GRADE 4
ENGLISH HL / FAL
Term 3
assessment - project
short stories
Miss Anri's Classroom
Guidelines
Dear Miss/Sir,
Welcome to the assessment for term 3 you will give your learners to complete. There
is no need to be nervous. This is a valuable opportunity for the learners to develop
their creativity.
While this task need not be a nightmare, it is an enjoyable project that equips
learners with various skills, including the ability to research while developing a love
for literature.
In the third term, learners are expected to complete a research task. Teachers can
set the task using the following literary genres: poetry (poems), prose (novels or
short stories), folk tales, or dramatic texts. In this way, learners are exposed to a
wide variety of literary texts, genres, and authors during the intermediate and senior
phase.
What is the purpose of this task? The Department of Basic Education has the
following goals in mind:
• Learners must learn how to research a specific topic.
• Learners must learn how to draw up a source list.
• The task focuses specifically on literature to cultivate an interest in and love for
literary texts.
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The parent/guardian mustn't do the task on behalf of the learner. The learner must
learn how to conduct research. In addition, he or she will learn new facts and enjoy
reading stories, drama texts, and/or poems.
Each school's research task will differ, but the learning outcomes will be the same. It
is an ongoing process. First, the learner must research a specific topic following a
literary text, the author of a literary text, or a theme that appears in the literary text.
The writing piece requires the writing of a transactional text, such as a friendly letter,
dialogue, diary entry, poem, or e-mail, in which the learner must include the research
done in the first part of the task.
Finally, the learner will complete an oral assignment in which he or she presents a
report on the research. So, it is a big project consisting of three components. The
three components work together to form the research project.
I trust that this explanation will help you understand the project better.
What is included in the task?
We give you:
-The format
-All three sections with instructions + texts
- Rubrics
-A slide show with information for learners.
What should you provide to
learners yourself?
We are not allowed to download material
from other sources and sell it together with
the bundle, you as a teacher must print
research material for the learner yourself.
Make sure that the learners get the
necessary information with the material to
prepare their source list. For example:
Name of author, book/web page title and
link, date of publication.
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How to approach the project:
1. Research:
- Discuss what research is.
- Discuss ways in which research can be done.
- Explain what a source list is.
- Show examples of source lists.
- Show learners how to compile a source list.
- Provide research material to learners.
- Discuss the effects of the chosen genre.
- Discuss the impact of visual techniques.
- Organize research.
- Answer questions.
2. Writing
- Discuss the writing process and literary characteristics of the chosen genre.
- Give writing instructions to learners.
- Provide format of type of writing piece and example to learners.
- The learners will follow the writing process to produce their writing. Make enough
copies of the mind map, first draft and final draft pages.
3. Oral
-Discuss how an oral should be presented.
-Discuss the layout of an oral: introduction, body, conclusion.
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Introduction…
Best grade 4 learner.
For your assessment in the third term, a project is done based on any literature
genre to which you were previously exposed. For this project, you are expected to do
research, write a creative piece of writing, and do an oral.
There is no need to be nervous. Your teacher will help you every step of the way to
produce the best work you can.
Please follow the steps in the task and don't be shy to ask questions. It is important
to understand what is expected of you and to make sure that you fully understand
the task. Also remember to see this as an opportunity to learn and cultivate your
interest in literature.
I believe that you will enjoy the project and that you will be proud of the work you
produce. Don't forget to bring in your own creativity and personality. I look forward to
working with you on this exciting task.
Love,
Your teacher
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Mark allocation:
SECTION
TASK
MARK ACHIEVED
TOTAL
Section A
6.1
10
Section B
6.2
30
Section C
7
20
/60
Instructions:
You will follow the following steps:
1. Read the literary text.
2. Complete the research assignment.
3. Complete creative writing assignments
and follow the writing process.
4. Oral.
• Ask your teacher to help you if you
struggle.
• Answer all questions in pencil.
•Write neatly and legibly.
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Research
What is research?
Research is a process where you seek and explore information about a specific
topic. This involves using different sources to learn more and gain an understanding
of the topic you are researching.
When you do research, you strive to find answers to questions you have, to gain new
knowledge and to better understand how things work. It is a way to expand your
knowledge and gain more information about the things that interest you.
How can I do research?
Being able to do research is a good skill. You can use sources like the internet,
books, and magazines to gather research.
Source list
A bibliography/source list is a list of sources you used
during your research. This is an important part of the
research process because it allows other people to see
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where you got your information and to refer to those sources if they want to know
more.
What does a source list look like?
A source list is always arranged in alphabetical order according to the authors'
surnames.
If you type the source list, the book's title must be typed in italics. If you write it, you
must underline the book's title.
For example:
Source list
Jacobs, J. 2018. Things I didn't know about sheep. Pretoria: LAPA.
Neser, C. 2020. Absolutely Einstein. Cape Town: Table Mountain.
Opperman, DJ. 1947. Sacred cattle. Cape Town: National Press.
Terblanche, E. 2017. ATKV/LitNet Writers Album: Jaco Jacobs (1980–). LitNet.
https://www.litnet.co.za/jaco-jacobs-1980
(accessed 16 August 2022).
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Instructions:
1. Read the literary text attached.
2. Read the following questions carefully and then read through the
research material that your teacher will provide you with.
3. Make a mind map of the information you have received before you answer the
questions.
a) What is the definition of a short story?
(2)
___________________________________________________________________
___________________________________________________________________
b) Name and describe two characteristics of a short story.
(2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
c) Goldilocks and the Three Bears is an example of a fairy tale. Name another
example of a type of short story.
(1)
_________________________________________________________________
d) What was the lesson that can be learned from the attached literary text?
(2)
___________________________________________________________________
___________________________________________________________________
e) Make a list of three sources you used to answer these questions.
(3)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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writing
THE WRITING PROCESS.
The writing process consists of several steps to complete a creative writing project.
1. Planning the creative writing project
2. Write the first version
3. Review
4. Editing
5. Proofreading
6. Presentation
ASSIGNMENT 1:
Write a diary entry of Goldilocks after the incident with the three bears took place.
Your text should be between 60 and 70 words long.
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What is a diary entry?
Daily writing is done in a special book (diary). The text is notes of things you
experienced throughout the day. There are usually dates with these entries.
What does a diary entry look like?
• Usually written in the past tense because these are experiences you have already
had.
• It is written in an informal style.
• The author writes for himself or herself.
• One starts the entry with "Dear diary."
• There are different paragraphs consisting of four to five sentences.
For example:
Dear diary,
Today was an exciting day! I met a new friend at
the school library. Her name is Sarah and we
immediately had something in common. We laughed
together and talked about our favorite books.
Later, I shared a delicious meal with my family at
home. We all laughed together and told stories. It
was a warm and cozy evening. I am grateful for
the special moments today.
Greetings, Anri
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PLANNING: MIND MAP
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PLANNING: FIRST VERSION
Write the first version of your diary entry. Don't be afraid to make mistakes.
Title: ________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Written by: ___________________
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PLANNING: final VERSION
Now write the final version of your diary entry. This is the writing you will be graded
on.
Take a look at the attached rubric.
________________________________
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___________________________________________________________________________
___________________________________________________________________________
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Written by: ___________________
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ASSIGNMENT 2:
Design a poster about short stories. On it,
explain the different types of short stories we get
and one example of each.
Necessities:
-A3 poster
-Pictures
-Colour pencils
Remember to plan your poster thoroughly by making a mind map. Also remember to
make it neat and colourful. Take a look at the assessment rubric that your teacher
will use to grade your poster.
• Information needed: Different types of short
stories and examples.
• Colourful
• Clear heading
•Pictures
• Different font sizes.
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Oral
How to present an oral:
In order to successfully present an oral presentation, it is important to follow the
following steps:
1. Preparation: Start by preparing your oral well.
2. Practice: Practice your speaking out loud. This will help you become familiar with
the content and flow of your speech.
3. Use visual aids: If appropriate, you can use visual aids to support your
presentation.
4. Start strong: Begin your oral with a strong opening statement that grabs the
audience's attention.
5. Structure: Organize your presentation into clear and understandable parts.
6. Voice and body language: Pay attention to your voice and body language during
the presentation. hand gestures and move around naturally to
your point.
7. Interaction with the audience: Engage the audience by
asking questions, encouraging them to think about the
topic, or promoting participation in activities.
8. Time management: Keep your oral presentation within
the allowed time limit.
9. Closing: Conclude your oral with a strong and concluding
statement that summarizes the main points and provides a
conclusion.
Remember to exude confidence and relax during your oral.
Practice, preparation, and confidence will help you deliver a
successful oral.
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reinforce
Remember to exude confidence and relax during your oral. Practice, preparation,
and confidence will help you deliver a successful oral.
The layout of an oral:
The layout of an oral can be divided into three main parts: the introduction, the body,
and the conclusion. Here is a discussion of each part:
Introduction: The introduction is the beginning of your oral presentation and aims
to draw the audience into the topic and grasp their interest. It should be short,
powerful, and impressive.
Body: The body of your oral is where you discuss the content and arguments of
your topic in more detail. This is the core of your submission and contains most of
the information.
Conclusion: The conclusion of your oral is the ending of your oral and provides an
opportunity to make a strong impression on the audience. This concludes the oral in
a satisfactory manner.
The introduction, body and conclusion should be fluid and create a coherent and
enticing oral.
assignment:
For this section you will speak orally about the research done in
section A.
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Instructions:
1. Plan your oral on the mind map. (2-3 minutes)
2. Write your whole oral down.
3. Write keywords on the oral notes.
Your oral should contain the following information:
- Different types of short stories.
- Three elements of short stories.
- Examples of famous short stories.
Your teacher will assess you using the attached assessment rubric.
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Oral notes
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GOLDILOCKS AND THE
three bears
Once upon a time, there was a little girl named Goldilocks. She had golden curls and a smile that could light
up the whole room. One sunny morning, Goldilocks decided to take a walk in the woods near her house.
As she strolled through the forest, she came across a cozy little cottage. Curiosity sparked in Goldilocks'
eyes, and she wondered who lived there. She knocked on the door, but there was no answer. Being a curious
little girl, she decided to go inside and see what she could find.
When Goldilocks entered the cottage, she saw three bowls of porridge on the table. One was big, one was
medium, and one was small. She was feeling hungry, so she decided to taste the porridge. First, she tried the
big bowl, but it was too hot. She burned her tongue and quickly moved on.
Next, she tried the medium-sized bowl of porridge. But alas! It was too cold, and she made a face as she
tasted it. Finally, Goldilocks tried the small bowl of porridge, and it was just right. She happily ate it all up.
After her tummy was full, Goldilocks noticed three chairs in the room. There was a big chair, a medium-sized
chair, and a small chair. She sat on the big chair first, but it was too hard and uncomfortable. Then she tried
the medium-sized chair, but it was too soft, and she sank right in. Finally, Goldilocks sat on the small chair,
and it was just right. She wiggled around and felt very comfortable.
Feeling a little tired from her adventure, Goldilocks went upstairs and found three beds. There was a big bed,
a medium-sized bed, and a small bed. She climbed onto the big bed, but it was too hard and lumpy. Then she
tried the medium-sized bed, but it was too soft and bouncy. Finally, Goldilocks climbed onto the small bed,
and it was just right. She snuggled under the covers and fell fast asleep.
Now, the cottage belonged to a family of three bears – Papa Bear, Mama Bear, and Baby Bear. They had
gone for a walk while their porridge cooled down. When they returned home, they noticed something was not
right.
Papa Bear growled, "Someone's been eating my porridge!"
Mama Bear cried out, "Someone's been eating my porridge too!"
Baby Bear sniffled and said, "Someone's eaten all my porridge!"
Miss Anri's Classroom
GOLDILOCKS AND THE
three bears
The bears went further into the house and saw that someone had been sitting in their chairs. Papa Bear
grumbled, "Someone's been sitting in my chair!"
Mama Bear exclaimed, "Someone's been sitting in my chair too!"
Baby Bear whimpered, "Someone's been sitting in my chair, and it's broken!"
The bears became worried and slowly crept up the stairs. When they reached their bedroom, they saw
someone sleeping in their beds. Papa Bear roared, "Someone's sleeping in my bed!"
Mama Bear said, "Someone's sleeping in my bed too!"
Baby Bear cried, "Someone's sleeping in my bed, and she's still there!"
Just then, Goldilocks woke up and saw the three bears staring at her. She was startled and jumped out of the
bed.
"I'm sorry," Goldilocks said, feeling bad for entering their house. "I was just curious and didn't mean to make a
mess."
The bears realized that Goldilocks meant no harm. They forgave her and saw how scared she was.
From that day forward, Goldilocks learned to always respect other people's belongings and not enter
someone's house without permission. The bears were happy to have a new friend, and they invited
Goldilocks to visit them anytime she wanted.
And so, Goldilocks and the three bears became good friends and had many wonderful adventures together in
the forest. They learned the importance of kindness, forgiveness, and being respectful towards others. And
they all lived happily ever after.
Miss Anri's Classroom
Formal assessment: diary entry
Learner:
Date:
Criteria
5
4
3
2
1
Language,
Language use, Language
Appropriate
Language Language
style and
style and
use, style,
language use, use very
incomprehensible.
editing
editing are
and editing style and
basic. Very Vocabulary limited.
exceptional
are effective. editing to
limited
Lots of spelling
and beyond
convey ideas. vocabulary. mistakes.
expectation.
Spelling
errors.
.
Structure
Features of
text type
applied
Excellent text The structure Relevant detail Some
Essential points are
type structure was
developed.
points valid. missing. Sentences
was applied. effectively
Sentences well Sentences faulty. Writing doesn't
Sentences are applied.
constructed. faulty.
make sense.
exceptionally Logical
Writing
constructed.
development
makes
of details.
minimal
sense.
Punctuation No punctuation Most of the
errors.
necessary
punctuation
is correct.
Some of the
punctuation
was used
correctly.
Subject
Subject usually Subject is
displayed
not clear.
throughout the
piece of
writing.
TOTAL:
Subject matter Topic
is depicted
displayed
right through mostly
the piece of
throughout
writing.
the piece of
writing.
Punctuation No punctuation.
was not
used
correctly.
/20
Writing
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No topic. The writing
doesn't make sense.
Formal assessment: Poster
Learner:
Date:
Criteria
5
4
3
2
Language, Language use, Language
Appropriate Language
style and
style and
use, style, and language
use very
editing
editing are
editing are
use, style and basic. Very
exceptional
effective
editing to
limited
and beyond
convey ideas. vocabulary.
expectation.
Spelling
errors.
1
Language
unintelligible.
Vocabulary limited.
Lots of spelling
mistakes.
.
All features
are visible.
Four features Three
Only two
Do not adhere to
are visible.
features are features are the format of a
visible
visible.
poster at all.
Punctuation No
punctuation
errors.
Most of the
Some of the Punctuation No punctuation.
necessary
punctuation was not used
punctuation is was used
correctly.
correct.
correctly.
Format:
Subject
TOTAL:
Subject matter Topic
Subject
is depicted
displayed
usually
right through mostly
displayed
the piece of
throughout the throughout
writing.
piece of
the piece of
writing.
writing.
Subject is not No topic. The
clear.
writing doesn't
make sense.
/20
/10
writing
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Formal assessment: oral
Learner: Date:
Criteria
5
Subject
Subject is
portrayed
throughout
oral.
4
Topic
displays
Mostly
throughout
the oral.
3
Subject
usually
displays
throughout
oral.
2
Subject is not
clear.
1
No topic. The oral
makes no sense.
Tone and
presentation
skills
Natural and
good
presenter,
appropriate
style and
register.
Natural and
good
presenter,
appropriate
style and
register.
Good
presenter,
appropriate
style and
register
Style and
register mostly
appropriate.
Appropriate style
and register are
missing from oral.
Eye contact
and body
language
Eye contact,
gestures and
body
language
outstanding,
functional
and
persuasive.
Eye contact,
gestures and
body
language,
functional
and
convincing.
Eye contact,
gestures and
body language
largely
functional and
persuasive.
Eye contact,
gestures and
body language
quite
convincing.
Eye contact,
gestures and body
language not
always convincing.
Language
awareness
Excellent
vocabulary,
creative use
of language.
Very good
vocabulary,
creative
language.
Average
vocabulary,
Average
language use.
Basic
vocabulary,
basic
language
usage
Poor vocabulary,
and language use
incomprehensible.
TOTAL:
/20
Oral
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