game (give and follow instructions) Daily listening and speaking Read a story and answer questions Read a story aloud Word puzzle Independent reading Story Personal dictionary Factual recount of a news event Sustain a conversation on a familiar topic Daily listening and speaking News report E-mail Advertisement Independent reading: Summarise text Personal letter Factual recount Personal dictionary Listen to and summarise a story Daily listening and speaking Read a story and answer questions Read aloud Diary entries Independent reading: Express own opinion Diary entry Personal dictionary Instructions Describe a process Daily listening and speaking Information text with visuals Follow instructions Word puzzle Read aloud Independent reading: Reflect on texts read Description of a simple process Definitions of common nouns Personal dictionary Design, draw and complete a collage Poetry Word game Daily listening and speaking Poetry Read poems aloud Independent reading: Reflect on and compare texts Descriptions of people and objects Personal dictionary Language Structures and conventions Spell familiar words Use a dictionary Word families Sight words High frequency words Subject-verb concord Countable nouns Simple past tense Pronouns Words from texts read Use a dictionary Alphabetical order Break words into smaller parts Articles ‘a’ and ‘the’ Adjectives of comparison Present progressive tense Modals Adverbs of time Words from texts read Use a dictionary Alphabetical order Words with ‘g’ Personal pronouns Verbs to describe actions Prepositions Question forms Capital letters Homonyms Words from texts read Use a dictionary Words starting with ‘ce-’, ‘ci-’ or ‘cy-’ Command form of verb Past progressive tense Prepositions Negative concord Words from texts read Use a dictionary Words with a ‘k’ sound Possessive noun form Adjectives Simple present tense to describe regular actions Compound words Words from texts read Formal Assess ment Baseline assessm ent Teaching and Learning Material LB pp 1– 10 TG pp 1– 16 Term 1 FAT 1 LB pp 11– 20 TG pp 17– 35 Term 1 FAT 2 LB pp 21– 30 TG pp 36– 48 Term 1 FAT 2 LB pp 31– 40 TG pp 49– 65 LB pp 41– 50 TG pp 66– 79 THEME 6. Playing Tricks 11-12 WEEKS TERM 2 Listen and Speak Read and View Listen to a traditional story and answer questions Tell and retell stories Daily listening and speaking Read a story Complete a comprehension Read aloud Independent reading Write and Present Simple story Paragraph to express opinion Personal dictionary 3 Language Structures and conventions Use a dictionary Words with a ‘k’ sound Irregular verb forms Countable and uncountable nouns Demonstrative pronouns Adjectives Present simple tense Modal verbs Words from reading texts Formal Assess ment Teaching and Learning Material LB pp 51– 60 TG pp 80– 92 7. Useful plants 8. school outings 9. time for television Read an information text and answer questions Identify main idea and topic sentences of paragraph Independent reading: Reflect on text read Description of plant product Design, draw and label a mindmap Personal dictionary Personal recount of an event Story Answer questions Role-play a familiar situation Daily listening and speaking Diary extract Answer questions Read a story and complete a comprehension Read aloud Independent reading: Reflect on texts read Simple personal letter Personal dictionary Interview classmates for a survey Conversation on familiar topic Language game Daily listening and speaking Book review Information text with visuals Comprehension Read a TV news article aloud Word puzzle Independent reading Dictionary definitions Questionnaire Paragraph to express opinion Personal dictionary Use dictionary words in sentences Use a dictionary Plurals with ‘-es’ Nouns that have only plurals Possessive pronouns Comparative and superlative adjectives Adverbs Connecting words Words from reading texts Use a dictionary Words ending in ‘-l’ Present perfect tense Regular and irregular verb forms Connecting words The verb ‘to be’ Phrasal verbs Words from reading texts Use a dictionary Words with long vowel sounds and silent ‘e’ Future tense Adverbs of degree The verb ‘to be’ Modal verbs Antonyms Words from reading texts Term 2 FAT 1 LB pp 61– 70 TG pp 93– 109 LB pp 71– 80 TG pp 110–123 LB pp 81– 92 TG pp 124–138 Midyear examina tion Assessment 13-14 15-16 17-18 19-20 Listen to oral descriptions Analyse and classify plant products Daily listening and speaking LB pp 93– 96 TG pp 139–141 THEME 10. special places 11. take care of our water 12. Space Adventures 25-26 23-24 21-22 WEEKS TERM 3 Listen and Speak Read and View Write and Present Listen to a story and answer questions Listen to a description of a place Make notes Daily listening and speaking Read a story Comprehension Read a personal letter Answer questions Independent reading Diary entry Personal dictionary Listen to a talk on an issue Talk about an issue Collect information with a questionnaire Daily listening and speaking Information text with visuals Comprehension Read information text aloud Word puzzle Independent reading Information text with visuals Transfer text into graphic form Personal dictionary Listen to and retell a story Poetry Daily listening and speaking Story Summarise a story Answer questions Read a poem aloud Independent reading: Reflect on texts read Story Poem Personal dictionary 4 Teaching and Learning Material Language Structures and conventions Formal Assessment Use a dictionary Plurals with ‘-s’ Proper nouns Connecting words – cause and effect Simple present tense for universal statements Future tense with ‘will’ Synonyms Words from reading texts Use a dictionary Simple present tense Present progressive tense Adjectives Subject-verb concord Words in same lexical field Words from reading texts Use a dictionary Shorten words Abbreviations Personal pronouns Simple past tense Adverbs of place Possessive pronouns Prefixes and suffixes Words from reading texts Term 3 FAT 1 LB pp 97– 106 TG pp 142–157 Term 3 FAT 1 LB pp 107–116 TG pp 158–173 LB pp 117–128 TG pp 174–190 13. science and technology 14. Act in plays 27-28 29-30 Instructions for a procedure Language game Daily listening and speaking Experiment Information texts Independent reading: Reflects on texts read Information text Mindmap summary Personal dictionary Perform a play (drama) Conversation on a familiar topic Daily listening and speaking Play (drama) Comprehension Read a play aloud Independent reading: Reflects on texts read Short play script Personal dictionary Use a dictionary Spelling words which are often confused Possessive noun form Adjectives Verbs to describe actions Present perfect tense Words from reading texts Use a dictionary Spelling Determiners Adjectives Adverbs Homonyms Words from reading texts Term 3 FAT 2 LB pp 129– 140 TG pp 191–208 LB pp 141– 150 TG pp 209–220 THEME 15. Special Days 16. Making music 17. weather 18. summer’s here! Listen and Speak Read and View Write and Present Language Structures and conventions Formal Assessment Teaching and Learning Material Listen to and tell a story Oral book review Daily listening and speaking Read a story Comprehension Personal letters Read aloud Independent reading: Reflects on texts read Story Personal dictionary Use a dictionary Sight words High frequency words Demonstrative pronouns Adjectives before nouns Command form of verb Prepositions Antonyms Words from reading texts Discussion Listen to and discuss a talk Language game Daily listening and speaking Information text Comprehension Read aloud Word puzzle Independent reading: Reflects on texts read Instructions from visual text Mindmap summary Definitions with examples Personal dictionary Use a dictionary Alphabetical order Possessive pronouns Commas Relative clauses The word ‘the’ Words from reading texts Listen to and summarise a story Poetry Daily listening and speaking Story Comprehension Poetry Read a poem aloud Independent reading: Reflects on texts read Book review Personal letter Personal dictionary Use a dictionary Words in same lexical field Connecting words – reason, purpose, choice Direct speech Quotation marks Words from reading texts LB pp 171– 180 TG pp 251– 265 Conversation Ask and answer questions Discussion Daily listening and speaking Magazine article Answer questions Poster Read aloud Independent reading News report Design a poster Personal dictionary Use a dictionary Alphabetical order Connecting words Question marks Exclamation marks Comparatives Compound words Words from reading texts LB pp 181– 192 TG pp 266– 280 LB pp 151– 160 TG pp 221– 234 Term 4 FAT 1 End-of-year examination Assessment 39-40 37-38 35-36 33-34 31-32 WEEKS TERM 4 5 LB pp 161– 170 TG pp 235– 250 LB pp 193– 196 TG pp 281– 282 EXEMPLAR TEACHING GUIDELINE– GRADE 6 Subject: English First Additional Language Grade: 6 Theme 1: After School Duration: 2 weeks (10 hours) Listening and Speaking (2 hours) CAPS Content and Skills • Does daily listening and speaking practice • Talks about photographs that introduce the theme • Listens to a story about a family • Plays a language game called ‘I wish’ Term 1 Weeks 1 & 2 Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Reads a story called ‘Jeff goes missing!’ • Does a comprehension on the story • Practises reading the story aloud • Does a word puzzle using vocabulary from Grade 5 • Reads independently or in pairs • Writes a story about an enjoyable experience • Uses the writing process to develop the story • Makes a personal dictionary • Records words and their meanings in the dictionary 6 Language Structures and Conventions (1 hour) Language focus • Subject-verb concord • Countable and uncountable nouns Integrated language Spelling • Spells correctly using a personal dictionary • Builds word families based on how they sound or look • Builds on knowledge of sight words and highfrequency words. Work with words andsentences • Personal pronouns • Simple past tense Vocabulary in context Words taken from shared or individually read texts LEARNING ACTIVITY TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 4 in the TG Week 1 LESSON 1: Duration: 60 minutes Listening and Speaking Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. Listen and speak Talk about the photographs Learner’s Book page 2 1. Work as a class. Learners look at the photograph on page 1 quietly on their own for a few minutes. 2. Discuss questions 1 and 2, which focus on literal aspects of the photograph: setting and action. Encourage learners to use full sentences when they answer. 3. In question 3, learners interpret the emotions of the people in the photographs, using their facial expressions and body language. They must be able to explain their answers, for example: Yes, they are enjoying themselves because they are laughing. 4. Questions 4 and 5 relate to the learners’ own lives. Learners can use the Word list in the Learner’s Book to look up the words ‘programmes’ and ‘movies’ if they do not understand them. They identify different kinds of television programmes, and give opinions about them based on their own experiences. Encourage learners to support their opinions with good reasons, for example: I enjoy watching the weather because I can learn about all the places in our country. 5. Learners give examples of other kinds of television programmes they enjoy watching. List these on the board. Listen to a story Learner’s Book page 2 This activity can be used to do a baseline assessment of listening skills. If so, learners write answers to the questions listed under the ‘After you listen’ section. If you are not going to use it for baseline assessment, the learners work in groups and answer the questions orally. Organise the class into groups before you start the ‘Before you listen’ section. Before you listen 1. Explain that you are going to read a story about the family in the pictures. 2. Discuss questions 1 and 2. Learners use details in the pictures to predict what the story might be about. 3. Explain that you will read the story four times. Remind learners to sit still and concentrate while they listen. While you listen You will read the story about Njeri’s family on page 204 of the Learner’s Book a few times. 1. The first time you read the story, encourage learners to close their eyes and just listen. 2. The second time, ask them to look at the pictures while you read. When you have finished, discuss the predictions they made in Before you listen. How are they the same as the story? How are they different? 3. Read the story a third time. Discuss difficult words. Encourage learners to work out the meaning themselves. To help them do this, read the sentences in which the word occurs. Then go through the words and meaning in the ‘Word list’. 4. The fourth time you read the story, learners sit and listen carefully again. After you listen 1. Read through questions 1 to 5 in this section. Questions 1 to 4 require literal answers. Question 5 draws on the learners’ own experiences. Check that they understand the meaning of the following adverbs: never, sometimes, and often. 2. Learners either work individually or answer the questions in writing, or they discuss the questions in groups. 3. Question 6, which requires learners to offer opinions, should be done orally. If learners are working individually, discuss the question as a class towards the end of the lesson. It is not for assessment purposes. 7 RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Use the exercises in the DBOE Workbooks for additional support. Baseline assessment Use the ‘After you listen’ activity to do a baseline assessment of listening skills. Use the memorandum provided under ‘Answers’ to mark the answers. Informal assessment If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the questions. You will need to do some remedial work with them during the year. Also, this is the first group activity they are doing this year. Use your observations to start thinking of how you will organise groups into different levels. Work with words and sentences Learner’s Book page 3 The learners use the pronouns in the box to complete the sentences. Answers 1. My brother and I like watching television. 2. She gets cross with us when we watch too much. 3. She likes reading books but we don’t like reading them. 4. There is soccer on tonight but I don’t like watching it. 5. My brother always says, ‘I don’t understand why you don’t like soccer!’ LESSON 2: Reading and Viewing Homework Learners complete answers to the activity on pronouns in ‘Work with words and sentences’. They have studied these pronouns in Grade 5. Find out what they remember. Read through the activity. If there is time, do it orally in class before the learners write the answers for homework. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 8 for additional support. Duration: 60 minutes Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. Read and view Read a story Learner’s Book page 4 Before you read 1. Discuss the questions as a class. 2. In question 1, learners use the title and pictures to predict what will happen in the story. 3. Questions 2–4 extend learners’ knowledge of adverbs of frequency. (In Listen and speak in Lesson 1, they use the adverbs ‘never’, ‘sometimes’ and ‘often’.) They skim through the story to find specific words. They use the ‘Word list’ for help if necessary. 4. Ask learners to identify how many paragraphs there are in the story. 5. Read the story to the class. Read it a second time. 6. Ask learners to read the story quietly on their own. They do this twice. While you read This activity reinforces the adverbs of frequency from ‘Before you read’. Learners read the words in the context of the story. After you read 1. Discuss difficult words. 2. Read through the questions with the class. 3. Ask learners to complete the questions in writing. Questions 1 to 3 require literal answers. In question 4, learners are asked to analyse a situation and compare it with what happened before. Baseline assessment Use the ‘After you read’ activity to do a baseline assessment of reading comprehension skills. Use the memorandum provided under ‘Answers’ to mark the answers. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for additional support. 8 LESSON 3: Language Focus Duration: 60 minutes Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. Language focus Subject-verb concord Learner’s Book page 8 1. Work as a class. Read the information about subject-verb concord in the box in the Learner’s Book. 2. Discuss the rules. Learners should be familiar with them as they have learnt them in Grade 4 and 5. 3. Pick up things in the classroom and ask learners to identify them using ‘There is …’ or ‘There are …’. For example: There is a dustbin. There are two books. 4. Do this activity again, this time asking learners to put the verbs into the past tense (was/were). 5. The learners work individually and write answers to Activity 1. Baseline assessment Use the ‘Language focus’ activity to do a baseline assessment of language skills. Use the memorandum provided under Answers to mark the answers. Remedial activity If learners are struggling to understand subject-verb concord, give them more practice. Use the activity below. 1. There is/are some books on the table. 2. There is/are one textbook for maths. 3. There is/are a lot of desks in the classroom. 4. There is/are a bookcase in the corner. 5. There is/are four school holidays in the school year. Extension activity Learners complete these sentences using their own words: 1. There is ... 2. There are ... 3. Yesterday there was ... 4. Yesterday there were ... Homework Learners complete questions 2 and 3 from the ‘Revision’ section on page 10 of the Learner’s Book. Independent reading - Reader Use the picture story ‘Faiza’s party’ on pages 6 to 9 of the Reader. 1. Ask learners to point out the basic elements of the picture story, that is, frames, captions and speech bubbles. 2. Ask them to look through the pages quickly and to use the pictures to get an idea of what the story might be about. 3. Talk about the characters in the story: How many are there? Who are they? 4. Talk about the different settings in the story: school, shopping mall, Faiza’s house. 5. Organise learners into pairs. Ask them to read the first page of the story. They take turns to read the speech bubbles. Remind them to look up words they do not know in the Glossary on page 92 of the Reader, or in a dictionary. Baseline assessment Use the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read one or two verses. Before they start reading, remind them to pay attention to: saying words correctly reading smoothly reading with expression. For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but adapt them according to the genre being used: What is the title? Describe one thing that happens/something you find interesting. Has anything like this happened to you?/Have you ever felt like this? 9 LESSON 4: Writing and Presenting Duration: 60 minutes Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. Write and presents LESSON 5: Writing and Presenting Write a story Learner’s Book page 9 1. Work as a class. Tell learners they are going to write their own story. 2. Explain that, so far, learners have listened to a story and read a story. So by now they know quite a bit about stories. 3. Discuss some of the basic elements of the stories they have read, for example: They have people in them. They happen in a place, or places. The people do and say things. 4. Read the example of the story. Just read the story text, not the annotations. 5. Read the annotations around the story. Discuss them with the class. Tell learners that these are the things you need to remember when you write a story. 6. Remind learners of the writing process. They have used it in Grades 4 and 5. 7. Ask them to point out the five stages of the process in the Learner’s Book. 8. Tell them that they will start planning their stories in the next lesson. For homework, learners must decide what they will write about. Independent reading - Reader Use the picture story ‘Faiza’s party’ on pages 6 to 9 of the Reader. 1. Find out what learners can remember about the story. Ask: Who are the characters? Where are they? What is the problem? 2. Learners work in pairs and read the next two pages of the picture story. Remind them to look up words they do not know in the Glossary on page 92 of the Reader, or in a dictionary. Baseline assessment Use the time allocated for independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3. Duration: 60 minutes Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. Vocabulary in context Give learners five to ten minutes to work in their personal dictionaries. They make sure they have added all the new words they have learnt in this first week of the cycle. This includes words they have come across during independent reading. Encourage them to add sentences that show the meanings of the word. Write and presents Write a story Learner’s Book page 9 1. Work as a class. Remind learners that they are going to start writing their stories in this lesson. 2. Tell them that they are going to do the first stage of the writing process. They will use a mind map to plan their stories. 3. Read through the story and the annotations again. 4. Find out if there is anything that learners are unsure about. Explain more if needed. 5. Ask them to copy the mind map in the Learner’s Book into their exercise books. They could use rough paper instead if it is available, but they will need to hand in the mind maps with their completed stories. 6. About 20 minutes before the end of the lesson, tell them to put their work away, and to prepare for independent reading. Explain that they will continue the story writing in the writing lesson next week. Homework Learners decide on a topic for their stories. Independent reading - Reader Use the picture story ‘Faiza’s party’ and the invitation on pages 6 to 9 of the Reader. 1. Learners work in pairs. They complete the picture story and discuss the questions at the end. 2. They analyse and evaluate the main character’s behaviour. They also give a personal response. Remind them to look up words they do not know in the Glossary on page 92 of the Reader, or in a dictionary. Baseline assessment Use the time allocated for independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 30 for additional support. 10 Week 2 LESSON 6: Duration: 60 minutes Listening and Speaking Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. LESSON 7: Play a language game Learner’s Book page 3 1. Work as a class. Read through the instructions of how to play the game. Make sure everyone is clear about what they need to do. Ask questions, for example: What must you do first? What must you do next? 2. Organise the class into groups. Remind them of the basic rules when they do speaking activities: give everyone a chance to speak, listen carefully when someone is speaking and let them finish before you say something. 3. Learners play their games. 4. About 20 minutes before the lesson ends, end the games and ask learners to prepare for independent reading. Independent reading - Reader Use the picture story ‘Faiza’s party’ and the invitation on pages 6 to 9 of the Reader. 1. Learners work in pairs. They use the frame below to give an oral review about the story. The title is ... The main characters are ... The story takes place in these places .... The story is about a ... (say one or two sentences – do not tell the whole story, just the main ideas at the beginning). I liked/did not like this story because ... 2. If there is time after the orals, ask learners to read the whole story in their pairs. Baseline assessment Use the time allocated for independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3. Duration: 60 minutes Listen and speak 11 Reading and Viewing Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. Read and view Read the story aloud Learner’s Book page 6 1. Read the story ‘Jeff goes missing!’ on page 4 of the Learner’s Book to the class again. 2. Organise the class into pairs. 3. Read through the points under number 2 in the Learner’s Book. Give examples to demonstrate the points. For example, read a sentence but do not pause where there is a comma. Then read the same sentence and pause correctly this time. Read an exclamation without enthusiasm. Then read the same sentence with the necessary expression. 4. Ask learners to take turns to read the story to each other, paying attention to the points they have just been through. 5. About 20 minutes before the end of the lesson, ask learners to prepare for the integrated language activities on page 6. (They will prepare their personal dictionaries in the next lesson.) Spelling Learner’s Book page 6 1. Learners do questions 1 and 2 orally, in pairs. 2. They do question 3 individually, in writing. Work with words and sentences Learner’s Book page 7 Learners write the answers on their own. Do a word puzzle Learner’s Book page 7 1. Read the instructions of how to do the word puzzle. 2. Learners complete the activity for homework. Informal assessment Ask learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the board. Make sure the words are spelt correctly. Homework Learners do question 1 from the ‘Revision’ section on page 10 of the Learner’s Book. 12 LESSON 8: Language Focus Duration: 60 minutes Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. Language focus Countable and uncountable nouns Learner’s Book page 8 1. Work as a class. Read the information about countable and uncountable nouns in the box in the Learner’s Book. 2. Discuss the rules. Learners should be familiar with them as they have learnt them in Grades 4 and 5. Point out the use of ‘an’ in front of a word that starts with a vowel. 3. Ask learners to find examples of countable objects in the classroom, for example: desk, chalk, pencil. Practise using the words ‘one’, ‘a/an’ and ‘two’ with the nouns. 4. Examples of uncountable nouns will be hard to find in the classroom, so use examples from a wider context, for example: water, flour, soil. 5. Learners work individually and write answers to the activity. Baseline assessment Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills. Use the memorandum provided in ‘Answers’ to mark the answers. Remedial activity If learners are struggling to identify uncountable nouns, give them more practice. Use the activity below: 1. There is a/some furniture in the room. 2. There will be a/some bad weather tomorrow. 3. There was a/some bad traffic on the way to school. 4. You will need a/some equipment to bake that cake. 5. There is a/some information on how to save money in the magazine. Extension activity Point out that some nouns can have both a countable and an uncountable meaning. This often happens with the names of animals that are also a type of food. For example: You eat some fish (uncountable), but there is a fish (countable) in the bucket. Chicken is another example of this. Homework Learners do question 4 from the ‘Revision’ section on page 10 of the Learner’s Book. Make a personal dictionary Learners prepare their personal dictionaries. Some learners might still be able to use their dictionaries from the previous year. They can do independent reading while other learners are making their dictionaries. 13 LESSON 9: Writing and Presenting Duration: 60 minutes Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. Write and present Write a story Learner’s Book page 9 1. Explain that learners are going to use the information from their mind maps to start writing their stories. 2. Remind them that they will need to hand in their mind maps with their completed stories. 3. Discuss the writing process. Read through the five stages on page 9 of the Learner’s Book again. Explain that they have completed the first stage: Planning. Now they will write their first drafts. 4. Read through the model story ‘Going to the movies’ again. 5. Discuss the annotations next to the story. 6. Ask learners to start writing their first drafts. They do this in their exercise books or on rough paper. 7. Tell them that, at this stage, they must concentrate on the ideas in each paragraph. Remind them to use a dictionary to look up new words to use. 8. About 20 minutes before the end of the lesson, ask the learners to put their writing away. They will complete it in the next lesson. 9. Learners continue with their independent reading. Independent reading - Reader Use the invitation on page 10 of the Reader. 1. Ask: What is an invitation? Find out what learners know about this genre. Talk about the different kinds of events we invite people to, such as: parties, prize-givings, special ceremonies, weddings. 2. Ask them to point out the basic features of the genre, that is, greeting, paragraphs and ending. 3. Find out if they know the meaning of PS (post script), and what we use it for (to add something after the greeting). 4. Ask learners to read the invitation quietly on their own. Then ask them to read it in pairs. They can take turns to read a paragraph. Remind them to look up words they do not know in the glossary on page 92 of the Reader, or in a dictionary. 5. Ask learners to discuss the questions below the invitation. They relate the topic of the invitation to their own experience and express opinions about it. They also identify information that is missing from the invitation, that is, the time and a contact number/address to reply to. Baseline assessment By now you should have assessed most of the learners for reading aloud and speaking skills. If necessary, use the time allocated for independent reading to assess the few learners who have not yet been assessed. Ask them questions about the story they are reading. Use the ideas and rating scales from Lesson 3. Homework Give learners the spelling list you have prepared. Ask them to learn the words for a spelling test in the next lesson. 14 LESSON 10: Writing and Presenting Duration: 60 minutes Daily listening and speaking practice Choose an activity from the list of daily activities suggested at the beginning of this theme. Spelling Give learners the spelling test. Ask them to swap books and to mark each other’s work. Record their marks out of 10 if you need to. Vocabulary in context Give learners five to ten minutes to work in their personal dictionaries. They must make sure they have added all the new words they have learnt in this two-week cycle. This includes words they have come across during independent reading. Encourage them to add sentences that show the meanings of the word. Write and present Write a story Learner’s Book page 9 1. Learners work on their own and complete their first drafts. Give them about 15 to 20 minutes to do this. 2. Read the annotated notes next to the model story in the Learner’s Book again. Ask learners to read their work carefully and to check that they have included everything they need to. Ask them to think of any changes that will make their writing better. 3. Learners work in pairs. They read each other’s drafts and check spelling and punctuation. 4. If there is time, let them write their final drafts in their exercise books. Remind them to add a title. Also remind them to write neatly. If there is not time, they can finish their stories for homework. They must hand in their mind maps with their stories. REVISION: Learner’s Book p10 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Baseline assessment Lesson 1 and 2: Use the ‘After you listen’ activity to do a baseline assessment of listening skills. Lesson 3: Use the ‘Language focus’ activity to do a baseline assessment of language skills Lessons 3, 4, 5 and 6: Use the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read one or two verses. Before they start reading, remind them to pay attention to:saying words correctly, reading smoothly, and reading with expression. For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but adapt them according to the genre being used: What is the title? Describe one thing that happens/something you find interesting. Has anything like this happened to you?/Have you ever felt like this? Lesson 8: Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills. Lesson 10: Use the learners’ stories to do a baseline assessment for creative writing. Informal assessment Lesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the questions. You will need to do some remedial work with them during the year. Also, this is the first group activity they are doing this year. Use your observations to start thinking of how you will organise groups into different levels. Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the board. Make sure the words are spelt correctly. 15 TERM 1: PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 1: After School Duration: 2 weeks (10 hours) Listening and Speaking (2 hours) CAPS Content and Skills • Does daily listening and speaking practice • Talks about photographs that introduce the theme • Listens to a story about a family • Plays a language game called ‘I wish’ LEARNING ACTIVITY Week 1 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Language Focus LESSON 4: Writing and Presenting Term 1 Weeks 1 & 2 Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Reads a story called ‘Jeff goes missing!’ • Does a comprehension on the story • Practises reading the story aloud • Does a word puzzle using vocabulary from Grade 5 • Reads independently or in pairs • Writes a story about an enjoyable experience • Uses the writing process to develop the story • Makes a personal dictionary • Records words and their meanings in the dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 4 in the TG Duration: 60 minutes Learner’s Book page 2 Talk about photographs: The questions explore some of the ideas and vocabulary theywill come across in the theme. Listen to a story: Use the listening text on page 204 of the Learner’s Book. Work with words and sentences: Learners use personal pronouns to complete an activity. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 8 for additional support. Duration: 60 minutes Learner’s Book page 4 Read a story: The story is called ‘Jeff goes missing!’. Work with words and sentences: Learners use the simple past tense to complete an activity. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for additional support. Duration: 60 minutes Learner’s Book page 8 Subject-verb concord: Learners read the rules about this concept in the box. Then they use this information to complete an activity. Independent reading - Reader Duration: 60 minutes Learner’s Book page 9 Write a story: This activity will be done over threelessons. Independent reading - Reader 16 Language Structures and Conventions (1 hour) Language focus • Subject-verb concord • Countable and uncountable nouns Integrated language Spelling • Spells correctly using a personal dictionary • Builds word families based on how they sound or look • Builds on knowledge of sight words and highfrequency words Work with words and sentences • Personal pronouns • Simple past tense Vocabulary in context Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Use the exercises in the DBOE Workbooks for additional support. LESSON 5: Writing and Presenting Week 2 LESSON 6: Duration: 60 minutes Learner’s Book page 9 Write a story: Learners continue the writing activity from the previous lesson. They use a mindmap to start planning a story. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 30 for additional support. Duration: 60 minutes Learner’s Book page 2 Play a language game: Learners work in groups.They read and follow instructions to play a game called ‘I wish’. Independent reading- Reader Duration: 60 minutes LESSON 7: Learner’s Book page 4 Practice reading: Learners work in pairs and take turns to read the story ‘Jeff Reading and goes missing!’ aloud to each other. Viewing Spelling and Vocabulary in context: Learners complete the activity on words with the ‘ch’ sound. Then they use these words in sentences. Do a word puzzle: The puzzle focuses on new vocabulary in this theme. Duration: 60 minutes LESSON 8: Learner’s Book page 8 Countable and uncountable nouns: Learners read the rules about this concept Language Focus in the ‘Help’ box. Then they use this information to complete an activity. Make a personal dictionary: Learners prepare their personal dictionaries. Duration: 60 minutes LESSON 9: Learner’s Book page 9 Writing and Write a story: Learners use their mind maps from Lesson 5 Week 1 to write a first draft of their story. Presenting Independent reading- Reader Duration: 60 minutes LESSON 10: Learner’s Book page 9 Spelling: Learners do a spelling test based on new words they learnt in this cycle. Writing and Vocabulary in context: Learners spendabout ten minutes working on their personal dictionaries. Presenting Write a story: Learners work through the writing process to complete their stories. REVISION: Learner’s Book p10 The DBOE Workbook can be used for revision work and homework Listening and Speaking ASSESSMENT TASK Baseline assessment Lesson 1 and 2: Use the ‘After you listen’ activity to do a baseline assessment of listening skills. Lesson 3: Use the ‘Language focus’ activity to do a baseline assessment of language skills Lessons 3, 4, 5 and 6: Use the time allocated for independent reading to assess a few learners for reading aloud and speaking skills. For reading-aloud skills, ask learners to read at least two paragraphs from the text they are busy with. If it is a poem, they can read one or two verses. Before they start reading, remind them to pay attention to: saying words correctly, reading smoothly, and reading with expression. For speaking skills, ask learners questions about the text they are reading. Use the following ideas, but adapt them according to the genre being used: What is the title? Describe one thing that happens/something you find interesting. Has anything like this happened to you? Have you ever felt like this? Lesson 8: Use the activity ‘Countable and uncountable nouns’ to assess the learners’ language skills. Lesson 10: Use the learners’ stories to do a baseline assessment for creative writing. Informal assessment Lesson 1: If the activities are done orally, circulate from group to group. Take note of learners who are struggling to answer the questions. You will need to do some remedial work with them during the year. Also, this is the first group activity they are doing this year. Use your observations to start thinking of how you will organise groups into different levels. Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions and let learners write the answers on the board. Make sure the words are spelt correctly. 17 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 2: Heroes Duration: 2 weeks (10 hours) CAPS Content and Skills Term 1 Weeks 3 & 4 Listening and Speaking (2 hours) Reading and Viewing (4 hours) • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Listens to a factual recount about the tsunami • Sustains a conversation on the topic of information that could save them • Reads a simple factual account about a boy saving his sister • Does a comprehension • Reads an e-mail • Reads an advertisement • Practices reading • Reflects on texts read LEARNING ACTIVITY Week 3 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Reading and Viewing LESSON 4: Language Focus Writing and Presenting (3 hours) • Writes a simple personal letter • Writes a simple factual recount of a time they helped someone • Records words and meanings in personal dictionaries TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 19 in the TG Duration: 60 minutes Learner’s Book page 12 Talk about a photograph: page 11 of the Learner’s Book. Listen to a true story: Learners listen to a story about a girl who saved others during a tsunami. (Term 1 Formal Assessment Task 1) Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 5 for additional support. Duration: 60 minutes Learner’s Book page 14 Read a newspaper article: This follows the stages of ‘Before’, ‘While’ and ‘After you read’. (Term 1 Formal Assessment Task 1) Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 2 to 4 for additional support. Duration: 60 minutes Learner’s Book page 14 Work with words and sentences: This integrated activity practises when to use the articles ‘a’ and ‘the’. (Term 1 Formal Assessment Task 1) Independent reading- Reader Duration: 60 minutes Learner’s Book page 18 Use the present progressive tense: Learners read notes and complete sentences. Independent reading- Reader 18 Language Structures and Conventions (1 hour) Language focus • Present progressive tense • Adjectives Integrated language Work with words and sentences • Use of ‘a’ and ‘the’ • Modals • Adverbs of time Spelling • Spells correctly using a personal dictionary • Builds word families based on how they sound or look • Builds on knowledge of sight words and highfrequency words Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader If possible, bring other photographs about the Asian tsunami to class to show the learners. Collect newspaper articles about young people who have done something helpful or brave. Display these in the classroom during this theme as an extra reading resource. Write the words ‘the’, ‘a’ and ‘an’ on large pieces of cardboard. LESSON 5: Writing and Presenting Week 4 LESSON 6: Duration: 60 minutes Learner’s Book page 19 Write a letter: Learners read a model letter and then write their own, following the writing process on page 19 of the Learner’s Book. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 5 for additional support. Duration: 60 minutes Learner’s Book page 12 Talk about information that could save you: Listening and Learners have a structured group discussion about what to do in given situations. Speaking Work with words and sentences: This integrated activity practises the modal verbs ‘may’ and ‘can’. Duration: 60 minutes LESSON 7: Learner’s Book page 16 Read an advertisement: Learners develop critical reading skills, as they Reading and understand how the advertisement works. (Term 1 Formal Assessment Task 1) Viewing Independent reading- Reader About 20 minutes before the end of the lesson, learners prepare for independent reading. They read the poem on page 14 of the Reader, or any other suitable text. Duration: 60 minutes LESSON 8: Learner’s Book page 14 Reading and Read an e-mail: This activity combines understanding the layout and content of an e-mail. Viewing Vocabulary in context: Learners use some of the words that might be new to them. Duration: 60 minutes LESSON 9: Learner’s Book page 18 Use adjectives: This explains how adjectives change when we compare two or Language Focus more than two things. (Term 1 Formal Assessment Task 1) Spelling: Learners do a spelling test on new words they learnt in this cycle. Independent reading- Reader Duration: 60 minutes LESSON 10: Learner’s Book page 19 Write a true story: Learners write their own story, using a given structure. They follow the writing process. (Term 1 Formal Assessment Task 1) Independent reading Writing and About 20 minutes before the end of the lesson, learners prepare for independent Presenting reading. They complete the texts on pages 14 and 15 of the Reader, or they use any other suitable text. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 9 for additional support. REVISION: Learner’s Book p20 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 1: Listens and speaks about a story Lesson 2: Reading comprehension; reads aloud; reflects on texts read independently Lesson 3: Language structures Lesson 7: Reading comprehension: advert Lesson 9: Language structures Lesson 10: Writes three paragraphs Informal assessment Lesson 1: Monitor whether all learners participate in group or class discussions. Encourage those who do not. Lesson 6: Walk around the class during this activity, and monitor that all learners are taking part and are allowing others in their group to speak. 19 If possible, have real envelopes to address. Have posters showing important telephone numbers such as the numbers for Childline and the police. Have other examples of advertisements and posters to display in the classroom. If possible, show learners real e-mails on a computer screen. Have a dictionary available. Use the exercises in the DBOE Workbooks for additional support. PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 3: Stand Up For yourself Duration: 2 weeks (10 hours) Term 1 Weeks 5 & 6 Listening and Speaking (2 hours) Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Listens to a story • Reads a story • Practices reading the story aloud • Does a comprehension based on the story • Reads independently or in pairs • Writes for personal reflections (a diary entry) • Records words and their meanings in the dictionary CAPS Content and Skills LEARNING ACTIVITY Week 5 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 38 in the TG Duration: 60 minutes Learner’s Book page 22 Talk about a photograph: Learners look at a photograph of happy, confident children and then discuss questions that are based on it. Listen to a story: Learners listen to a story called ‘Say no to bullying’, and answer questions about it. Independent reading- Reader Duration: 60 minutes Learner’s Book page 24 Read a story: Learners read the story ‘Bongi and the bully’ and answer questions based on it. They also answer two integrated language questions (covering verbs and personal pronouns) that are based on the story. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 63 for additional support. Duration: 60 minutes Learner’s Book page 24 Read a story: ‘Bongi and the bully’ continued. Independent reading- Reader Duration: 60 minutes Learner’s Book page 27 Prepositions: Learners work with prepositions. Duration: 60 minutes 20 Language Structures and Conventions (1 hour) Language focus • Prepositions that show position • Homonyms Integrated language Spelling • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary • Words starting with ‘g’ and followed by ‘-e’, ‘-i’ or ‘-y’; words starting with ‘g’ even though they sound like ‘j’ Work with words and sentences • Personal pronouns • Verbs to describe actions • Use of question forms • Capital letters for proper nouns, titles and initials of people Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Use the exercises in the DBOE Workbooks for additional support. Writing and Presenting Learner’s Book page 28 Write a diary entry: Learners begin to write a diary entry. Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries. 21 Week 6 LESSON 6: Duration: 60 minutes Learner’s Book page 22 Listen to a story: Learners listen to the same story from Lesson 1 and answer Listening and questions about it. Learners then answer two integrated spelling and punctuation questions that are Speaking based on the story. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 17 for additional support. Duration: 60 minutes LESSON 7: Learner’s Book page 24 Read diary entries: In this lesson and in Lesson 8, learners read a diary entry and answer questions about it. They complete two integrated language questions Reading and based on the diary entries. Viewing Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learnt from the reading and listening texts. Duration: 60 minutes LESSON 8: Learner’s Book page 24 Read diary entries: Learners read and answer more questions about the diary entry they read. Reading and Independent reading- Reader Viewing About 20 minutes before the end of the lesson, learners prepare for independent reading. They use the letters on pages 16 and 17 of the Reader, or any other suitable text. Duration: 60 minutes LESSON 9: Learner’s Book page 27 Homonyms: Learners learn the rules about homonyms. Independent reading- Reader Language Focus About 20 minutes before the end of the lesson, learners prepare for independent reading. They use the letters on pages 16 and 17 of the Reader, or any other suitable text. Duration: 60 minutes LESSON 10: Learner’s Book page 28 Spelling: Learners do a spelling test based on new words they learnt in this twoweek cycle. Writing and Write a diary entry: Learners continue the writing process that they began in Presenting Lesson 5 to complete their diary entries. Independent reading - Reader REVISION: Learner’s Book p30 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal Assessment Lesson 2: Reading comprehension Informal assessment Lesson 4 and 9: Learners swap their books with a partner. They mark each other’s answers. Lesson 10: Learners check their own or their partner’s writing 22 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 4: Be Creative Duration: 2 weeks (10 hours) CAPS Content and Skills Term 1 Weeks 7 & 8 Listening and Speaking (2 hours) • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Listens to instructions about how to make a card • Gives instructions about making a collage picture • Describes a process of making a model of a house LEARNING ACTIVITY Week 7 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Language Focus LESSON 4: Writing and Presenting LESSON 5: Reading and Viewing (4 hours) • Reads information text with visuals, called ‘The Keiskamma Art Project’ • Does a comprehension activity on the text • Follows instructions about making butterflies • Does a word puzzle • Reads independently Writing and Presenting (3 hours) • Writes a description of a simple process of making butterflies • Writes simple definitions using a frame • Designs, draws and completes a collage • Records words and meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 52 in the TG Duration: 60 minutes Learner’s Book page 32 Talks about a photograph: Learners discuss the photograph on page 31 (LB). Listen to instructions: Learners use the listening text on page 204 (LB). (Term 1 Formal Assessment Task 2) Give instructions: Learners generate their own instructions (Term 1 Formal Assessment Task 2) Duration: 60 minutes Learner’s Book page 34 Read an information text with visuals: (Term 1 Formal Assessment Task 2) Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 66 to 67 for additional support. Duration: 60 minutes Learner’s Book page 37 Follow instructions: Learners read instructions about how to make a collage. Spelling: Learners distinguish between the ‘k’ sound and the ‘s’ sound in words that start with the letter ‘c’. Duration: 60 minutes Learner’s Book page 38 The past progressive tense: Learners read notes and complete sentences. (Term 1 Formal Assessment Task 2) Independent reading- Reader Duration: 60 minutes 23 Language Structures and Conventions (1 hour) Language focus • Past progressive tense • Prepositions • Use of shortened forms Integrated language Use of ‘must’, ‘can’ and ‘may’ Words beginning with ‘c’ pronounced as ‘s’ and as ‘k’ Connecting words such as ‘next’, ‘then’ and ‘finally’ Spelling • Spells correctly • Builds word families based on how they sound or look • Sight words and high frequency words. Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader If possible, bring examples of other collages to class to show the learners. You will need cardboard or paper, old newspapers, scissors and glue for learners to make their own birthday cards If possible, bring other pictures of the Keiskamma tapestry to class. paper, paint or crayons, small sticks, glue, a large sheet of paper as the base for the butterfly collage Writing and Presenting Learner’s Book page 38 Write a description of a simple process: Learners write their own instructions. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 68 to 69 for additional support. Week 8 LESSON 6: Duration: 60 minutes Learner’s Book page 32 Describe a process: Learners choose a process from one of their other learning Listening and areas to describe. (Term 1 Formal Assessment Task 2) Independent reading- Reader Speaking About 20 minutes before the end of the lesson, learners prepare for independent reading.They use the texts on pages 6 to 19 of the Reader, or any other suitable text. Duration: 60 minutes LESSON 7: Learner’s Book page 34 Reading and Work with words and sentences: Revise how to use the modals ‘must’, ‘can’ and ‘may’. Learners complete sentences. Viewing Do a word puzzle: Learners make a sentence with words starting with letters that spell a word. Duration: 60 minutes LESSON 8: Learner’s Book page 34 Prepositions: Revise what prepositions are. Then learners complete the sentences and write them. (Term 1 Formal Assessment Task 2) Don’t and doesn’t: Learners choose the correct abbreviation to complete the Reading and sentences. (Term 1 Formal Assessment Task 2) Independent reading- Reader Viewing About 20 minutes before the end of the lesson, learners prepare for independent reading. They use the texts on pages 6 to 19 of the Reader, or any other suitable text. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 70 to 71 for additional support. Duration: 60 minutes LESSON 9: Learner’s Book page 37 Write definitions: Learners write their own definitions, from the content of this theme, or from other learning areas. Language Focus Record words and meanings in a personal dictionary: Learners update their personal dictionaries. Spelling: Learners do a spelling test on new words they learnt in this cycle. Duration: 60 minutes LESSON 10: Learner’s Book page 38 Design and draw a collage: Learners make their own collage of healthy and unhealthy food. They write labels and use symbols. (Term 1 Formal Assessment Task 2) Writing and Independent reading About 20 minutes before the end of the lesson, learners prepare for independent Presenting reading. They use the texts on pages 6 to 19 of the Reader, or any other suitable text. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 72 to 73 for additional support. REVISION: Learner’s Book p40 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK 24 Have available a textbook from one of the learners’ other subjects. The textbook should contain definitions of words from the subject. Make a collage: paper, glue, old magazines, scraps of fabric Use the exercises in the DBOE Workbooks for additional support Formal assessment Lesson 1: Listens to and gives instructions Lesson 2: Reading comprehension Lesson 4: Language structures Lesson 5: Write a description of a process Lesson 6: Language structures Lesson 8: Language structures Informal assessment Lesson 3: Assess whether learners can read instructions by looking at whether they have made their butterflies correctly. Lesson 6: Learners assess their peers by answering the following questions: 1. Did the learner explain the process clearly? 2. Did the learner use connecting words such as the following: first, then, next? 3. Was the description in the correct order? 25 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 5: Fantastic Food Duration: 2 weeks (10 hours) CAPS Content and Skills Term 1 Weeks 9 & 10 Listening and Speaking (2 hours) Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Listens to poems • Plays a language game • Reads poems • Practices reading a story aloud • Does comprehensions based on poems • Reads independently or in pairs. • Writes a description of a person • Writes a description of an object • Records words and their meanings in a personal dictionary • Uses the writing process. LEARNING ACTIVITY Week 9 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 69 in the TG Duration: 60 minutes Learner’s Book page 42 Talk about a picture: Learners discuss questions based on photographs of different food. They point at the pictures of the different food, and then they point at the foods that the adjectives describe. Listen to poems: Listen to two poems‘I don’t like custard’ and ‘Mangoes’. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 43 for additional support. Duration: 60 minutes Learner’s Book page 44 Read poems: Learners start to read the poem ‘Today for lunch’ and work through the questions based on it. They continue work on it in Lesson 3. Duration: 60 minutes Learner’s Book page 44 Read poems: Learners continue working throughthe questions based on the poem ‘Today for lunch’. Learners complete the questions by the end of this lesson. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 36 for additional support. Duration: 60 minutes Learner’s Book page 47 Nouns showing belonging: Learners learn the rules about ‘nouns showing belonging’. Vocabulary in context: Learners spend about10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learnt from the reading and listening texts. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 93 for additional support. Duration: 60 minutes 26 Language Structures and Conventions (1 hour) Language focus • Possessive form of nouns • Compound words Integrated language Spelling • Spells familiar words • Works with words starting with a ‘k’ sound and followed by ‘-e’ or ‘-i’, using the letter ‘k’ to spell the word Work with words and sentences • Different types of adjectives • Simple present tense Vocabulary in context RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Use the exercises in the DBOE Workbooks for additional support. Writing and Presenting Learner’s Book page 48 Write about a person: Learners write about a girl in a picture by completing a writing frame and editing their writing. Independent reading- Reader 27 Week 10 LESSON 6: Duration: 60 minutes Learner’s Book page 42 Listen to poems: Learners listen to ‘I don’t like custard’ and ‘Mangoes’ again, and answer more questions based on them. Learners write sentences describing foods from the poems.They then work with words that start with a ‘k’ sound but are Listening and spelt beginning with either a ‘k’ ora ‘c’. Learners then work with different types of Speaking adjectives. Play a language game: Learners in a group take turns to describe a fruit or vegetable for others to guess its name. Learners have only 30 seconds to describe the fruit or vegetable. The learner who guesses correctly takes his or her turn. Duration: 60 minutes LESSON 7: Learner’s Book page 44 Read poems: Learners read and work throughthe questions based on the poem ‘One day a boy went walking’. Then they answer integrated language questions based on the poem, covering the simple present tense to describe regular actions. Reading and Independent reading- Reader Viewing About 20 minutes before the end of the lesson, learners prepare for independent reading. They use the story on pages 22 to 25 of the Reader, or any other suitable text. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 21 for additional support. Duration: 60 minutes LESSON 8: Learner’s Book page 47 Compound words: Learners learn the rulesabout compound words. Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they Language Focus have learnt from the reading and listening texts. Independent reading- Reader About 20 minutes before the end of the lesson, learners prepare for independent reading. They use the story on pages 22 to 25 of the Reader, or any other suitable text. Duration: 60 minutes LESSON 9: Learner’s Book page 48 Writing and Write about your favourite food: Learners begin writing a description about Presenting their favourite food and complete their writing in Lesson 10. Duration: 60 minutes LESSON 10: Learner’s Book page 48 Spelling: Learners do a spelling test based on new words they learnt in this twoweek cycle. Write about your favourite food: Learners complete the writing process that Writing and they began in Lesson 9. Presenting Independent reading- Reader About 20 minutes before the end of the lesson, learners prepare for independent reading. They use the story on pages 22 to 25 of the Reader, or any other suitable text. REVISION: Learner’s Book p50 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Informal assessment Lesson 3: Learners swap their books with a partner. They mark each other’s answers. Lesson 9: Learners check their rough drafts for language, punctuation and spelling errors. 28 TERM 2: PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 6: Playing Tricks Duration: 2 weeks (10 hours) CAPS Content and Skills Term 2 Weeks 11 & 12 Listening and Speaking (2 hours) Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Does daily listening and speaking practice • Relates a story about a hare • Listens to a traditional story about Hare and Lion and answers questions about the story • Explains a story about why monkeys have flat tummies • Discusses meanings of words • Completes sentences using own words • Reads a flow chart with visuals indicating the sequence of events in the Hare and Lion story • Reads a story with pictures about a trickster who tricked monkeys • Reads and adjusts own text • Analyses a picture of lions in order to complete sentences • Reads independently • Writes notes in the form of a flow chart • Completes sentences to explain a story • Writes a paragraph expressing own opinions • Writes a draft for a story using a frame • Writes a final draft after checking and editing own story • Presents the story with an illustration • Records words and meanings in personal dictionary LEARNING ACTIVITY Week 11 LESSON 1: Listening and Speaking LESSON 2: Listening and Speaking LESSON 3: Reading and Viewing LESSON 4: Language Focus TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 82 in the TG Duration: 60 minutes Learner’s Book page 52 Talk about a photograph: Learners talk about a photograph. Listen to a story: Learners listen to a traditional story and answer questions about it. They make notes in the form of a flow chart about the story. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 1 to 3 for additional support. Duration: 60 minutes Learner’s Book page 53 Listen to a story: Learners read their own flow chart notes and explain the story. They also read new words and explain the meanings to a partner. Independent reading Duration: 60 minutes Learner’s Book page 54 Read a story: Learners predict a traditional story by analysing the illustrations. They read the story. Duration: 60 minutes Learner’s Book page 57 Work with words and sentences: Learners work with countable and uncountable nouns, demonstrative pronouns and regular and irregular verb forms. 29 Language Structures and Conventions (1 hour) Language focus • Regular and irregular forms of verbs • Uncountable nouns • Words that show obligation Integrated language Work with words and sentences • The correct form of the noun in sentences • Demonstrative pronouns • Simple present tense • Adjectives before nouns Spelling • Spells correctly • Builds word families • Builds on knowledge of sight words and highfrequency words • Uses words starting with a ‘k’ sound and followed by -a’, ‘-u’ or‘-o’ Vocabulary in context RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Learner’s exercise books with their flow charts Have dictionaries available. Use the exercises in the DBOE Workbooks for additional support. LESSON 5: Writing and Presenting Duration: 60 minutes Learner’s Book page 58 Write a paragraph to express an opinion: Learners complete a paragraph to explain their own opinion. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 4 to 9 for additional support. Week 12 LESSON 6: Duration: 60 minutes Listening and Speaking Learner’s Book page 52 Spelling: Learners do a spelling test. Vocabulary in context: Learners discuss and explain the meaning of words. Independent reading- Reader LESSON 7: Duration: 60 minutes Reading and Viewing Learner’s Book page 54 Work with words and sentences: Learners explain how adjectives are used before or after nouns in sentences. Write a story using a frame: Learners analyse illustrations and plan a story using a mind map. LESSON 8: Duration: 60 minutes Language Focus LESSON 9: Writing and Presenting Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 10 to 11 for additional support. Learner’s Book page 57 Regular and irregular verbs in the simple past tense: Learners revise regular and irregular verbs. Independent reading- Reader Duration: 60 minutes Learner’s Book page 58 Write a story using a frame: Learners write a first draft of a story, using their mind maps and a frame. Record words and meanings in a personal dictionary: Learners update their personal dictionaries. Spelling: Learners do a spelling test on new words they learnt in this two-week cycle. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 12 to 13 for additional support. LESSON 10: Duration: 60 minutes Learner’s Book page 58 Write a story using a frame: Learners edit their stories and write a final draft. Revision: Learners complete revision activities. REVISION: Learner’s Book p60 The DBOE Workbook can be used for revision work and homework Writing and Presenting ASSESSMENT TASK Informal assessment Lesson 1: In pairs, learners check each other’s flow charts and give suggestions on how the flow charts could be improved if relevant. Lesson 3: Mark the learners’ answers. Discuss common mistakes with the class. Write the correct answers on the board for learners to copy. Lesson 5: Check whether learners have: • expressed their own ideas or opinions • used at least three sentences to explain their opinion. Make a note of the learners who need additional practice in expressing their own opinions and writing them down. 30 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 7: Useful Plants Duration: 2 weeks (10 hours) Listening and Speaking (2 hours) • Does daily listening and speaking practice • Listens to oral descriptions of plants • Analyses and classifies things CAPS Content and Skills LEARNING ACTIVITY Week 13 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Language Focus LESSON 4: Writing and Presenting LESSON 5: Writing and Presenting Term 2 Weeks 13 & 14 Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Reads an information text • Does a comprehension based on the information text • Reflects on texts read during independent/ pair reading • Writes a description of a plant product • Designs, draws and labels a visual text: mind map • Records words and their meanings in a personal dictionary • Uses the writing process TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 96 in the TG Duration: 60 minutes Learner’s Book page 62 Talk about photographs: Learners look at the plants in the picture. Listen to descriptions of plants: Learners listen to a description. Independent reading- Reader Duration: 60 minutes Learner’s Book page 64 Read about paper: Learners read an information text with visuals about paper. Learners look around the classroom to find examples of other paper products. Independent reading- Reader (Term 2 Formal Assessment Task 1) Duration: 60 minutes Learner’s Book page 67 Possessive pronouns: Learners learn the rules about possessive pronouns. (Term 2 Formal Assessment Task 1) Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 8 to 9 for additional support. Duration: 60 minutes Learner’s Book page 68 Write a description of a plant product: Learners begin writing about something that is made from plants. They work through the writing process and complete their writing in Lesson 5. Duration: 60 minutes Learner’s Book page 68 Write a description of a plant product: Learners continue and complete the writing process that they began in Lesson 4. (Term 2 Formal Assessment Task 1) Independent reading- Reader(Term 2 Formal Assessment Task 1) 31 Language Structures and Conventions (1 hour) Language focus • Possessive pronouns • Use of comparative and superlative adjectives Integrated language Spelling • Adds ‘-es’ to form plurals of words ending in ‘-s’, ‘-sh’, ‘-ch’ or ‘-z’ Work with words and sentences: • Nouns that have only plurals • Adverbs of manner • Use of connecting words showing addition, sequence and contrast Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Use the exercises in the DBOE Workbooks for additional support. Week 14 LESSON 6: Duration: 60 minutes Learner’s Book page 62 Listen to descriptions of plants: Learners continue working through the section they started in Lesson 1. (Term 2 Formal Assessment Task 1) Listening and Sort plant products into groups: Learners look at illustrations of plant products Speaking and identify the products. Learners then identify similarities and differences between the plant products. They sort the products into groups and explain why the items in each group belong together. Duration: 60 minutes LESSON 7: Learner’s Book page 62 Sort plant products into groups: Learners complete the questions that they Listening and started answering in Lesson 6. They also begin working on integrated spelling and Speaking language questions. Independent reading- Reader They use the poem on page 36 of the Reader. (Term 2 Formal Assessment Task 1) Duration: 60 minutes LESSON 8: Learner’s Book page 64 Read about paper: Learners answer questions based on the text and visuals they have read and looked at. Learners write answers to questions on their own. Learners then answer two integrated language questions based on the information text ‘Paper’. (Term 2 Formal Assessment Task 1) Reading and Vocabulary in context: Learners spend about 10 minutes working on their Viewing personal dictionaries, bringing them up to date by adding new words that they have learnt from the reading and listening texts. Independent reading- Reader They use the poem on page 36 of the Reader or any other suitable text. (Term 2 Formal Assessment Task 1) Duration: 60 minutes LESSON 9: Learner’s Book page 67 Adjectives to compare things: Learners learn the rules about adjectives when comparing things. (Term 2 Formal Assessment Task 1) Independent reading- Reader Language Focus They use the poem on page 36 of the Reader or any other suitable text. (Term 2 Formal Assessment Task 1) Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 43 for additional support. Duration: 60 minutes LESSON 10: Learner’s Book page 68 Spelling Learners do a spelling test based on new words they learnt. Copy and complete a mind map: Learners read a short information text about Writing and saving our plants.They copy and complete a mind map frame with the relevant Presenting information from the text. (Term 2 Formal Assessment Task 1) Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 32 for additional support. REVISION: Learner’s Book p70 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal Assessment Lesson 2: Reads aloud and reflects on texts read Lesson 3: Language structures Lessons 4 & 5: Writes a description Lesson 6: Listens to and speaks about oral descriptions Lesson 8: Reading comprehension Lesson 9: Language structures Lesson 10: Writing: mind map Informal assessment Lesson 3: Write the answers to question 2 from the ‘Revision’ section on the board. Learners swap books and mark a partner’s answers. Lesson 4: Learners check their own rough drafts (or a partner’s right draft) for language, punctuation and spelling errors. 32 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 8: School Outings Duration: 2 weeks (10 hours) Term 2 Weeks 15 & 16 Listening and Speaking (2 hours) CAPS Content and Skills • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Listens to a personal recount about a school outing • Listens to a true story • Listens to a funny story • Takes part in a roleplay based on the listening text • Practices listening and speaking LEARNING ACTIVITY Week 15 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: Writing and Presenting Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Reads a story about a school outing to a dam • Does a comprehension activity on the text • Practices reading • Reads personal texts: a diary • Reflects on texts read • Writes a simple personal letter • Records words and meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 112 in the TG Duration: 60 minutes Learner’s Book page 72 Talk about a photograph: Learners discuss a photograph. Listen to a true story: Learners listen to a true story and do pre-, during and post-listening activities. Duration: 60 minutes Learner’s Book page 74 Read a diary extract: Learners focus on diaries as a personal text and read an extract about a trip to Mapungubwe. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 54 to 57 for additional support. Duration: 60 minutes Learner’s Book page 74 Read a diary extract: Learners finish the comprehension activity from Lesson 2. Work with words and sentences: Learners practice the use of ‘have/has’. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 58 to 60 for additional support. Duration: 60 minutes Learner’s Book page 78 Connecting words: Learners work with connecting words to join sentences. Independent reading- Reader Duration: 60 minutes Learner’s Book page 79 Write a letter: Learners use a model letter as an example and write their own letter of thanks. 33 Language Structures and Conventions (1 hour) Language focus • Connecting words • Phrasal verbs • Use of ‘is’ or ‘are’ Integrated language Spelling • Checks spelling and meaning of words in a dictionary • Works with words that are often confused • Spells words with double consonants Work with words and sentences • Use of ‘has/have’ • Past tense Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader If possible, have pictures of people camping, so that learners can see the tents or sleeping rooms and other details of a camp. Try to find a map of South Africa or of Limpopo Province, showing Mapungubwe. If possible, bring a simple newspaper article about rhino poaching to class, to use for the extension activity. If possible, bring examples of real letters of thanks to class. These can be formal and informal letters. Use the exercises in the DBOE Workbooks for additional support. Week 16 LESSON 6: Duration: 60 minutes Learner’s Book page 72 Listen to a funny story: Learners listen to a funny story and do pre-, during and Listening and post-listening activities. Role play a situation: Learners do a role play about seeing a donkey in the dark. Speaking Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 61 to 63 for additional support. Duration: 60 minutes LESSON 7: Learner’s Book page 76 Reading and Read a story: Learners read a story about a school trip to a dam. Viewing Independent reading- Reader Duration: 60 minutes LESSON 8: Learner’s Book page 76 Spelling: Learners work with words that double a consonant. Reading and Work with words and sentences: Learners work with the past tense forms of Viewing irregular verbs. Independent reading- Reader Duration: 60 minutes LESSON 9: Learner’s Book page 78 Phrasal verbs: Learners use phrasal verbs to complete sentences. Language Focus Using is/are: Learners practise the correct use of concord. Personal dictionaries: Learners enter new words into their personal dictionaries. Duration: 60 minutes LESSON 10: Learner’s Book page 79 Write a letter: Learners edit the letter they drafted in Lesson 5. Writing and Spelling test: Learners do a spelling test of words from the theme. Independent reading- Reader Presenting Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 64 to 66 for additional support. REVISION: Learner’s Book p80 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Informal assessment Lesson 1: Learners work in groups to check each others’ answers. They check that the information is correct and that the answers are written in full sentences. Lesson 7: Monitor learners’ answers to check that they are able to predict the story and the ending of the story. Note that prediction is a valid form of testing comprehension. However, weaker learners might need some help with it, as it is a more challenging activity than answering straightforward comprehension questions. Lesson 8: Learners work in groups and check each others’ answers. 34 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 9: Time For Television Duration: 2 weeks (10 hours) Term 2 Weeks 17 & 18 Listening and Speaking (2 hours) Reading and Viewing (4 hours) • Does daily listening and speaking practice • Interviews classmates for a survey on who watches which programmes • Sustains a conversation on TV programmes • Plays a card game, giving and following instructions. CAPS Content and Skills LEARNING ACTIVITY Week 17 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: Writing and Presenting (3 hours) • Reads a simple book review • Reads and answers questions about a TV programme guide • Practises reading a TV news article aloud • Unscrambles TV programmes to solve a word puzzle • Reflects on reviews and articles and compares the texts • Writes simple dictionary definitions • Develops a simple questionnaire on who in the class watches which types of TV programmes • Writes a paragraph to express and explain an opinion on the amount of time spent watching TV • Uses the writing process to plan questionnaires and to give an opinion • Records words and meaning in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 126 in the TG Duration: 60 minutes Learner’s Book page 82 Have a conversation on a familiar topic: Learners practise listening and speaking daily. Duration: 60 minutes Learner’s Book page 85 Read an information text with visuals: Learners read and answer questions about an information text. They practise reading a TV news article aloud. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 50 for additional support. Duration: 60 minutes Read and view Learner’s Book page 85 After you read: Learners reflect on texts read. Independent reading - Reader Duration: 60 minutes Learner’s Book page 89 The future tense: Learners work with the future tense of the verb ‘to be’. Independent reading Duration: 60 minutes 35 Language Structures and Conventions (1 hour) Language focus • Uses the future tense • Uses adverbs of degree • (very, really, almost, too) • Uses the verb ‘to be’ • Shows obligation (must, should, have to) Integrated language Work with words and sentences • Uses words with long vowel sounds and silent ‘e’ • Uses antonyms Spelling • Spells correctly using a personal dictionary • Builds word families based on how they sound or look • Builds on knowledge of sight words and high frequency words Vocabulary in context • Works with words taken from read texts • Works with antonyms RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader If possible, bring a TV guide for the class to refer to. Have dictionaries available You will need blank sheets of card for a language game. Collect book reviews from newspapers and magazines to display in the classroom. Use the exercises in the DBOE Workbooks for additional support. Writing and Presenting Learner’s Book page 90 Write simple definitions: Learners use dictionary skills and write simple definitions. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 51 for additional support. 36 Week 18 LESSON 6: Duration: 60 minutes Learner’s Book page 82 Carry out a class survey: Learners interview classmates for a survey. Play a language game: Learners give and follow instructions. Duration: 60 minutes LESSON 7: Learner’s Book page 85 Spelling: Learners use words with long vowel sounds and silent ‘e’. Work with words and sentences: Learners use ‘must’, ‘should’ and ‘have to’ to show obligation. Reading and Vocabulary in context: Learners work with words taken from shared or Viewing individually read texts. They also identify antonyms. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 52 to 53 for additional support. Duration: 60 minutes LESSON 8: Learner’s Book page 89 Solve word puzzles: Learners unscramble names of TV programmes and Language Focus complete sentences. Read a book review: Learners read a book review and answer questions about it. Independent reading- Reader Duration: 60 minutes LESSON 9: Learner’s Book page 90 Adverbs of degree: Learners complete sentences using appropriate adverbs (very, really, almost, too). Spelling: Learners do a spelling test on new words they learnt in this two-week Writing and cycle. Presenting Develop a questionnaire: Learners develop a questionnaire to find out what learners in their class usually do after school. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 54 and 55 for additional support. Duration: 60 minutes LESSON 10: Learner’s Book page 90 Write a paragraph to express an opinion: Writing and Learners follow the writing process to write a paragraph. Records meanings in a personal dictionary: Presenting Learners record words and meanings in a personal dictionary. Independent reading- Reader REVISION: Learner’s Book p92 The DBOE Workbook can be used for revision work and homework Listening and Speaking ASSESSMENT TASK Formal Assessment Mid Year Examinations Week 19 & 20 Informal assessment Lesson 1: Learners work in groups. They check that each learner has had a chance to ask and answer a question. They check that their peers answer in full sentences and give reasons for their opinions. Lesson 3:Learners work in pairs. They compare each other’s underlined sentences and explain why they chose those sentences. Lesson 4: Go through the answers with the class. Learners check and correct their own work. Lesson 5: Learners read their definitions to a partner. The partner must guess which word they are defining. Lesson 7: Pairs of learners read their complete sentences to another pair. They check each other’s choice of words and correct each other if necessary, explaining their corrections. Lesson 8: Learners swap books and mark each other’s work. Lesson 9: Learners correct their own work as you go through the answers with the class . Lesson 9: Learners check their spelling using class dictionaries. Also write the words on the board for them to check. Learners swap books and mark each other’s work. Lesson 10: Collect the paragraphs to assess whether the learners have completed them clearly. Check whether they use full sentences to express their ideas. Also check their spelling, punctuation and grammar. Make any necessary corrections. 37 TERM 3: PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 10: Special Places Duration: 2 weeks (10 hours) CAPS Content and Skills Term 3 Weeks 21 & 22 Listening and Speaking (2 hours) Reading and Viewing (4 hours) • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Listens to a story about a girl going on holiday and answers questions • Listens to an oral description of two beaches and makes notes • Reads a story called ‘Giving things up’, about a boy’s tree house, and answers questions • Reads a personal letter about the same story and answer questions • Identifies main ideas and features of the letter • Reflects on texts read • Reads independently LEARNING ACTIVITY Week 21 LESSON 1: Listening and Speaking LESSON 2: Listening and Speaking LESSON 3: Reading and Viewing LESSON 4: Reading and Viewing LESSON 5: Writing and Presenting (3 hours) • Writes a diary entry • Writes paragraphs to tell the events in the correct order, using the writing process • Records words and meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 144 in the TG Duration: 60 minutes Learner’s Book page 98 Talk about photographs: Learners discuss photographs of people hiking and people at a beach. Listen to a story: Learners listen to a story about a girl going to visit her grandparents. (Term 3 Formal Assessment Task 1) Duration: 60 minutes Learner’s Book page 98 Work with words and sentences: Learners complete an activity on proper nouns and capital letters. They use future tense verbs to complete a paragraph. Independent reading- Reader Duration: 60 minutes Learner’s Book page 100 Read a story: Learners use the pictures of a story to predict what it is about. Then they read the story called ‘Giving things up’. Independent reading- Reader (Term 3 Formal Assessment Task 1) Duration: 60 minutes Learner’s Book page 100 After you read: Learners answer the comprehension activity Work with words and sentences: Language focus Learner’s Book page 103 Plurals: Learners start the activities on plurals. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 52 for additional support. Duration: 60 minutes 38 Language Structures and Conventions (1 hour) Language focus • Plurals Integrated language Work with words and sentences • Proper nouns • Connecting words to show cause and effect • Simple present tense to describe universal statements • Use of ‘will’ to indicate future Spelling Spells correctly • Builds word families • Builds on knowledge of sight words and high frequency words Vocabulary in context RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Use the exercises in the DBOE Workbooks for additional support. Writing and Presenting Learner’s Book page 104 Write a diary entry: Learners read a sample diary entry as a model text. They then plan and draft their own diary entry, following the writing process. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 53 for additional support. 39 Week 22 LESSON 6: Duration: 60 minutes Learner’s Book page 98 Listen to a description of places: Learnerslisten to descriptions of one polluted Listening and beach and one unspoilt beach. They answer questions and they complete a chart Speaking as a way of arranging information visually. Vocabulary in context: Learners use synonyms based on the listening texts. Duration: 60 minutes LESSON 7: Learner’s Book page 101 Read a personal letter: Learners read a friendly letter and answer questions Reading and about it. They focus on the layout. Independent reading- Reader Viewing About 20 minutes before the end of the lesson, learners prepare for independent reading. They read any suitable text about which they will write a review. Duration: 60 minutes LESSON 8: Learner’s Book page 101 Work with words and sentences: Learners join sentences using given conjunctions. They also reinforce the work done orally on the future tense. Independent reading- Reader Reading and About 20 minutes before the end of the lesson, learners prepare for independent Viewing reading. They write a review of the text they read in Lesson 7. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 54 and 55 for additional support. Duration: 60 minutes LESSON 9: Learner’s Book page 103 Plurals: Learners complete a paragraph bywriting the correct plurals. Then they apply the spelling rules. Vocabulary in context: Learners record wordsand their meanings in a personal Language Focus dictionary. Independent reading- Reader About 20 minutes before the end of the lesson, learners prepare for independent reading. They continue reading texts from the Reader orany other suitable text. Duration: 60 minutes LESSON 10: Learner’s Book page 104 Write a diary entry: Learners edit their diary entries from Lesson 5, and they Writing and write the neat entry. Presenting Spelling: Learners do a spelling test on new words they learnt in this two-week cycle. REVISION: Learner’s Book p106 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 1: Listens to a story Lesson 2: Retells a story Lesson 3: Reads aloud; reflects on texts read Informal assessment Lesson 2: Write the paragraph correctly on the board. Learners correct their own mistakes. Lesson 2: Walk around the classroom as the learners read the sentences and check whether they have chosen the correct options and put them into the future tense. Lesson 4: Walk around the classroom as the learners write the answers. Explain any mistakes and show them how to correct them. Lesson 6: Listen to the learners’ descriptions has they talk about the beaches. Take note of those who struggled with this task and those who managed well. Lesson 8: Learners mark their own work as you go through the answers with the class. Lesson 9: Go through the answers to question 1 orally and write the answers to question 2 on the board, and let learners check their own work. Lesson 10: 1. Check that learners have edited their work correctly, by asking them what they edited, whatpunctuation they needed to change and whether they checked their spelling. 2. Check that they have set out the entry clearly and neatly. 3. Learners work in pairs to assess each other’s diary entries. They read their diary entries aloud to their partners. Their partners go through the checklist and tell them of any aspects they missed out, and if they think the diary entry was interesting and easy to understand. 40 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 11: Take Care Of Our Water! Duration: 2 weeks (10 hours) CAPS Content and Skills Term 3 Weeks 23 & 24 Listening and Speaking (2 hours) Reading and Viewing (4 hours) • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Listens to a talk about polluted water: asks and answers questions, and uses the information to read a diagram • Talks about the issue of water pollution, after preparation using photographs • Collects information for a survey on water use in the learners’ homes, using a questionnaire • Reads an information text with a map, photographs, and a table • Does a comprehension activity • Practices reading an information text aloud • Do a crossword puzzle • Reflects on texts read: summarises the text in a mind map format • Reads independently LEARNING ACTIVITY Writing and Presenting (3 hours) • Writes an information text about South African dams and completes a graph • Transfers text into graphic form: collects, writes and analyses information • Writes a short report on information collected • Records words and meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 161 in the TG Week 23 LESSON 1: Duration: 60 minutes Listening and Speaking Learner’s Book page 108 Talk about a photograph: Learners discuss a photograph of children and water as an introduction to the theme.They use the illustration to predict the listening text. LESSON 2: Duration: 60 minutes Listening and Speaking Learner’s Book page 108 Talk about an issue after preparation: Learners have a structured group discussion about water pollution. They write notes to use in the discussion. Independent reading - Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 78 and 79 for additional support. LESSON 3: Reading and Viewing LESSON 4: Reading and Viewing Duration: 60 minutes Learner’s Book page 110 Read an information text: Learners read a text called ‘Water in South Africa’, Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 80 and 81 for additional support. Duration: 60 minutes Learner’s Book page 110 Read an information text: Learners answer questions about the text in Lesson 3. Work with words and sentences: Learners complete sentences using the correct form of the verb ‘to be’. This is an integrated activity. Language focus Learner’s Book page 113 The present tenses: Learners work with the simple present and present progressive tenses. (Term 3 Formal Assessment Task 1) LESSON 5: Duration: 60 minutes Writing and Presenting Learner’s Book page 114 Write an information text using visuals: Learners generate their own graph, using the model of a graph and the text in the Learner’s Book. (Term 3 Formal Assessment Task 1) Independent reading- Reader 41 Language Structures and Conventions (1 hour) Language focus • Simple present tense Integrated language Work with words and sentences • Present progressive tense • Adjectives before and after nouns • Subject-verb concord Spelling • Spells correctly using a personal dictionary • Builds word families • Builds on knowledge of sight words and highfrequency words Vocabulary in context RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Collect information brochures or posters about water processing and water saving from your local municipal or council office. Display these in your classroom. If possible, find a large map of South Africa with rivers and dams clearly shown. Copies of the crossword puzzle on page 112 of the Learner’s Book Use the exercises in the DBOE Workbooks for additional support. Week 24 LESSON 6: Listening and Speaking Duration: 60 minutes Learner’s Book page 108 Do a survey: Learners use a questionnaire to collect information about water use. Note that they will use this information for the writing activity in lessons 9 and 10. Vocabulary in context: Learners complete two mind maps to consolidate their knowledge of some of the vocabulary they have used in this theme. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 82 for additional support. LESSON 7: Duration: 60 minutes Reading and Viewing Learner’s Book page 110 Read an information text: Learners complete a summary of a text using the format of a mind map. They also practise reading aloud. (Term 3 Formal Assessment Task 1) Independent reading- Reader LESSON 8: Duration: 60 minutes Reading and Viewing LESSON 9: Writing and Presenting Learner’s Book page 110 Do a word puzzle: The crossword puzzle consolidates the vocabulary learners have encountered in this theme. They also write sentences with those words. Vocabulary in context: Learners record words and meanings in a personal dictionary. Work with words and sentences: Learners revise adjectives as they complete sentences correctly. They do exercises on the present progressive tense. Duration: 60 minutes Learner’s Book page 114 Transfer text into graphic form: Learners use the information they gathered in lesson 6 to create a graph showing information. Spelling: Learners do a spelling test on new words they learnt in this two-week cycle. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 83 to 85 for additional support. LESSON 10: Duration: 60 minutes Learner’s Book page 115 Write a short report: Learners write a report about saving water. They follow the writing process of planning, drafting, editing and rewriting. Independent reading- Reader REVISION: Learner’s Book p116 The DBOE Workbook can be used for revision work and homework Writing and Presenting ASSESSMENT TASK Formal Assessment Lesson 4: Reading comprehension Lesson 4: Language structures Lesson 5: Completes a visual text Lesson 7: Reading comprehension Lesson 8: Language structures Informal assessment Lesson 6: Complete the mind map on the board for learners to check their own answers. Lesson 8: Go through the answers with the class and let learners mark their own work. Lesson 9: Make certain that the learners transfer the information from their questionnaires onto the bar graph with reasonable accuracy. Lesson 9: Learners swap books and mark each other’s spelling test. Record their marks out of 10 if you need to. 42 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 12: Space Adventure Duration: 2 weeks (10 hours) Listening and Speaking (2 hours) • Does daily listening and speaking practice • Listens to a story about visiting outer space • Retells a story • Listens to a poem CAPS Content and Skills LEARNING ACTIVITY Term 3 Weeks 25 & 26 Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Reads a story about school children discussing life in space • Does a comprehension based on the story • Reads a poem • Practices reading • Reflects on texts read during independent/ pair reading • Writes a simple story using the writing process more independently • Writes for fun – a poem or simple rhyming sentences • Records words and their meanings in a personal dictionary • Uses the writing process TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 177 in the TG Week 25 LESSON 1: Duration: 60 minutes Listening and Speaking Learner’s Book page 118 Talk about a photograph: Learners identify and discuss the stars, sky and moon in a photograph. Listen to a story: Learners look at a diagram of Earth and the moon in space and then listen to a story called ‘A trip to space’. Independent reading- Reader LESSON 2: Reading and Viewing Duration: 60 minutes Learner’s Book page 120 Read a story: Learners read a text called ‘The aliens’ and answer a comprehension. Learners do exercises on abbreviations. Independent reading LESSON 3: Duration: 60 minutes Reading and Viewing Learner’s Book page 120 Read a story: Learners continue and complete the story and comprehension. Vocabulary in context: Personal dictionaries. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 114 and 115 or additional support. LESSON 4: Duration: 60 minutes Language Focus Learner’s Book page 124 Personal pronouns: Learners learn the rules about personal pronouns. Write a story: Learners begin with the first stage of the writing process to plan their stories. LESSON 5: Duration: 60 minutes 43 Language Structures and Conventions (1 hour) Language focus • Personal pronouns • Joining prefixes or suffixes to a base word • Shortening words Integrated language Spelling: • Spells familiar words correctly, using a personal dictionary • Uses abbreviations correctly Work with words and sentences: • Builds on understanding and use of simple past tense • Uses adverbs of place • Begins to use possessive pronouns Vocabulary in context: • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Have dictionaries available Use the exercises in the DBOE Workbooks for additional support. Writing and Presenting Learner’s Book page 126 Write a story: Learners continue with the writing process. 44 Week 26 LESSON 6: Listening and Speaking Duration: 60 minutes Learner’s Book page 118 Listen to a story: Learners listen to the story ‘A trip to space’ again. They answer questions about the story and then retell the story to a partner, using a frame. They also tell an alternative ending to the story. Learners answer two integrated language questions covering the simple past tense and possessive pronouns. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 116 to 117 for additional support. LESSON 7: Duration: 60 minutes Listening and Speaking Learner’s Book page 118 Listen to a poem: Learners listen to a poem called ‘Space-men’ and answer literal and metacognitive questions based on the poem. Pairs of learners then perform the first or second verse of the poem with actions. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 118 and 119 for additional support. LESSON 8: Duration: 60 minutes Reading and Viewing Learner’s Book page 120 Read a poem: Learners read a poem called ‘Walking on the moon’ and answer literal and metacognitive questions based on it. Learners answer an integrated language question based on the story. The question covers adverbs of place. Vocabulary in context: Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date by adding new words that they have learnt from the reading and listening texts. Independent reading- Reader LESSON 9: Duration: 60 minutes Language Focus Learner’s Book page 124 Adding letters to make new words: Learners learn about adding letters to the beginning of an ending of words to make new words. Shortening words: Learners learn about shortened forms of words, such as ‘exam’ for ‘examination’. LESSON 10: Duration: 60 minutes Writing and Presenting Learner’s Book page 126 Spelling: Learners do a spelling test based on new words they learnt in this twoweek cycle. Write for fun: Learners write a simple four-line poem or rhyming sentences for fun. They choose one of two writing frames to help them. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 120 and 121 for additional support. REVISION: Learner’s Book p128 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Informal assessment Lesson 3: Learners swap their books with a partner. They mark each other’s answers to the questions in the ‘After you read’ section. They use the memorandum from Lesson 2, which you could either dictate orally or write on the board. Lesson 6: Learners swap their books with a partner. They mark each other’s answers to the previous activity 45 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 13: Science And Technology Duration: 2 weeks (10 hours) CAPS Content and Skills Term 3 Weeks 27 & 28 Listening and Speaking (2 hours) Reading and Viewing (4 hours) • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Listens to and carries out instructions about using a cell phone • Practices listening and speaking • Plays a language game • Reads procedural text: an experiment • Reads information text about the cycles of the moon • Uses the features of a book, such as cover and contents pages • Practices reading • Reflects on texts read • Reads independently LEARNING ACTIVITY Week 27 LESSON 1: Listening and Speaking Writing and Presenting (3 hours) • Writes information text • Writes a mind map summary • Records words and meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 193 in the TG Duration: 60 minutes Learner’s Book page 130 Talk about a photograph: Learners are introduced to the theme of technology and information. Listen to and carry out instructions: Learners follow instructions about how to use a cell phone as a calculator. (Term 3 Formal Assessment Task 2) Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 90 and 91 for additional support. LESSON 2: Duration: 60 minutes Reading and Viewing Learner’s Book page 132 Read instructions for a simple scientific experiment: Learners read an experiment about the effect of soap on milk. (Term 3 Formal Assessment Task 2) Independent reading- Reader LESSON 3: Duration: 60 minutes Reading and Viewing Read and view Learner’s Book page 132 Work with words and sentences: Learners use verbs and adjectives. (Term 3 Formal Assessment Task 2) Independent reading- Reader LESSON 4: Duration: 60 minutes Language Focus Learner’s Book page 137 The present perfect tense: Learners write the correct form of the verb. (Term 3 Formal Assessment Task 2) Independent reading- Reader LESSON 5: Duration: 60 minutes Writing and Presenting Learner’s Book page 138 Write an information text: Learners write a text describing an ecosystem. They also revise using the active and passive voice. (Term 3 Formal Assessment Task 2) Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 92 for additional support. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 93 for additional support. 46 Language Structures and Conventions (1 hour) Language focus • Present perfect tense • Possessive form of the noun Integrated language Work with words and sentences • Types of adjectives • Verbs Spelling • Checks spelling and meaning of words in a dictionary Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Bring items of technology for learners to look at. Some possibilities are: calculators, cell phones, a computer. You will need the following materials to carry out the experiment: a small bowl, milk, food colouring or ink, washing-up liquid. Have dictionaries available Have a variety of books in the classroom, that have interesting covers, and that have contents pages, so that learners can see a variety of layouts and designs. Use the exercises in the DBOE Workbooks for additional support. Week 28 LESSON 6: Duration: 60 minutes Listening and Speaking Learner’s Book page 130 Play a language game: Learners ask and answer questions about inventions. Independent reading- Reader LESSON 7: Duration: 60 minutes Reading and Viewing Learner’s Book page 134 Read information texts: Learners work with an extract of a contents page to develop cross-curricular literacy skills. They also read information and a diagram about the cycle of the moon. (Term 3 Formal Assessment Task 2) LESSON 8: Duration: 60 minutes Reading and Viewing Learner’s Book page 134 Vocabulary in context: Learners use new vocabulary. (Term 3 Formal Assessment Task 2) Work with words and sentences: Learners use adjectives. LESSON 9: Duration: 60 minutes Language Focus Learner’s Book page 137 Use the possessive form of the noun: Learners practise the use of the apostrophe. (Term 3 Formal Assessment Task 2) Spelling: Learners do a spelling test on new words they learnt in this two-week cycle. Independent reading- Reader LESSON 10: Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 94 and 95 for additional support. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 96 and 97 for additional support. Duration: 60 minutes Learner’s Book page 138 Make a mind map summary: Learners make a summary in the form of a mind map to describe an ecosystem. Independent reading- Reader REVISION: Learner’s Book p140 The DBOE Workbook can be used for revision work and homework Writing and Presenting ASSESSMENT TASK Formal Assessment Lesson 1: Listens to and carries out instructions Lesson 2: Reading comprehension Lessons 3 & 4: Language structures and conventions Lesson 5: Writes an information text Lesson 7: Reading comprehension Lesson 9: Language structures and conventions Informal assessment Lesson 3: Listen to some pairs read, for formative assessment. Select learners who are not showing the expected development in their reading ability. Give them extra attention, possibly modeling the reading of one paragraph, which they then repeat. Lesson 8: Learners who struggled with the terms in the previous activity can draw the shapes and write the words as labels. 47 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 14: Act In Plays Duration: 2 weeks (10 hours) CAPS Content and Skills Term 3 Weeks 29 & 30 Listening and Speaking (2 hours) Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Performs a simple play about a haircut • Participates in a conversation on the topic of finding or losing money • Read a play • Identifies the storyline of the play, expresses feelings and discusses punctuation • Becomes familiar with the format of play scripts • Uses the title and illustrations of a play script to predict the text • Does a comprehension on the play script • Practices reading a play aloud • Reflects on texts read: gives opinions • Reads independently • Writes a short play script using an informal style • Follows the writing process by planning, using a flow chart, drafting, revising and rewriting • Records words and meanings in a personal dictionary LEARNING ACTIVITY Week 29 LESSON 1: Listening and Speaking LESSON 2: Listening and Speaking LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: Writing and Presenting TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 211 in the TG Duration: 60 minutes Learner’s Book page 142 Talk about a photograph: Learners discuss the photograph of children acting. They draw on their experience from Creative Arts lessons. Perform a play: Learners read a play script aloud. Duration: 60 minutes Learner’s Book page 142 Perform a play: Learners work in groups to make up their own play. They present this to the rest of the class if there is time. Independent reading- Reader Duration: 60 minutes Learner’s Book page 144 Read a play: Learners predict the text and become familiar with the layout and features of plays. They also answer questions about a play. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 82 and 83 for additional support. Duration: 60 minutes Learner’s Book page 147 Homonyms: Learners develop their vocabulary by creating sentences using common homonyms. Adjectives: This activity combines revision of adjectives with comprehension of the play script. Duration: 60 minutes Learner’s Book page 147 Write a play script: Learners read the story on which they will base their own play script. They plan their plays and write a first draft. They focus on using informal language suited to the characters. They will complete their play scripts in Lesson 10. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 84 to 87 for additional support. 48 Language Structures and Conventions (1 hour) Language focus • Homonyms • Determiners • Different types of adjectives • Adverbs Integrated language Work with words and sentences • Spells words using different spellings of the ‘i’ sound • Uses adjectives Spelling Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Use the exercises in the DBOE Workbooks for additional support. Week 30 LESSON 6: Duration: 60 minutes Learner’s Book page 142 Spelling: Learners practise different spellings of the ‘i’ sound. Participate in a conversation: Learners work in groups and discuss finding and losing money. Each group reports back to the rest of the class. Duration: 60 minutes LESSON 7: Learner’s Book page 144 Reading and Read a play: Learners work in groups of three to read a play aloud. Some groups present their reading to the rest of the class. Viewing Independent reading- Reader Duration: 60 minutes LESSON 8: Learner’s Book page 144 Work with words and sentences: Learners work with adjectives. Reading and Spelling: Learners do a spelling test on new words they learnt in this two-week Viewing cycle. Independent reading- Reader Duration: 60 minutes LESSON 9: Learner’s Book page 147 Adverbs: Learners work with some common adverbs, and practise sentence structure. They also work with adverbs of frequency and manner. Language Focus Determiners: Learners generate sentences beginning with ‘first’, ‘second’, ‘next’ and ‘last’. Note that learners do not need to know the word ‘determiners’. Record words and meanings in a personal dictionary: Learners update their personal dictionaries by adding new words they learnt in this theme. Duration: 60 minutes LESSON 10: Learner’s Book page 149 Writing and Write a play script: Learners edit, revise and complete the play script they started in Lesson 5. Presenting Independent reading- Reader REVISION: Learner’s Book p150 The DBOE Workbook can be used for revision work and homework Listening and Speaking ASSESSMENT TASK Informal assessment Lesson 1: Note whether learners are speaking and acting simultaneously. You may need to change the pair groupings if both learners struggle with this activity. Lesson 3: Ask a few learners to read their answers. Discuss the replies with the class. Correct any misconceptions if necessary. Lesson 3: Listen to some pairs reading, to monitor how their reading ability is developing Lesson 4 and 8: Go through the answers with the class and let learners mark their own work. Lesson 7: The class listens carefully and gives feedback to the learners who have read the play to the class. The feedback should include comments on their ability to speak loudly and clearly, and to show emotion through their tone of voice. Lesson 8: Learners swap books and mark each other’s work. Record their marks out of 10 if you need to. Lesson 8: Monitor learners’ reading skills by listening to different pairs of learners read aloud. 49 TERM 4: PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 15: Special Days Duration: 2 weeks (10 hours) CAPS Content and Skills Term 4 Weeks 31 & 32 Listening and Speaking (2 hours) Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Listens to a story about a wedding • Tells own story about the wedding and about a personal special day • Presents an oral book review • Reads a story about a surprise birthday party • Does a comprehension activity • Reads personal letters about a naming ceremony • Practices reading a paragraph from a story aloud • Reflects on texts read: retell the story • Reads independently • Writes a simple story about a celebration • Uses the writing process • Records words and meanings in a personal dictionary LEARNING ACTIVITY TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 223 in the TG Week 31 LESSON 1: Duration: 60 minutes Listening and Speaking Learner’s Book page 152 Talk about a photograph: Learners discuss the photograph to start thinking about the theme. Listen to a story: Learners complete a listening comprehension and retell the story. Work with words and sentences: Learners revise adjectives and prepositions. LESSON 2: Duration: 60 minutes Reading and Viewing Learner’s Book page 154 Read a personal letter: Learners read a letter describing a naming ceremony and answer questions about it. Independent reading- Reader LESSON 3: Duration: 60 minutes Reading and Viewing Learner’s Book page 154 Work with words and sentences: Learners write sentences using command (instruction) verbs. Independent reading- Reader LESSON 4: Duration: 60 minutes Language Focus Learner’s Book page 158 Pronouns: Learners revise pronouns and use them to complete sentences. Independent reading- Reader LESSON 5: Duration: 60 minutes Writing and Presenting Learner’s Book page 159 Write a story: Learners read a model story. Then they plan and draft their own story. Note that they finish their writing in Lesson 10. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 100 and 101 for additional support. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 102 and 103 for additional support. 50 Language Structures and Conventions (1 hour) Language focus • Demonstrative pronouns (this, that, those, these) Integrated language Work with words and sentences • Adjectives before nouns • Command form of the verb • Prepositions that show direction, time and possession Spelling • Spells correctly • Builds word families • Builds on knowledge of sight words and highfrequency words Vocabulary in context RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Have large cards with the following words on them: this, that, those, these. Display these cards in the classroom, and point to them as you teach this work. Have dictionaries available that give antonyms. Learners will need books they have read, in order to present a book review about it. Use the exercises in the DBOE Workbooks for additional support. Week 32 LESSON 6: Duration: 60 minutes Listening and Speaking Learner’s Book page 152 Tell your own story: Learners choose a day they have enjoyed and tell the story. Present a book review: Learners review a book orally, telling the main points of the story and giving their opinion. LESSON 7: Duration: 60 minutes Reading and Viewing Learner’s Book page 154 Read a story: Learners read a fictional story about a surprise birthday party. Independent reading- Reader LESSON 8: Duration: 60 minutes Reading and Viewing Learner’s Book page 154 Read a story: Learners answer questions on the story they read in Lesson 7. They also practise reading aloud. Independent reading- Reader LESSON 9: Duration: 60 minutes Language Focus Learner’s Book page 158 Words with opposite meanings: Learners revise antonyms and use them in sentences. Record words and meanings in a personal dictionary: Learners update their personal dictionaries by adding new words learnt in this theme. Spelling: Learners do a spelling test on new words they learnt in this two-week cycle. LESSON 10: Duration: 60 minutes Writing and Presenting Learner’s Book page 159 Write a story: Learners revise, edit and write the final version of the story they started writing in lesson 5. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 104 for additional support. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 105 to 107 for additional support. REVISION: LB p160 The DBOE Workbook can be used for homework and revision work ASSESSMENT TASK Informal assessment Lesson 1: Listen to how learners take part in the discussions. Check that learners show evidence of improvement in their ability to listen and speak in English. Lesson 4: Check that learners can answer the questions correctly. Lesson 8: Check that learners are able to read the story in the previous activity with understanding. Lesson 10: Mark the learners’ stories from the previous activity. 51 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 16: Making Music Duration: 2 weeks (10 hours) Listening and Speaking (2 hours) CAPS Content and Skills • Does daily listening and speaking practice • Talks about a photograph that introduces the theme • Participates in discussion • Listens to and discusses a talk about the advantages of learning music • Plays a language game (rhyming words) LEARNING ACTIVITY Term 4 Weeks 33 & 34 Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Reads an information text • Does acomprehension aboutdifferent types of instruments • Practices reading a paragraph aloud • Reads and solves a crossword puzzle • Reads independently • Uses information from a visual text to write instructions about how to make a drum • Writes a summary in the form of a mind map • Writes definitions with examples • Records words and meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 238 in the TG Week 33 LESSON 1: Duration: 60 minutes Listening and Speaking Learner’s Book page 162 Talk about a photograph: Learners discuss the musical instruments, and how the children are playing them. Take part in a discussion: Learners read speech bubbles, and then discuss the advantages and disadvantages of listening to music through earphones. (Term 4 Formal Assessment Task 1) LESSON 2: Duration: 60 minutes Reading and Viewing Learner’s Book page 165 Read an information text: Learners read about different musical instruments. They continue the reading activities in Lesson 3. Independent reading - Reader LESSON 3: Duration: 60 minutes Reading and Viewing Learner’s Book page 165 Read an information text: Learners answer questions about a text and write a summary of it. (Term 4 Formal Assessment Task 1) Independent reading- Reader LESSON 4: Duration: 60 minutes Language Focus Learner’s Book page 168 Clauses: Learners work with sentence structure and clauses. (Term 4 Formal Assessment Task 1) LESSON 5: Duration: 60 minutes Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 120 and 121 for additional support. 52 Language Structures and Conventions (1 hour) Language focus • Relative clauses • The word ‘the’ Integrated language Work with words and sentences • Possessive pronouns Commas separating nouns Spelling • Spells correctly using a personal dictionary • Builds word families based on how they sound or look • Builds on knowledge of sight words and high-frequency words Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader If possible, display musical instruments in class, or display pictures of them. If possible, bring examples of kwela and mbaqanga music to play for the learners during the ‘Independent reading’ session. Have dictionaries available Bring the items needed to make a drum. (Learners may follow instructions to make a drum, or they can make a drum in their Creative Arts class.) Writing and Presenting Learner’s Book page 169 Write a text: Learners use pictures to complete a text giving instructions to make a drum. (Term 4 Formal Assessment Task 1) Write and illustrate instructions: Learners create their own text about how to create a musical instrument. (Term 4 Formal Assessment Task 1) Independent reading Week 34 LESSON 6: Duration: 60 minutes Listening and Speaking Learner’s Book page 162 Listen to and discuss a talk: Learners listen to a talk, and summarise it using a mind map. Then they discuss the main points. Independent reading- Reader LESSON 7: Duration: 60 minutes Listening and Speaking Learner’s Book page 162 Play a language game: Learners think of rhyming words in this game. Work with words and sentences: Learners use commas in lists. (Term 4 Formal Assessment Task 1) Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 122 for additional support. LESSON 8: Duration: 60 minutes Reading and Viewing Learner’s Book page 165 Solve a word puzzle: Learners revise some of the vocabulary of this theme by doing a crossword puzzle. LESSON 9: Duration: 60 minutes Language Focus Learner’s Book page 168 When to use the word ‘the’: Learners learn when nouns have the word ‘the’ in front of them and when they do not. (Term 4 Formal Assessment Task 1) Record words and meanings in a personal dictionary: Learners update their personal dictionaries by adding new words learnt in this theme. Spelling: Learners do a spelling test on new words they learnt in this two-week cycle. LESSON 10: Duration: 60 minutes Writing and Presenting Learner’s Book page 169 Write a mind map summary: Learners read a paragraph, then summarise it using the mind map provided. Write definitions: Learners write basic definitions modeled on a given example. (Term 4 Formal Assessment Task 1) Independent reading- Reader (Term 4 Formal Assessment Task 1) Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 123 for additional support. REVISION: Learner’s Book p170 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK 53 If possible, make copies for class of the crossword puzzle on page 167 of the Learner’s Book. If possible, bring a CD with rap music and a CD player. (Choose the music carefully – it should not have unacceptable language or inferences.) Use the exercises in the DBOE Workbooks for additional support. Formal assessment Lesson 1: Takes part in a discussion Lesson 2,3,5,6 and 7: Reads aloud Lesson 3: Reading comprehension Lessons 4 ,8 and 9: Language structures and conventions Lesson 5: Writes information text Lesson 5: Writes instructions Lesson 10: Writes definitions Lesson 10: Reflects on text read independently Informal assessment Lesson 3: Listen to selected pairs of learners to assess their reading skills. Lesson 6: Walk around the classroom as you read the text in the previous activity. Note whether learners are identifying the main points for the mind map. Lesson 7: You need not be too strict on the rhyming, but point out the words that did not rhyme well. Lesson 7: In the previous activity, check that learners point to a boy when they say ‘his’ and a girl when they say ‘her’. Lesson 8: Write the answers to the crossword puzzle on the board. Learners swap their exercise books and mark each other’s work. Lesson 9: Learners swap books and mark each other’s spelling tests. Record their marks out of 10 if you need to. 54 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 17: Weather Duration: 2 weeks (10 hours) Term 4 Weeks 35 & 36 Listening and Speaking (2 hours) • Does daily listening and speaking practice • Listens to a story about an ant and a grasshopper • Listens to a poem CAPS Content and Skills LEARNING ACTIVITY Reading and Viewing (4 hours) Writing and Presenting (3 hours) • Reads a story about a hailstorm • Does a comprehension based on the story • Reads two poems and answers questions about them • Practices reading • Reflects on texts read during independent/pair reading • Writes a book review • Writes a personal letter • Records words and their meanings in a personal dictionary • Uses the writing process TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 253 in the TG Week 35 LESSON 1: Duration: 60 minutes Listening and Speaking Learner’s Book page 172 Talk about a photograph: Learners discuss questions about a photograph and relate it to their own experiences. Listen to a story: Learners listen to a story called ‘The ant and the grasshopper’ and answer questions about it. LESSON 2: Duration: 60 minutes Listening and Speaking Learner’s Book page 172 Listen to a story: Learners answer literal and metacognitive questions about a story. They also learn about direct speech and quotation marks. Independent reading- Reader LESSON 3: Duration: 60 minutes Reading and Viewing Learner’s Book page 175 Read a story: Learners read a story and answer comprehension questions about it. They also work with words belonging to the same lexical field. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 44 for additional support. LESSON 4: Duration: 60 minutes Language Focus Learner’s Book page 178 Connecting words: Reason and purpose: Learners learn about connecting words showing reason and purpose. Vocabulary in context: Learners update their personal dictionaries Independent reading- Reader LESSON 5: Duration: 60 minutes 55 Language Structures and Conventions (1 hour) Language focus • Connecting words showing reason and purpose • Connecting words showing choice Integrated language Spelling • Uses the dictionary to check spelling and meanings of words • Works with words belonging to the same lexical field Work with words and sentences • Uses direct speech • Uses quotation marks for direct speech Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Use the exercises in the DBOE Workbooks for additional support. Writing and Presenting Learner’s Book page 178 Write a book review: Learners write a book review about a story called ‘The day the rain turned into ice’. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 45 for additional support. 56 Week 36 LESSON 6: Listening and Speaking Duration: 60 minutes Learner’s Book page 172 Listen to a poem: Learners listen to a poem that includes the poetic devices of rhyme, alliteration and comparison. Learners also answer literal and metacognitive questions based on the poem. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 46 and 47 for additional support. LESSON 7: Duration: 60 minutes Reading and Viewing Learner’s Book page 175 Read a poem: Learners read a poem and answer questions based on it. LESSON 8: Duration: 60 minutes Reading and Viewing Learner’s Book page 175 Read another poem: Learners read another poem and answer questions based on it. Independent reading- Reader LESSON 9: Duration: 60 minutes Language Focus Learner’s Book page 178 Connecting words: Choice: Learners learn about connecting words showing choice. Records words and meanings in a personal dictionary: Learners update their personal dictionaries by adding new words that they have learnt from the reading and listening texts. LESSON 10: Duration: 60 minutes Writing and Presenting Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 48 and 49 for additional support. Learner’s Book page 178 Spelling: Learners do a spelling test based on new words they learnt in this twoweek cycle. Write a personal letter: Learners write a personal letter to a good friend about a time when the weather caused a problem. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 50 and 51 for additional support. REVISION: Learner’s Book p180 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Informal assessment Lesson 3 and 9: Learners swap books and mark each other’s answers to the previous activity. You could either dictate orally or write on the board. Lesson 4 and 10: Learners swap their books with a partner. They mark each other’s answers. 57 PLATINUM LESSON PLANS – GRADE 6 Subject: English First Additional Language Grade: 6 Theme 18: Summer’s Here! Duration: 2 weeks (10 hours) CAPS Content and Skills Term 4 Weeks 37 & 38 Listening and Speaking (2 hours) Reading and Viewing (4 hours) • Does daily listening and speaking practice • Has a conversation about a festive event • Takes part in a discussion about the summer holidays • Reads and does a comprehension on a magazine article about a summer festival • Reads a poster that advertises the summer festival • Reads an advertisement advertising food you can buy at the festival • Does independent reading LEARNING ACTIVITY Week 37 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing Writing and Presenting (3 hours) • Does a spelling test • Writes a report about the Celebrate Summer Festival • Designs and produces a poster about a special event, using the writing process • Records words and meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 268 in the TG Duration: 60 minutes Learner’s Book page 182 Listen and speak: Learners discuss a photograph. Take part in a conversation: Learners have a conversation about a festive event. Independent reading - Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 128 and 129 for additional support. Duration: 60 minutes Learner’s Book page 184 Read a magazine article: Learners read an article about a summer festival. They focus on the layout and design of the text. Vocabulary in context: Learners work with compound words. Work with words and sentences: Learners work with question marks and exclamation marks. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 130 for additional support. LESSON 3: Duration: 60 minutes Reading and Viewing Learner’s Book page 184 Read a magazine article: Learners do a comprehension on the magazine article about a summer festival. Independent reading- Reader LESSON 4: Duration: 60 minutes Language Focus Learner’s Book page 189 Sentences with ‘if’ and ‘then’: Learners use connecting words to show condition Independent reading LESSON 5: Duration: 60 minutes 58 Language Structures and Conventions (1 hour) Language focus • Sentences using ‘if’ and ‘then’ Integrated language Spelling • Spells familiar words correctly, using a personal dictionary • Uses knowledge of alphabetical order and first letters of a word to find words in a dictionary Work with words and sentences • Question marks • Exclamation marks • comparatives (e.g. as ... as, whereas) Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 6 Learner's Book and Teacher’s Guide Platinum English FAL Grade 6 Reader Bring some old newspapers to school. Cut out examples of newspaper articles for learners to discuss in their pairs. Learners will need rough paper, white paper and colour pencils or kokis to make their posters. Use the exercises in the DBOE Workbooks for additional support. Writing and Presenting Learner’s Book page 190 Write a news report using a frame: Learners write a report about the Celebrate Summer Festival. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 132 and 133 for additional support. Week 38 LESSON 6: Duration: 60 minutes Listening and Speaking Learner’s Book page 182 Take part in a conversation: Learners discuss the summer holidays. Work with words and sentences: Learners use comparatives, for example as … as, whereas. Independent reading- Reader LESSON 7: Duration: 60 minutes Reading and Viewing Learner’s Book page 184 Read and understand posters and advertisements: Learners read a poster that advertises the summer festival. They also read an advertisement advertising food that can be bought at the festival. They answer questions about the texts. Spelling: Learners use knowledge of alphabetical order and first letters of a word to find words in a dictionary. LESSON 8: Duration: 60 minutes Language Focus Learner’s Book page 189 Sentences with ‘if’ and ‘then’: Learners use connecting words to show condition (if … then). Independent reading- Reader LESSON 9: Duration: 60 minutes Writing and Presenting Learner’s Book page 190 Design a poster: Learners start planning a poster about a special event, using the writing process. Independent reading- Reader LESSON 10: Duration: 60 minutes Learner’s Book page 190 Design a poster: Learners complete the poster about the special event, using the writing process. Spelling: Learners spell familiar words correctly using a personal dictionary. REVISION: Learner’s Book p192 The DBOE Workbook can be used for revision work and homework Writing and Presenting ASSESSMENT TASK Formal Assessment Week 39 & 40 End of Year Examinations Informal assessment Lesson 1,2,3,6 and 7 :Observe while learners work in groups in the previous activity. Check who is having difficulty doing the activity. Assist where necessary. Lesson 2,6,7 and 8: Go through the answers to the previous activity with the class. Ask learners to mark their own work. Lesson 4: Go through the answers to the previous activity with the class. Ask learners to swap books and mark each other’s work. Lesson 5: Assess the learners’ reports Lesson 10: Mark the words from the spelling test as a class. Ask volunteers to write the words on the board. Learners swap books and correct each other’s work. Lesson 10: Write the following checklist on the board. Ask learners to work in pairs and to take turns to assess each other’s posters using the points in the checklist: • easy to read • letters are different shapes and sizes • bright colours • letters in main message are the biggest and have the brightest colour • picture/s go well with the message. • no spelling errors. 59