term 1: platinum lesson plans – grade 5
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INTERMEDIATE PHASE GRADE 5 LESSON PLANS 2012 Platinum ENGLISH First Additional Language 1 CONTENTS PAGE CONTENTS PAGE ...................................................................................................................................... 2 ENGLISH FIRST ADDITIONAL LANGUAGE WORKSCHEDULE GRADE 5 ................................. 3 TERM 1.....................................................................................................................................................................3 TERM 2.....................................................................................................................................................................3 TERM 3.....................................................................................................................................................................4 TERM 4.....................................................................................................................................................................5 EXEMPLAR TEACHING GUIDELINE– GRADE 5 ............................................................................... 7 THEME 1: WHAT I LOVE TO DO ............................................................................................................................7 TERM 1: PLATINUM LESSON PLANS – GRADE 5 ......................................................................... 14 THEME 1: WHAT I LOVE TO DO ......................................................................................................................... 14 THEME 2: GOING PLACES ................................................................................................................................... 16 THEME 3: FRIENDS ............................................................................................................................................... 18 THEME 4 : MAKE IT .............................................................................................................................................. 20 THEME 5: PLENTY OF POETRY ........................................................................................................................... 22 TERM 2: PLATINUM LESSON PLANS – GRADE 5 ......................................................................... 24 THEME 6: STORIES TO ENJOY ............................................................................................................................. 24 THEME 7: INVENTIONS ........................................................................................................................................ 26 THEME 8: MONSTERS AND STRANGE CREATURES ......................................................................................... 28 THEME 9: HEALTHY HABITS ............................................................................................................................... 30 TERM 3: PLATINUM LESSON PLANS – GRADE 5 ......................................................................... 32 THEME 10: PEOPLE WE ADMIRE....................................................................................................................... 32 THEME 11: BEAUTIFUL BIRDS ........................................................................................................................... 34 THEME 12: ANIMALS AND THE ENVIRONMENT ............................................................................................. 36 THEME 13: LONG AGO IN EGYPT ....................................................................................................................... 38 THEME 14: WORK PEOPLE DO .......................................................................................................................... 40 TERM 4: PLATINUM LESSON PLANS – GRADE 5 ......................................................................... 42 THEME 15: PLAY SAFE ........................................................................................................................................ 42 THEME 16: FIRE! .................................................................................................................................................. 44 THEME 18: DIGGING UP DINOSAURS ................................................................................................................ 48 2 ENGLISH First Additional Language WORKSCHEDULE GRADE 5 THEME 1. What I love to do 2. Going places 3. Friends 4. make it 5. Plenty of poetry 9-10 7-8 5-6 3-4 1-2 WEEKS TERM 1 Listen and Speak Read and View Language Structures and conventions Write and Present Formal Assess ment Teaching and Learning Material LB pp 1– 10 TG pp 1– 15 Listen to a story and answer questions Retell story Daily listening and speaking Read a story Complete a comprehension Read aloud Reflect on texts Independent reading Personal recount Personal opinion Personal dictionary Use a dictionary Spelling Sight words High frequency words Revise punctuation Countable and proper nouns Articles ‘a’ and ‘the’ Personal pronouns Subject-verb concord Simple past tense Words from reading texts Baseline assessm ent Conversation on a familiar topic Factual recount Correct sequence Daily listening and speaking Information text Comprehension Read aloud Reflect on texts Independent reading Factual recount Draw and label images Select information Personal dictionary Use a dictionary Present simple tense Modals Adverbs Words from reading texts Term 1 FAT 1 LB pp 11– 18 TG pp 16– 31 Contemporary story Describe characters Dialogue Role-play Daily listening and speaking Contemporary story Answer questions SMS messages Read aloud Independent reading Description of person Paragraph Short message Personal dictionary Question forms Uncountable nouns Prepositions Connecting words Reported speech Capital letters Term 1 FAT 1 LB pp 19– 26 TG pp 32– 46 Instructions Describe a process Language game Daily listening and speaking Instructions Read aloud Independent reading Instructions Account of procedure Personal dictionary Use a dictionary Possessive form Possessive pronouns Comparative adjectives Apostrophes Words from reading texts Term 1 FAT 2 LB pp 27– 34 TG pp 47– 60 Poetry Perform a poem Daily listening and speaking Poetry Read aloud Independent reading Reflect on texts Poetry Paragraph about a poem Personal dictionary Use a dictionary Gender forms Adjectives Irregular verb forms ‘Will’ to indicate something will happen Words from reading texts Term 1 FAT 2 LB pp 37– 44 TG pp 61– 73 THEME 6. stories to enjoy 11-12 WEEKS TERM 2 Listen and Speak Listen to a contemporary story and answer questions Discuss a familiar topic Daily listening and speaking Read and View Read a story Complete a comprehension Book review Read aloud Independent reading Reflects on texts: oral book review Write and Present Story Book review Personal dictionary Language Structures and conventions Use a dictionary Alphabetical order Countable and uncountable nouns Plural nouns Adjectives Question forms Collocations Words from reading texts Formal Assess ment Teaching and Learning Material LB pp 45–54 TG pp 74– 87 3 7. Inventions Descriptions of objects Mindmap Personal dictionary Stories Notes and discussion Retell a story Daily listening and speaking Traditional story Read aloud Comprehension Independent reading Reflect on texts Paragraphs Personal dictionary Instructions Role-play giving instructions Daily listening and speaking Recipe Read aloud Independent reading Reflect on texts read Recipe Account of a procedure Personal dictionary 9. Healthy Habits 8. monsters and strange creatures Information text Read aloud Skim and scan Comprehension Retell a story Independent reading Use a dictionary Proper nouns Future tense Simple present tense The verb ‘to be’ Prepositions Antonyms Prefixes Suffixes Words from reading texts Words into syllables Conditional sentences Adjectives Action verbs Modals Synonyms Words from reading texts Term 2 FAT 1 LB pp 55–64 TG pp 88– 102 LB pp 65–74 TG pp 103– 116 Use a dictionary Words starting with ‘g’ Adverbs Future tense Connecting words Words from reading texts LB pp 75–82 TG pp 117– 129 Midyear examina tion Assessment 13-14 15-16 17-18 19-20 Descriptions of objects Classification Daily listening and speaking LB pp 83–84 TG pp 130– 131 THEME 10. People we admire 11. Beautiful birds 12. animals and the environment 25-26 23-24 21-22 WEEKS TERM 3 Listen and Speak Read and View Write and Present Language Structures and conventions Descriptions of people Make notes Personal recount Daily listening and speaking Stories about real people Paragraphs Read aloud Comprehension Independent reading Reflects on texts read Events in sequence Rewrite a story in own words Personal dictionary Ways of saying ‘g’ Subject-verb concord Personal pronouns Comparative adjectives Countable and uncountable nouns Words from reading texts Talk on a familiar topic Daily listening and speaking Information text Comprehension Read aloud Independent reading Reflects on texts read Diagram Mindmap summary Personal dictionary Use a dictionary Words starting with ‘c’ pronounced as ‘s’ Simple present tense for universal truths Determiners Possessive pronouns Adjectives Phrasal verbs Words from reading texts Listen to a story and answer questions Opinions Retell the story Poetry Daily listening and speaking Story Poetry Read aloud Independent reading Reflect on texts read Story with dialogue Personal dictionary Use a dictionary Words starting with ‘c’ Punctuation Direct and reported speech Simple sentences Connecting words Words from reading texts Formal Assessment Teaching and Learning Material LB pp 85– 94 TG pp 132–146 Term 3 FAT 1 LB pp 96– 102 TG pp 147–161 LB pp 103–112 TG pp 162–175 4 13. Long ago in Egypt 14. Work people do 27-28 29-30 Conversation Language game Daily listening and speaking Procedural and information text Comprehension Read aloud Independent reading Reflect on texts read Write information paragraphs Personal dictionary Use a dictionary Words starting with ‘k’ Connecting words Prepositions Negative forms Passive voice Prefixes Suffixes Words from reading texts Term 3 FAT 2 LB pp 113–122 TG pp 176–189 Talk about a familiar topic Play (drama) Daily listening and speaking Play (drama) Answer questions Read aloud Independent reading Reflect on texts read Play (drama) Use a dictionary Plurals with ‘es’ Punctuation Gender forms Articles ‘a’ and ‘the’ Regular verb forms Simple past and simple present tense Connecting words Words from reading texts Term 3 FAT 2 LB pp 125–130 TG pp 190–203 THEM E 15. Be safe 16. Fire! 17. Feelings 18. digging up dinosaurs Assessment 39-40 37-38 35-36 33-34 31-32 WEEK S TERM 4 Listen and Speak Read and View Write and Present Language Structures and conventions Formal Assessment Teaching and Learning Material LB pp 131– 140 TG pp 204– 217 Story Language game Daily listening and speaking Read a story Complete a comprehension Read aloud Discuss social issues in the story Solve a puzzle Independent reading Compare texts Personal recount Story Personal dictionary Adding ‘ed’ or ‘ing’ Punctuation Concord Countable and uncountable nouns Adjectives Personal pronouns Words from reading texts Discuss familiar topics Discuss advantages and disadvantages Daily listening and speaking News report Read aloud Comprehension Poster Independent reading Retell a story Information text Table Poster Personal dictionary Adjectives Pronouns Irregular verbs Nouns that are only plurals Words from reading texts Listen to and discuss a story Tell a story Daily listening and speaking Story Poetry Read aloud Independent reading Review Personal recount Book review Personal dictionary Use a dictionary Plurals with ‘s’ Modals Adverbs Prepositions Words from reading texts LB pp 149– 158 TG pp 231– 244 Conversation on a less familiar topic Daily listening and speaking Information text Comprehension Poster Read aloud Independent reading Reflects on texts read Poster Information text Personal dictionary Use a dictionary Singular and plural noun forms Adverbs Future tense with ‘will’ Present progressive tense Words from reading texts LB pp 159– 167 TG pp 245– 257 Term 4 FAT 1 End-of-year examination LB pp 143– 148 TG pp 218– 230 LB pp 168– 169 TG pp 258– 259 5 6 EXEMPLAR TEACHING GUIDELINE– GRADE 5 Subject: English First Additional Language Grade: 5 Theme 1: What I Love To Do Duration: 2 weeks (10 hours) Listening and Speaking (2 hours) CAPS Content and Skills • Do daily listening and speaking practice • Talk about photographs that introduce the theme • Listen to a story about children playing • Retell the story LEARNING ACTIVITY Term 1 Weeks 1 & 2 Reading and Viewing (5 hours) Writing and Presenting (2 hours) • Read a story about getting lost • Practise reading the story aloud • Do a comprehension on the story • Read independently or in pairs • Write a story • Use the writing process to develop the story • Write an opinion on a story • Create a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from pages 3–4 in the TG Week 1 LESSON 1: Duration: 60 minutes Listening and Speaking Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. Listen and speak Talk about a picture Learner’s Book page 2 1. Work as a class. Ask learners to look at the photographs on page 1 quietly on their own for a few minutes. 2. Discuss Question 1. It focuses on literal aspects of the photograph: what the children are doing. Encourage learners to use full sentences when they answer. 3. In Question 2 learners express how the photos make them feel. They must be able to explain their answers, for example: The pictures make me feel happy, because the children are playing/having fun. 4. Question 3 relates to the learners’ own lives. Learners say what they like to do for fun. Language Structures and Conventions (1 hour) Spelling and punctuation • Spelling: check spelling and meanings of words • Build on phonic knowledge • Punctuation: fullstop, question mark, exclamation mark Work with words and sentences • Personal pronouns • Countable nouns • Proper nouns • ‘A’ and ‘the’ with nouns • Concord • Simple past tense Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. Listen to a story This activity can be used to do a baseline assessment of listening skills. If so, learners can answer the questions in the After you listen in writing. If you are not going to use it for baseline assessment, they can be done orally, in groups. 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 children in the picture on page 2. 2. Discuss the questions with the class. Learners use the picture and words to predict what the story might be about. 3. Explain that you will read the story four times. Remind them to sit still and concentrate while they listen. While you listen 1. The first time you read the story, encourage learners to close their eyes and just listen. 7 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 read. How are they the same as the story? How are they different? 3. Read the story a third time. Learners write down the words they do not understand. Discuss the meanings of the words with learners. 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, learners sit and listen carefully again. After you listen 1. Learners work either individually and answer the questions in writing, or they discuss the questions in groups. Read through Questions 1a–e in this section. Questions 1a–c require literal answers. Question 1d requires analysis, synthesis and organisation of information in the story, and Question 1e draws on learner’s own experience. 2. In Question 2, learners use a frame to retell the story to a partner. The learners should retell the story in the correct sequence, using the simple past tense, and name the characters correctly. Spelling and punctuation Learners complete a word building exercise in which they match beginnings and endings to words. They draw on phonic knowledge. Answers should include: helpful, unhelpful, friendly, unfriendly, grandfather. These answers are optional: grandfatherly, fatherly. Baseline Assessment For listening assessment, use the memorandum provided in After you listen to mark the answers. For speaking assessment, ask learners to retell the story ‘Our rope swing’ to a partner without using the frame that they have completed. Walk around the class to observe the learners speak. Informal assessment If the comprehension questions are answered 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, if this is the first group activity they are doing this year, use your observations to organize groups into different levels. Use the ideas in the introduction of the Teacher’s Guide to help you. LESSON 2: Reading and Viewing Homework Learners complete the word building activity in the Spelling and punctuation section. If there is time, do it orally in class. They must complete it in writing. Duration: 60 minutes Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. Read and view Read a story Learner’s Book page 5 Before you read 1. Discuss the questions as a class. 2. In Question 1a learners point at items listed in the picture. 3. In Question 1b learners imagine what the children in the picture are saying to one another. 4. In Question 1c learners use the title and picture to predict what will happen 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 must do this twice. While you read 1. Learners practice reading the story aloud with a partner. They should try to use expression and help one another pronounce new words. 2. Learners need to think about situations in the story that may be dangerous. 8 After you read 1. Read through the questions with the class. 2. Ask learners to complete the questions in writing. Question 1 requires literal answers. Questions 2–4 require metacognitive responses. Spelling and punctuation Read the help item Using your dictionary (Learner’s Book page 172) with the learners. This explains where to find words that start with the same letter. Learners now find the words ‘allowed’ and ‘afraid’ in the dictionary. (They need to look at the second letter in each word to work out that the word ‘allowed’ appears after the word ‘afraid’.) LESSON 3: Language Focus Baseline assessment Reading comprehension: Use the memorandum provided in After you read to mark the comprehension. Duration: 60 minutes Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. Language Focus Pronouns Learner’s Book page 7 1. Work as a class. Read the information about pronouns in the help box. 2. Discuss the rules. Learners should be familiar with pronouns as they have learnt them in Grade 4. 3. Explain how personal pronouns refer to people and things and that they can substitute nouns or names. 4. Ask learners to do Activity 1 individually, in writing. 5. About 20 minutes before the end of the lesson. Tell them to put their work away, and to prepare for independent reading. Baseline Assessment Language structures and conventions: Use the memorandum provided above to mark the answers. Remedial If learners are struggling to understand personal pronouns, give them more practice. Here are a few examples you can use, answers in bold. Add some of your own to target areas of difficulty for specific individuals. a) (I/Me) love to swing. b) The puppy plays with (them/they). c) (Us/We) made the swing together. d) (He/Him) is my best friend. e) My dad helped (he/him). Extension Write the following activity on the board for learners who understand personal pronouns well. 1. Replace the underlined words with personal pronouns. Sarah and I play in the park in the afternoon. Yesterday we met my brothers there for a picnic. Sarah packed sandwiches for Sarah, my brothers and I. My brother, Paul, brought a kite to fly. (Answers: We play in the park in the afternoon. Yesterday we met them there for a picnic. She packed sandwiches for us. He brought a kite to fly.) Homework Ask learners to do Question 4 from the Revision section on page 10. Independent reading - Reader Refer to the grid in the Teacher’s Guide, which gives guidance on the independent reading in this lesson. Baseline assessment 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet been assessed for speaking skills. Use the ideas and rating scale from Lesson 1. 2. You can also use this time to assess a few learners for reading aloud. 9 Ask them to read at least two paragraphs from the story ‘Lost! ‘aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency) and reading with expression. LESSON 4: Writing and Presenting Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 21 for additional support. Duration: 60 minutes Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. Write and present Write a story Learner’s Book page 8 1. Work as a class. 2. Tell learners they are going to write a story about something that happened to them. 3. Explain that so far in this chapter, they have listened to a story and read a story, so by now they know quite a bit about stories. 4. Discuss some of the basic elements of the stories they have read: They have people in them, they happen in a place, or places, the people do and say things. 5. Read the example of a story on page 8. Then read the annotations around the story. Discuss them with the class. Tell them that these are the things you need to remember when you write a story. 7. Remind learners of the writing process. They have used it in Grade 4. 8. Ask them to point out the five steps of the process in their Learner’s Books (pages 8–9). 9. About 20 minutes before the end of the lesson, tell them to put their work away and prepare for independent reading. Explain that they will continue writing a story in the next lesson. Independent reading - Reader Refer to the grid, which gives guidance on the independent reading in this lesson. Baseline assessment Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Use the ideas and rating scales from Lessons 1 and 3. LESSON 5: Writing and Presenting Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 30 and 31 for additional support. Duration: 60 minutes Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. Make a personal dictionary Learners prepare their personal dictionaries using the guidelines on page 172 of the Learner’s Book. 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. Write and present Write a story Learner’s Book page 8 1. Work as a class. 2. Remind learners that they are going to start writing their stories in this lesson. 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 start working through the writing process to write their stories. They can use the mind map to plan their stories. 6. Learners then write their notes into full sentences and arrange them in paragraphs. They must read their work carefully and check that they have included what they need to. Can they think of any changes that will make their writing better? 10 7. Ask them to work in pairs and read each other’s drafts. They must check for spelling and punctuation. 8. 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. 9. About 20 minutes before the end of the lesson, tell them to put their work away and prepare for independent reading. Remedial If learners are struggling to write their own personal recount/story, give them this frame for support: On _______, _________ and I were at __________________. We were ________________. Suddenly _____________________________________ . In the end ___________________________________________. Extension Learners who write their stories well and quickly can add photos or pictures to improve their presentation. Homework Learners who have not finished writing their stories can complete them for homework. Independent reading - Reader Refer to the grid, which gives guidance on the independent reading in this lesson. Week 2 LESSON 6: Listening and Speaking Baseline assessment Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Duration: 60 minutes Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. Listen and speak Work with words and sentences Learner’s Book page 3 1. Learners work on their own. 2. Before they work through Work with words and sentences Question 1: an exercise on the simple past tense, explain how most verbs in the past tense end in –ed. Learners complete Question 1 in their exercise books. 3. Read and explain the information about using ‘a’ and ‘the’ in the help box to the learners. Learners complete Question 2 in their exercise books. 4. Revise the full stop, question mark and exclamation mark with learners. Read a few lines from the story ‘Our rope swing’ to show how the punctuation marks sound, for example: strong emotion for exclamation marks; a pause for a full stop; and words at the end of a question spoken with a higher tone. Learners complete Question 3 in their exercise books. 5. About 20 minutes before the lesson ends, ask learners to prepare for independent reading. Independent reading - Reader Refer to the grid which gives guidance on the independent reading in this lesson. Reading aloud and Speaking Use the time allocated for Independent reading to assess learners who have not yet been assessed for reading aloud and speaking skills. Use the ideas and rating scales from Lessons 1 and 3. LESSON 7: Work with words and sentences Homework Ask learners to do Question 1 from the Revision section on page 10. Duration: 60 minutes Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. Read and view 11 Work with words and sentences Learner’s Book page 6 1. Learners work on their own. 2. Work through the help box on proper nouns with the class. Learners complete Question 1 in their exercise books. 3. Use the help box on countable nouns to explain them to the class. Ask learners to name things in the class that can be counted, for example: chair, desk, girl, boy. Learners complete Question 2 in their exercise books. 4. Read the help box on verbs ending in –s. Give examples of sentences that describe the class situation, such as: John sits at his desk. Siya and Leti sit at their desks. Learners complete Question 3 in their exercise books. 5. About 20 minutes before the end of the lesson, ask learners to prepare for Independent reading. Independent reading - Reader Refer to the grid, which gives guidance on the independent reading in this lesson. Baseline assessment Reading aloud and speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Use the ideas and rating scales from Lessons 1 and 3. LESSON 8: Language Focus Informal assessment Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the answers. They should write these on the board. Make sure the words are spelt correctly. Duration: 60 minutes Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. Language Focus Pronouns Learner’s Book page 7 1. Work as a class. Read the information about personal pronouns to the learners again. 2. Revise the rules. Learners should know what personal pronouns are now. 3. Ask learners to do Activity 2 individually, in writing. 4. About 20 minutes before the end of the lesson, tell them to put their work away and prepare for independent reading. Baseline Assessment Language structures and conventions: Use the memorandum provided in the Teacher’s Guide to mark the answers. LESSON 9: Writing and Presenting 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. Duration: 60 minutes Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. 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 an opinion on a story Learner’s Book page 9 1. Explain to learners that they are going to write about what they think of a story. 2. First have a discussion based on these questions. 12 a) Do you like reading stories? b) What stories do you like? Why? c) What stories don’t you like? Why? 3. Help learners who are struggling to give opinions. Give them a list of words that describe emotions to work with, for example: happy, sad, afraid, worried. 4. Read the example of an opinion in the Learner’s Book. 5. Read each annotation. Explain to learners that their opinions will need to include these features. Emphasise that they should give a reason why they like or dislike a story. 6. Learners work with a partner and complete the frame of the opinion orally. If learners cannot think of a story they have read on their own, they can write their opinions on the story ‘Lost!’ from the Learner’s Book. Encourage them to support one another and give each other feedback. 7. About 20 minutes before the end of the lesson, ask them to put their writing away and to continue with their independent reading. Independent reading - Reader Refer to the grid, which gives guidance on the independent reading in this lesson. 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 learner’s who have not yet been assessed. Use the ideas and rating scales from Lessons 1 and 3. LESSON 10: Writing and Presenting Homework Give learners the spelling list. Ask them to learn the words for a spelling test in the next lesson. Duration: 60 minutes Daily listening and speaking practice Choose an activity a day from the list of activities on pages 3 and 4. Spelling Give learners the spelling test. Ask them to swap books and mark each other’s books. Record their marks out of 10 if you need to. Write and present Write an opinion on a story Learner’s Book page 9 1. Look again at the annotations next to the model of an opinion on a story (page 9). 2. Learners copy and complete the frame, using information from a story they have read. 3. Ask them to work in pairs and read each other’s opinions. They must check for spelling and punctuation. 4. If there is time, allow them to correct their mistakes. REVISION: Learner’s Book p10 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Baseline Assessment Lesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a partner without using the frame that they have completed. Walk around the class to observe the learners speak. Lesson 2: Reading comprehension Lesson 3 and 8: Language structures and conventions Lesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet been assessed for speaking skills. Use the ideas and rating scale from Lesson 1. 2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two paragraphs from the story Lost! aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency) and reading with expression. Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Informal assessment Lesson 1: If the comprehension questions are answered 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, if this is the first group activity they are doing this year, use your observations to organize groups into different levels. 13 Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the answers. They should write these on the board. Make sure the words are spelt correctly. TERM 1: PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 1: What I Love To Do Duration: 2 weeks (10 hours) Term 1 Weeks 1 & 2 Listening and Speaking (2 hours) CAPS Content and Skills • Do daily listening and speaking practice • Talk about photographs that introduce the theme • Listen to a story about children playing • Retell the story LEARNING ACTIVITY Week 1 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Language Focus LESSON 4: Writing and Presenting LESSON 5: Writing and Presenting Reading and Viewing (5 hours) Writing and Presenting (2 hours) • Read a story about getting lost • Practise reading the story aloud • Do a comprehension on the story • Read independently or in pairs • Write a story • Use the writing process to develop the story • Write an opinion on a story • Create a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from pages 3–4 in the TG Duration: 60 minutes LB page 2 Talk about the photographs of happy children to introduce the theme. Listen to a story called ‘Our rope swing’. Before they listen, use pictures and vocabulary to predict what the story is about. Spelling and punctuation Learners build on phonic knowledge to spell words and build word families. Duration: 60 minutes LB page 4 Read a story called ‘Lost!’. Before reading, use the pictures and the title to predict what the story is about. Spelling and punctuation Learners use the dictionary to check spelling and meanings of words. Duration: 60 minutes LB page 7 Personal pronouns Independent reading – Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 21for additional support. Duration: 60 minutes LB page 7 Read the model of a story provided. Use a mind map to start planning a story. Independent reading– Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 30 and 31 for additional support. Duration: 60 minutes LB page 8 Continue working through the writing process from the previous lesson. Make a personal dictionary Learners prepare their personal dictionaries, if they do not have dictionaries from Language Structures and Conventions (1 hour) Spelling and punctuation • Spelling: check spelling and meanings of words • Build on phonic knowledge • Punctuation: fullstop, question mark, exclamation mark Work with words and sentences • Personal pronouns • Countable nouns • Proper nouns • ‘A’ and ‘the’ with nouns • Concord • Simple past tense Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. 14 last year. Independent reading– Reader Week 2 LESSON 6: Listening and Speaking LESSON 7: Work with words and sentences LESSON 8: Language Focus LESSON 9: Writing and Presenting LESSON 10: Writing and Presenting Duration: 60 minutes LB page 2 Listen to a story Complete the Work with words and sentences activity, which is three activities covering the simple past tense, using ‘a’ or ‘the’ with nouns, and punctuation. The activities are based on the theme and vocabulary in the story. Independent reading - Reader Duration: 60 minutes LB page 4 Capital letters, proper nouns, countable nouns and concord. The activities are based on the theme and vocabulary of the story they have read. Independent reading Duration: 60 minutes LB page 7 Personal pronouns 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 learned from the reading and listening texts. Duration: 60 minutes LB page 8 Learners think about a story they have read. They use the model and the frame provided to write an opinion on the story. 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 learned from the reading and listening texts. Independent reading- Reader Duration: 60 minutes LB page 8 Learners complete their opinions on a story from the previous lesson. Spelling Learners do a spelling test based on new words they learnt in this cycle. REVISION: Learner’s Book p10 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Baseline Assessment Lesson 1: For listening assessment. For speaking assessment, ask learners to retell the story Our rope swing to a partner without using the frame that they have completed. Walk around the class to observe the learners speak. Lesson 2: Reading comprehension Lesson 3 and 8: Language structures and conventions Lesson 3: 1. For speaking, use the time allocated for Independent reading to assess a few learners who have not yet been assessed for speaking skills. Use the ideas and rating scale from Lesson 1. 2. You can also use this time to assess a few learners for reading aloud. Ask them to read at least two paragraphs from the story ‘Lost!’ aloud. Remind them to pay attention to saying words correctly (pronunciation), reading smoothly (fluency) and reading with expression. Lessons 4, 5, 7 and 9: Reading aloud and Speaking: Use the time allocated for Independent reading to assess a few learners who have not yet been assessed for reading aloud and speaking skills. Informal assessment Lesson 1: If the comprehension questions are answered 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, if this is the first group activity they are doing this year, use your observations to organize groups into different levels. Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the answers. They should write these on the board. Make sure the words are spelt correctly. 15 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 2: Going Places Duration: 2 weeks (10 hours) CAPS Content and Skills Term 1 Weeks 3 & 4 Listening and Speaking (2 hours) Reading and Viewing (5 hours) • Do daily listening and speaking practice • Take part in a conversation about different types of transport • Give a personal recount of travelling experiences • Read an information text about Mozambique • Do a comprehension based on the text • Practice reading the text aloud • Read independently or in pairs LEARNING ACTIVITY Week 3 LESSON 1: Writing and Presenting LESSON 2: Reading and Viewing LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: Writing and Presenting Writing and Presenting (2 hours) • Write labels for visuals(maps) • Write a factual recount • Record words and their meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity on page 19 in the TG Duration: 60 minutes LB page 11 Talk about a photograph that shows different types of transport. Explore some of the ideas and vocabulary that will occur in the theme. Take part in a conversation Take part in a conversation about how people travel. Use the questions and the bar graph on page 13 of the Learner’s Book. Learners discuss and then apply what they have learnt by completing information on their graph. Independent reading - Reader Duration: 60 minutes LB page 14 Read an information text The text is about Mozambique. Before learners read, they use the pictures and the title to predict what the text is about. They are also introduced to some vocabulary used. While they read, they are asked to locate places on a map. After they read, they do a comprehension the text. The comprehension includes literal and metacognitive questions. Record in personal dictionary Learners record new words in their personal dictionaries. Duration: 60 minutes LB page 14 Read an information text Learners continue the comprehension activity from the day before. Duration: 60 minutes LB page 16 The simple present tense Learners read the rules about this concept in the Help box. Then they use this information to complete an activity. The activity is integrated: it is based on the ideas and vocabulary of the theme. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 115 for additional support. Duration: 60 minutes LB page 19 Write a factual recount and select information to complete labels. Learners write labels for a map of Africa, in preparation for a factual account of a journey through Africa. Language Structures and Conventions (1 hour) Spelling and punctuation • Spell correctly using a personal dictionary • Build vocabulary Work with words and sentences • Simple present tense • Modal verbs: can, may, must • Adverbs of time Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Bring books, brochures and pictures of places of interest on the African continent. Use the exercises in the DBOE Workbooks for additional support. 16 Independent reading- Reader Week 4 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Duration: 60 minutes LB page 12 Give a factual recount Learners work in pairs. They match sentences to pictures to form a correctly sequenced factual recount. They then give their own factual recounts. Independent reading- Reader Duration: 60 minutes LB pages 14 Practise reading Learners work in pairs and take turns to read the text on Mozambique aloud to each other. Work with words and sentences Learners use modal verbs and adverbs of time to complete activities based on the theme. Spelling and Vocabulary in context Learners prepare for a spelling test based on the theme. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 59 and DBOE Workbook 2 (Terms 3 and 4) page 91 for additional support. Duration: 60 minutes LB pages 14 and 15 Reading Learners do further comprehension work on the reading text, mostly at metacognitive level. Record in a personal dictionary Learners record in their personal dictionaries. Spelling Learners do a spelling test based on new words they learnt in this cycle. Independent reading- Reader Duration: 60 minutes LB page 16 Simple present tense Learners complete sentences. Formal assessment task Independent reading- Reader Spell familiar words correctly Learners learn and revise words that they were tested on – remedial. Duration: 60 minutes LB pages 17 Write a factual account Learners use the information from their previous writing activity to describe a journey from the north to the south of Africa. They work through the writing process. This is a Formal Assessment Task. REVISION: Learner’s Book p18 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 1: Assess the learners’ conversation skills. Lesson 1: Assess independent reading in this lesson. Lessons 2, 3, 4, 5, 7, 8 and 9: Reading aloud, listening and speaking Lesson 10: Creative writing 17 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 3: Friends Duration: 2 weeks (10 hours) CAPS Content and Skills Term 1 Weeks 5 & 6 Listening and Speaking (2 hours) • Do daily listening and speaking practice • Talk about a photograph that introduces the theme • Listen to a recount story about a group of children getting together • Role play a conversation on a familiar topic 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: Writing and Presenting Reading and Viewing (5 hours) • Read a story about a boy who is upset • Do a comprehension based on the story • Practice reading the story aloud • Read independently or in pairs Writing and Presenting (2 hours) • Write a description of a person • Write a short message inviting someone to an event • Write a paragraph about the planned event • Record words and their meanings in a dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity on page 35 in the TG Duration: 60 minutes Listen to a story LB page 20 Use the listening text on page 171 of the Learner’s Book. It is a personal recount, introducing the main story of the theme. Independent reading – Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 26 and 27 for additional support. Duration: 60 minutes LB page 22 Read a story: Achmat is upset The comprehension includes literal and metacognitive questions. Learners practice reading aloud. Duration: 60 minutes Read and view LB page 22 Learners re-read and re-tell the story about Achmat. They complete the comprehension. Independent reading– Reader Working with words and sentences Learners complete the activities on reported speech, prepositions and compound nouns. Language Structures and Conventions (1 hour) Spelling and punctuation • Spell correctly using a personal dictionary • Build vocabulary Work with words and sentences • Question forms • Prepositions of place • Reported speech • Connecting words Vocabulary in context • Compound words • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 27 and 28 for additional support. Duration: 60 minutes LB page 24 Question forms The activity is integrated: it is based on the ideas and vocabulary of the theme. Independent reading– Reader Duration: 60 minutes LB page 25 Learners write descriptions of people they know. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 28 and 29 for additional support. 18 Week 6 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Duration: 60 minutes LB page 21 Learners work in pairs. They read and expand on a dialogue. They then make up further dialogues. Working with words and sentences LB page 21 Learners complete the activities on uncountable nouns and connecting words. These activities are based on the theme and vocabulary of the story they read. Independent reading– Reader Duration: 60 minutes LB page 23 Learners read aloud in pairs. They read more about Achmat and his friends, through a series of sms texts. Complete the Before you read and While you read activities. Work with words and sentences LB page 23 Complete the exercises about compound words and prepositions. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 30 for additional support. Duration: 60 minutes LB page 23 Learners read the social texts again and complete the comprehension questions. Vocabulary in context Learners work on their personal dictionaries. Independent reading– Reader Duration: 60 minutes LB page 24 Question forms: Learners revise question forms and complete the exercises. Independent reading– Reader Duration: 60 minutes LB page 25 Learners write a short message, and then complete a frame about a planned event, and then write a similar paragraph about something they would like to plan. Learners do a spelling text based on new words they learnt in this cycle. Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 31 and 33 for additional support. REVISION: Learner’s Book p26 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 5: Written description Informal assessment Lesson 1: Go around and check on how well learners answer the questions/take notes. Take note of learners who are struggling to answer the questions. You will need to do some remedial work with them, perhaps taking them aside to listen to the text again, more slowly. Lesson 3: Comprehension: Learners mark their own work. Take in a few random books to check what they have done. Lesson 4: Learners mark their own work. Call out the answers. Lesson 6: Listen to the role plays. Note which learners are confident and creative and which learners need help. Lesson 7: Ask learners to swop books and mark each other’s work. Go through the questions, encouraging learners to give the answers. They should write these on the board. Make sure the words are spelt correctly. Lesson 8: Learners mark their own work with your assistance. Lesson 9: Learners swop books to mark one another’s work. Write the answers on the board. Lesson 10: Assess written work informally. Circulate while learners are busy. Help them and correct their work. Take it in and give an impression mark, based on the number of language and spelling errors. 19 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 4 : Make It Duration: 2 weeks (10 hours) Term 1 Weeks 7 & 8 Listening and Speaking (2 hours) CAPS Content and Skills Reading and Viewing (5 hours) • Do daily listening and speaking practice • Talk about a photograph of children doing crafts • Listen to and carry out instructions for how to make bubble print paper • Retell instructions/ Describe a simple process • Play a language game LEARNING ACTIVITY Week 7 LESSON 1: Listening and Speaking LESSON 2: Listening and Speaking LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: Writing and Presenting • Read instructions on how to make a sock puppet • Practice reading the instructions aloud • Do a comprehension on the instructions • Read independently or in pairs Writing and Presenting (2 hours) • Write instructions on how to decorate a sock puppet • Write a paragraph explaining how to decorate a sock puppet (an account of a procedure) • Record words and their meanings in the dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity on page 49 in the TG Duration: 60 minutes LB page 28 Talk about the photograph of children doing crafts to introduce theme. Use the listening text on page 170 of the Learner’s Book to explain how to make bubble print paper. Before they listen, learners discuss pictures and vocabulary related to the instructions. While they listen, they practise carrying out the instructions. Independent reading - Reader Duration: 60 minutes LB page 28 Learners carry out the same instructions that they practiced in Lesson 1. Formal Assessment Task Independent reading- Reader Duration: 60 minutes LB page 30 Read instructions for how to make a sock puppet. Discuss a picture, think of creative puppets to make and then practise reading the instructions with a partner. After they read, learners answer comprehension questions orally. 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 learned from the reading and listening texts. Duration: 60 minutes LB page 32 Possessive pronouns Write instructions Do a shared writing exercise to practice for formal assessment in the next lesson. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 113 for additional support. Duration: 60 minutes LB page 33 Write instructions Learners work on their own to write instructions on how to decorate a sock puppet. They are given a checklist, to check their own writing, because this activity will be formally assessed. Independent reading- Reader Language Structures and Conventions (1 hour) Spelling • Use a dictionary to check spelling and meanings of words Work with words and sentences • Possessive pronouns • Possessive form of the noun • Apostrophes for showing possession • Comparative adjectives Vocabulary in context Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader For making bubble prints: water (either taps or large jugs of water), a washbasin/washbasins, a range of different coloured food colouring (at least four different colours), one bottle of dishwashing liquid and a white sheet of paper for each learner. Use the exercises in the DBOE Workbooks for additional support. 20 Week 8 LESSON 6: Listening and Speaking LESSON 7: Listening and Speaking LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Duration: 60 minutes LB page 29 Listen to instructions and answer questions about them. Retell the instructions: Formal Assessment Task Independent reading - Reader Duration: 60 minutes LB page 30 Complete the Work with words and sentences activity, which is a short integrated activity on comparative adjectives. Play a language game Learners play Simon Says in groups of seven or eight. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 29 for additional support. Duration: 60 minutes LB page 31 Complete the Reading comprehension: Formal Assessment Task Independent reading- Reader Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date adding new words that they have learned this week. Duration: 60 minutes LB page 32 Nouns showing belonging: Formal Assessment Task Independent reading- Reader Duration: 60 minutes LB page 34 Write a paragraph explaining how to decorate a sock puppet. Follow the writing process. Spelling Do a spelling test based on new words they learnt in this cycle. REVISION: Learner’s Book p34 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 2 and 5: Listening: Formally assess each learner’s listening as they carry out instructions. Lesson 4: Language structures and conventions Lesson 5: Writing Lesson 6: Speaking Lesson 8: Reading comprehension Lesson 9: Language structures and conventions Informal assessment Lesson 1: Learners assess themselves. They should to say ‘yes’, ‘sometimes’ or ‘no’ for each point. Lesson 4: Write the answers to Question 2 from the Revision page on the board. Learners can swap books and mark a partner’s answers. Lesson 6: Learners check their partners’ instructions. They then give each other feedback. Lesson 9: Write the answers to Question 1 from the Revision page on the board. Learners can swap books and mark a partner’s answers. 21 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 5: Plenty Of Poetry Duration: 2 weeks (10 hours) CAPS Content and Skills Term 1 Weeks 9 & 10 Listening and Speaking (2 hours) Reading and Viewing (5 hours) • Do daily listening and speaking practice • Talk about a photograph of balloons to introduce the theme • Listen to a poem and answer questions about it • Perform a poem. • Read two poems and answer questions about them • Practice reading a poem aloud • Read independently or in pairs 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: Writing and Presenting Writing and Presenting (2 hours) • Write a poem using a frame • Write about a poem • Record words and their meanings in a dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity on page 63 in the TG Duration: 60 minutes LB page 36 Talk about the photograph of balloons and introduce learners to the theme. Listen to a poem called ‘The little turtle’. Independent reading - Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 94 to 95 for additional support. Duration: 60 minutes LB page 38 Learners discuss the questions in the Before you read section as a class. Learners complete the comprehension questions orally. This will serve as practice for a later formal assessment exercise. Duration: 60 minutes LB page 39 Learners complete the comprehension questions in the After you read section on their own, and in writing, for formal assessment. Learners then complete the exercises on the future with ‘will’, and adjectives Duration: 60 minutes LB page 41 Irregular verbs Independent reading- Reader Duration: 60 minutes LB page 42 Learners work through the features of a poem. They then work with a partner to complete a frame to write a poem. A checklist is given to the learners so that they understand the assessment criteria. Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 88 to 90 for additional support. Language Structures and Conventions (1 hour) Spelling and punctuation • Spell familiar words correctly, using a personal dictionary Work with words and sentences • Gender forms of some nouns • Irregular forms of some verbs • Adjectives that show what things are made of • ‘Will’ to indicate something that will happen Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. 22 Week 10 LESSON 6: Listening and Speaking LESSON 7: Listening and Speaking LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Duration: 60 minutes LB page 36 Learners listen to the poem The little turtle and answer questions. Independent reading- Reader Duration: 60 minutes LB page 37 In this lesson learners perform the poem, ’The little turtle.’ Independent reading- Reader Duration: 60 minutes LB page 38 Read the poem If ‘I were a fish’ and answer questions. 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 learned from the reading and listening texts. Duration: 60 minutes LB page 41 Male and female nouns Independent reading- Reader Duration: 60 minutes LB page 43 Learners write an opinion on a poem they enjoyed or found interesting. They go through the writing process to complete a frame of an opinion. Spelling Learners do a spelling test based on new words they learnt in this cycle. Use the exercises in the DBOE Workbook 2 (Terms 3 and 2) pages 92 to 93 for additional support. REVISION: Learner’s Book p44 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 3: Reading comprehension Lesson 4: Language structures and conventions Lesson 5: Writing Lesson 9: Language structures and conventions: male and female nouns Informal assessment Lesson 6: Go through the answers to the After you read section with the learners. If they wrote down the answers, they should swap books with a partner and check each other’s answers. Lesson 10: Each learner should check a partner’s frame. They should give their partner feedback. 23 TERM 2: PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 6: Stories To Enjoy Duration: 2 weeks (10 hours) Term 2 Weeks 11 & 12 Listening and Speaking (2 hours) CAPS Content and Skills Reading and Viewing (5 hours) • Do daily listening and speaking practice • Talk about a photograph of a girl reading in a library to introduce the theme • Listen to the beginning of a story called Danger at the dump • Take part in a conversation about books LEARNING ACTIVITY Week 11 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: Writing and Presenting • Read a story called Danger at the dump • Do a comprehension on the story • Practice reading the story aloud • Read a simple book review of Danger at the dump • Read independently or in pairs Writing and Presenting (2 hours) • Write a story about a problem situation and how it is resolved • Use the writing process to develop the story • Write a simple book review with a frame • Record words and their meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 77 in the TG Duration: 60 minutes LB page 46 Talk about a photograph: The photograph introduces learners to the theme. Listen to a story LB page 46 Use the listening text on page 170 of the Learner’s Book. Independent reading – Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 36 to 38 for additional support. Duration: 60 minutes LB page 48 Read the story Danger at the dump. First, use the pictures and the title to predict what the story is about. After they read, they do a comprehension the story, which includes literal and metacognitive questions. Duration: 60 minutes LB page 48 Learners read the story again and continue with the comprehension questions. Duration: 60 minutes LB page 51 Countable and uncountable nouns Plural nouns Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 40 to 41 for additional support. Duration: 60 minutes LB page 52 Learners continue the writing activity from the previous lesson. They use a mind map to start planning a story. This is the first stage of the writing process. They will complete their stories in Lesson 9 of Week 2. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 42 to 43 Language Structures and Conventions (1 hour) Spelling and punctuation • Use a dictionary to check meanings • Use knowledge of alphabetical order to find words in a dictionary Work with words and sentences • Countable and uncountable nouns • Nouns that are always plural • Adjectives before nouns • Question forms Vocabulary in context • Words taken from shared or individually read texts • Collocations RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Have ready examples of countable and uncountable nouns, like classroom objects (countable) and some sand, sugar or flour (uncountable). Books to review. Use the exercises in the DBOE Workbooks for additional support. 24 Week 12 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting for additional support. Duration: 60 minutes LB page 47 Take part in a conversation about a familiar topic: Learners work in pairs. They match information about books with pictures and titles. They then discuss books that they want to read. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 52 to 53 for additional support. Duration: 60 minutes LB page 49 Practise reading: Learners work in pairs and take turns to read the story ‘Danger at the dump!’ aloud to each other. They then complete questions about the story, and ask and answer in pairs. Spelling Use knowledge of alphabetical order Duration: 60 minutes LB page 50 Read a book review: Learners read a book review and complete information about it on a chart. Record in a personal dictionary Learners add to personal dictionaries Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 54 to 56 for additional support. Duration: 60 minutes LB page 51 Collocations Spelling: Learners do a spelling test based on new words they learnt in this cycle. Independent reading– Reader Duration: 60 minutes LB page 53 Write a book review: Learners write a book review with a frame, using information from a table. Write a story Learners work through the writing process to complete their stories. Vocabulary in context Learners work on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 57 to 58 for additional support. REVISION: Learner’s Book p54 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK 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. Lesson 2: Walk around and listen to learners reading in pairs. Lesson 3, 4 and 9: Learners swop books to mark each other’s work. Lesson 5: Take in the stories and mark them. Assess the stories. Lesson 6: As you go around listening and helping students, note who is having difficulty in maintaining a conversation in English. Lesson 7 and 8: Learners mark their own work. Write the answers on the board. Make sure the words are spelt correctly Lesson 10: Take in the book reviews and comment on the work – saying, for example, whether work is good, incomplete, interesting, 25 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 7: Inventions Duration: 2 weeks (10 hours) Term 2 Weeks 13 & 14 Listening and Speaking (2 hours) CAPS Content and Skills Reading and Viewing (5 hours) • Do daily listening and speaking practice • Listen to descriptions of objects • Describe and classify objects LEARNING ACTIVITY Week 13 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: Writing and Presenting • Read an information text about inventions, with visuals • Answer questions on the text • Complete a timeline about the text • Practice reading the text aloud • Read independently or in pairs Writing and Presenting (2 hours) • Write short descriptions of objects, using a frame • Make a mind map summary about a set of inventions • Record words and their meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 91 in the TG Duration: 60 minutes LB page 56 Talk about the photograph of a boy surrounded by objects that have been invented at various times. Learners name and state the purpose of the objects to build vocabulary for the theme. Play a language game Learners classify objects according to their function. Independent reading – Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 98 to 99 for additional support. Duration: 60 minutes LB page 58 Read a story about the invention of games and toys. Before learners read the text, they use the pictures and skimming and scanning skills to predict what the text is about. While they read, they match illustrations to information. After they read, they do comprehension questions and complete a timeline. Read aloud. Listen to learners reading. FORMAL ASSESSMENT: start listening to the learners reading aloud. Duration: 60 minutes LB page 58 Learners continue to answer questions and make a timeline relating to the information text. Formal assessment: Mark comprehension Duration: 60 minutes LB page 61 Proper nouns and capital letters Independent reading- Reader Duration: 60 minutes LB page 64 Learners write descriptions of objects, using a frame. Formal assessment: description of objects. Independent reading- Reader Language Structures and Conventions (1 hour) Spelling and punctuation • Spell correctly using a personal dictionary • Use alphabetical knowledge to find words in a dictionary Work with words and sentences • Proper nouns • Capital letters • Prepositions • Future tense, present simple • Verb ‘to be’ Vocabulary in context: • Words taken from shared or individually read texts • Antonyms RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Have ready a map or pictures of famous people for learners to name when they find examples of proper nouns. Find interesting facts or books about flight or aeroplanes to share with the class. Use the exercises in the DBOE Workbooks for additional support. 26 Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 100 to 101 for additional support. Week 14 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Duration: 60 minutes LB page 57 Listen to an information text: description of objects. Use the listening text on page 171 of the Learner’s Book. Choose five objects. FORMAL ASSESSMENT: start assessing listening and speaking about information text. Work with words and sentences Present simple tense Verb ‘to be’ Independent reading- Reader Duration: 60 minutes LB page 60 Practise reading Learners do further activities related to the text on inventions. Work with words and sentences Learners use prepositions correctly. Duration: 60 minutes LB page 59 Read and create visual texts. Learners make a mind map relating to the information text on games. Use a personal dictionary Learners add to their personal dictionaries. Spelling test: Words from the theme Duration: 60 minutes LB page 61 Proper nouns and capital letters Learners do further exercises using capital letters. FORMAL ASSESSMENT: Take in and mark language activities Independent reading- Reader Duration: 60 minutes LB page 62 Make a mind map summary: Learners read about the history of flight, and make a mind map summary of the information. Spelling: Learners practice using alphabetical order to look up words in a dictionary. Vocabulary in context Learners work on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle. Independent reading- Reader REVISION: Learner’s Book p64 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lessons 2, 4, 7, 8, 9 and 10: Speaking and reading Lesson 3: Comprehension, continue with speaking and reading assessment Lesson 5: Description of objects Lesson 6: Listening and speaking about information text. Lesson 9: Language structures and conventions 27 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 8: Monsters And Strange Creatures Duration: 2 weeks (10 hours) CAPS Content and Skills Term 2 Weeks 15 & 16 Listening and Speaking (2 hours) Reading and Viewing (5 hours) Writing and Presenting (2 hours) • Do daily listening and speaking practice • Talk about a photograph of a monster that introduces the theme • Listen to a story and make notes about a girl who deals with a scary situation • Listen to a traditional story • Retell and discuss issues arising from the story • Read a picture story called Theseus and the minotaur • Do a comprehension on the story • Practice reading the story aloud • Read independently or in pairs • Write a story about a brave child and a monster • Use the writing process to develop the story • Record words and meanings in a personal dictionary 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 TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 106 in the TG Duration: 60 minutes LB page 66 Use the listening text on page 170 of the Learner’s Book. It is a story. Work with words and sentences Learners practise using ‘should’ and ‘must’ for obligation. Independent reading – Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 86 to 87 for additional support. Duration: 60 minutes LB page 68 Read the story Theseus and the minotaur. Use the pictures and the title to predict what the story is about. They are also introduced to some vocabulary from the story. Duration: 60 minutes LB page 68 Learners continue with the comprehension questions started the day before. Spelling test: Words from the theme Duration: 60 minutes LB page 71 Conditional sentences (if) Learners read the rules and examples in the help box. They practice putting together conditional sentences based on the story they have read. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 90 for additional support. Duration: 60 minutes LB page 72 Learners use pictures and ideas from the theme to start writing a story. They plan their own stories. They can use a mind map to do this. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 88 to 89 Language Structures and Conventions (1 hour) Spelling and punctuation • Use a dictionary to check spelling and meanings of words • Break longer words into syllables (smaller chunks) Work with words and sentences • Conditional sentences (if) • Verbs to describe actions, ‘should’ and ‘must’ to show obligation, ‘will’ to show intention • Adjectives relating to age and temperature Vocabulary in context • Words taken from shared or individually read texts • Synonyms RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. 28 Week 16 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting for additional support. Duration: 60 minutes LB page 67 Use the listening text on page 171 of the Learner’s Book. It is a traditional story. Before they listen to the story, learners say what is happening in a series of pictures. While they listen, they match the pictures to events in the story. After they listen, they discuss and retell the story. This is largely a metacognitive discussion. Independent reading– Reader Duration: 60 minutes LB page 68 Read aloud and work with sentences. Learners work in pairs and take turns to read the story ‘Theseus and the minotaur’ aloud to each other. Before they start, go through the word list, as a vocabulary and pronunciation exercise. Learners also do language in context exercises. Spelling and Vocabulary in context Learners complete the activity on words with the ‘ch’ sound. Then they use these words in sentences. These activities are based on the theme and vocabulary of the story they read. Work with words and sentences Use action verbs, match adjectives and nouns Work with words Break words into syllables Duration: 60 minutes LB page 70 Learners read the story again. They ask and answer questions about it. Spelling and Vocabulary in context Make a personal dictionary: Learners prepare their personal dictionaries. Spelling test: Words from the theme. Duration: 60 minutes LB page 71 Conditional sentences Independent reading– Reader Duration: 60 minutes LB page 72 Learners complete the stories they have planned; following the writing process outlined in their textbooks. Spelling: Learners do a spelling text based on new words they learnt in this cycle. Vocabulary in context Learners work on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 91 to 93 for additional support. REVISION: Learner’s Book p74 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 2: Reading aloud Lesson 10: Writing a story Informal assessment Lessons 3, 4, 8 and 9: Learners swop books to mark each other’s work. Lesson 5: Take in the stories and make comments – saying, for example, whether the work is good, incomplete, interesting. Lesson 6: As you go around listening and helping students, note who is having difficulty in expressing ideas or retelling the story. Lesson 7: Learners mark their own work. Write the answers on the board. Make sure the words are spelt correctly. 29 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 9: Healthy Habits Duration: 2 weeks (10 hours) Term 2 Weeks 17 & 18 Listening and Speaking (2 hours) CAPS Content and Skills Reading and Viewing (5 hours) • Do daily listening and speaking practice • Talk about a photograph that introduces the theme. • Listen and respond to oral instructions • Answer questions based on the instructions • Role play giving instructions 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 • Read a procedural text (a recipe) • Practice reading the recipe aloud • Do comprehensions based on the recipe • Read independently or in pairs Writing and Presenting (2 hours) • Write a recipe using a frame • Write a short account of a procedure followed • Record words and their meanings in the dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 120 in the TG Duration: 60 minutes LB page 76 Talk about a photograph of a group of children running to introduce the theme and explore some of the vocabulary associated with it. Use the listening text on page 171 of the Learner’s Book: a set of instructions for warm-up exercises. Duration: 60 minutes LB page 78 Learners use scanning techniques; practice reading aloud and answer questions based on a recipe for salad. Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date adding new words that they have learned from the reading and listening texts. Independent reading - Reader Duration: 60 minutes LB page 78 Learners work in groups of six to eight to carry out the instructions for making a salad. Independent reading- Reader Duration: 60 minutes LB page 79 Adverbs Write a recipe Learners begin writing their own recipe by working through the writing process. Duration: 60 minutes LB page 81 Learners continue the writing activity they began in Lesson 4. Independent reading- Reader Language Structures and Conventions (1 hour) Spelling and punctuation • Spell familiar words correctly, using a personal dictionary Work with words and sentences • Words starting with ‘g’ that sound like ‘j’ • Adverbs of degree • Adverbs of place • Future tense • Connecting words to show contrast (but),reason (because) and purpose (so that) Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Learners are required to carry out the instructions to make the salad. Each group should have these ingredients and utensils: 1 lettuce, 1 cucumber, 3 tomatoes, 1 onion, salt, pepper, mustard, dried herbs, oil, lemon juice; and the following utensils: paper towel, knife, spoon chopping board, large bowl, a cup. If there aren’t taps nearby, make sure there are washbasins filled with water for learners to rinse the ingredients. Use the exercises in the DBOE Workbooks for additional support. 30 Week 18 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Language Focus LESSON 9: Writing and Presenting LESSON 10: Writing and Presenting Duration: 60 minutes LB page 77 Role play instructions Learners work in pairs to role-play giving and following instructions for the class. Duration: 60 minutes LB page 79 Complete exercises on the future tense using the words ‘are going to’ and ‘will’ and on connecting words to show contrast (but), reason (because),and purpose (so that). Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date adding new words that they have learned from the reading and listening texts. Independent reading- Reader Duration: 60 minutes LB page 79 The letter ‘g’ pronounced as ‘j’ Independent reading Duration: 60 minutes LB page 81 Learners use the method in the recipes they wrote in Lessons 4 and 5 to start writing an account of a procedure in the form of a paragraph. Learners follow the writing process, planning their writing and writing notes. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 101 for additional support. Duration: 60 minutes LB page 81 Learners continue writing accounts of a procedure using the writing process. They check a partner’s work and then implement feedback and write their final drafts. Spelling Give a spelling test based on new words learnt in this cycle. Independent reading- Reader REVISION: Learner’s Book p82 The DBOE Workbook can be used for revision work and homework FORMAL ASSESSMENT TASK Formal Assessment Week 19 & 20 Mid Year Examinations Informal assessment Lesson 5: Write this checklist on the board. Each learner should check a partner’s recipe for: — a heading saying what the food or drink is — the heading ‘Ingredients’ — a list of ingredients — the heading ‘Method’ — numbered steps/instructions in the right order. Lesson 10: Learners informally assess each other’s accounts of a procedure using the checklist in the guidelines above. They give their partners feedback, so that they can correct their mistakes and write a neat final draft. 31 TERM 3: PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 10: People We Admire Duration: 2 weeks (10 hours) Term 3 Weeks 21 & 22 Listening and Speaking (2 hours) CAPS Content and Skills • Do daily listening and speaking practice • Talk about a photograph of well known or heroic people to introduce the theme • Listen to descriptions of people and takes notes • Give a personal recount LEARNING ACTIVITY Week 21 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 (5 hours) Writing and Presenting (2 hours) • Read a true story about a miner called Richard Simelane • Do a comprehension on the story • Practice reading the story aloud • Do a word puzzle using vocabulary from Grade 5 • Read independently or in pairs • Write events in sequence, rewrite a story • Use correct grammar, spelling and format • Record words and their meanings in a personal dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 135 in the TG Duration: 60 minutes LB page 86 Talk about the photographs of well-known and heroic people Use the listening text on page 171 of the Learner’s Book. Work with words and sentences Learners use the verb ‘to be’ to complete sentences relating to the theme. Independent reading – Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 2 for additional support. Duration: 60 minutes LB page 88 Read the story of Richard Simelane, Before learners read the story, they use the pictures and the title to predict what the story is about. They are also introduced to some vocabulary from the story. After they read, they do a comprehension of the story, which includes literal and metacognitive questions. Work with words and sentences Learners use the simple past tense to complete an activity. The activity is based on the theme and vocabulary of the story they read. Duration: 60 minutes LB page 88 Learners continue to work on comprehension questions relating to the story of the theme. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 2 and 3 for additional support. Duration: 60 minutes LB page 91 Subject/verb concord Independent reading– Reader Duration: 60 minutes LB page 92 Write a story: Learners sequence information from the story and rewrite it in full sentences. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 3 to 5 for additional support. Language Structures and Conventions (1 hour) Spelling and punctuation • Spell correctly using a personal dictionary • Words starting with ‘g’ can sound like ‘j’ before i, e, y. Work with words and sentences • Subject verb concord • Personal pronouns • Comparative adjectives • Verb ‘to be’ Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. 32 Week 22 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Duration: 60 minutes LB page 87 Give a personal recount: Learners brainstorm ideas and vocabulary relating to good role models, or people that learners know and admire. Work with words and sentences Pronouns Independent reading– Reader Duration: 60 minutes LB page 89 Practise reading: Learners complete integrated language activities. They work with comparatives, verb ‘to be’, uncountable noun. Vocabulary in context Learners complete the activity on words with the ‘g’ pronounced as ‘j’. Read a short paragraph Learners read a paragraph, which they summarise during the writing session. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 6 for additional support. Duration: 60 minutes LB page 89 Read aloud: Learners read the story of Richard Simelane in pairs. They also do further comprehension work. Make a personal dictionary Learners prepare their personal dictionaries. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 7 to 9 for additional support. Duration: 60 minutes LB page 91 Concord: Learners continue to do concord exercises with vocabulary related to the theme. Independent reading– Reader Duration: 60 minutes LB page 93 Make a summary of a story Spelling Learners do a spelling test based on new words they learnt in this cycle. Vocabulary in context Learners spend time working on their personal dictionaries. Summarise a paragraph Learners summarise a short paragraph, with support. Independent reading– Reader REVISION: Learner’s Book p94 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Informal assessment Lesson 1: Learners can mark their own work when you discuss the answers to the listening activity. Take in a few books to check their answers and how well they are able to mark. Make further corrections if necessary. During the discussion, circulate from group to group. Take note of learners who are able to express themselves well and those who are struggling to answer the questions. Take them aside and work on vocabulary when you have time. Lesson 2: Observe how well learners can talk about the text – content, structure and related matters. Lesson 3 and 4: Learners mark their own work, with your guidance. Take in some of their books to check their answers and their marking skills. Lesson 5: Read and check the writing of as many learners as possible. Focus on full sentences. Take in some books and correct. Lesson 6: Listen to as many recounts as you can during the course of the lesson. Ask one or two follow-up questions each time. Lesson 7: 1. Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the answers. They should write these on the board. Make sure the words are spelt correctly. 2. For reading aloud: Ask learners to read at least two paragraphs from the text. 33 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 11: Beautiful Birds Duration: 2 weeks (10 hours) CAPS Content and Skills Term 3 Weeks 23 & 24 Listening and Speaking (2 hours) Reading and Viewing (5 hours) Writing and Presenting (2 hours) • Do daily listening and speaking practice • Talk about a photograph of an eagle to introduce the theme • Have a discussion about birds • Talk about a familiar topic with preparation • Read information texts with visuals • Practice reading the information texts aloud • Do comprehensions based on the information texts with visuals • Read independently or in pairs • Draw and label a simple visual text • Make a mind map summary of a short text • Record words and their meanings in the dictionary LEARNING ACTIVITY Week 23 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing 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 150 in the TG Duration: 60 minutes LB page 96 Talk about the photograph of a fish eagle to introduce the theme and associated vocabulary. Have a class discussion based on the photographs of eight different South African birds, guided by questions in the Learner’s Book. Answer integrated language questions about universal truths and phrasal verbs. Duration: 60 minutes LB page 98 Learners read an information table about birds. They then answer comprehension questions based on the text. Duration: 60 minutes LB page 98 Learners continue answering the comprehension questions they started in the previous lesson. This activity is for formal assessment. 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 learned from the reading and listening texts. Independent reading - Reader Duration: 60 minutes LB page 100 Formal Assessment Task: Number words (Determiners) Label a diagram Learners draw and label a diagram based on the theme of birds, for formal assessment. Independent reading- Reader Duration: 60 minutes LB page 101 Learners complete the writing activity they started in the previous lesson. Independent reading- Reader Language Structures and Conventions (1 hour) Spelling and punctuation • Use a dictionary to check spelling and meanings of words Work with words and sentences • Determiners • Words starting with c and followed by, -e, -i , or. y:pronounce as s • Simple present to describe universal truths • Possessive pronouns • Adjectives relating to age, temperature, and what things are made of Vocabulary in context • Words taken from shared or individually read texts • Phrasal verbs RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. 34 Week 24 LESSON 6: Listening and Speaking LESSON 7: Listening and Speaking LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Duration: 60 minutes LB page 97 Learners work on their own to plan a talk about birds. They use the questions, ideas and steps in the Learner’s Book to plan their talks. Provide a checklist to help them prepare. (Formal Assessment Task) Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 16 to 17 for additional support. Duration: 60 minutes LB page 97 Learners present the talks they prepared in the previous lesson. They answer questions based on their talks. Duration: 60 minutes LB page 99 Learners answer integrated language questions on adjectives and possessive pronouns. Learners read a section of the information table about birds aloud , for formal assessment. 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 learned from the reading and listening texts. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 28 to 29 for additional support. Duration: 60 minutes LB page 100 The letter ‘c’ Independent reading- Reader Duration: 60 minutes LB page 101 Learners read a short factual text about African grey parrots. They copy and complete a mindmap frame about the text. This is a Formal Assessment Task. Spelling Give a spelling test based on new words they learnt in this cycle. Independent reading- Reader REVISION: Learner’s Book p102 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 3:Reading comprehension Lesson 4: Language structures and conventions Lesson 5: Writing Lesson 7: Speaking Lesson 8: Reading aloud Lesson 9: Language structures and conventions Lesson 10: Reading; writing Informal assessment Lesson 1: Write the answers to the Work with words and sentences and the Vocabulary in context questions on the board. Learners can swap books and mark a partner’s answers. Lesson 8: Write the answers to the Work with words and sentences on the board. Learners can swap books and mark a partner’s answers. 35 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 12: Animals And The Environment Duration: 2 weeks (10 hours) CAPS Content and Skills Term 3 Weeks 25 & 26 Listening and Speaking (2 hours) Reading and Viewing (5 hours) Writing and Presenting (2 hours) • Do daily listening and speaking practice • Talk about a photograph of animals drinking in the wild to introduce the theme • Listen to a story about animals pushed out of their environment • Retell the story • Listen to a poem • Read a traditional story about the markings on a cheetah • Do a comprehension on the story • Practice reading the story aloud • Read and discuss poems • Read independently or in pairs • Write a story about people and animals • Use the writing process to develop the story • Record words and their meanings in a personal dictionary LEARNING ACTIVITY Week 25 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing 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 165 in the TG Duration: 60 minutes LB page 104 Talk about the photograph of animals drinking in the wild and introduce learners to the theme. The questions explore some of the ideas and vocabulary they will come across in the theme. Listen to a story Use the listening text at the end of the Learner’s Book. Retell the story Learners retell the story to a partner, using past and present tenses, and thinking of an alternative ending. Independent reading – Reader Language Structures and Conventions (1 hour) Spelling • Spell familiar words correctly • Words starting with ‘k’ Work with words and sentences • Direct speech and reported speech • Subject/verb/object • Connecting words (if) Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 70 for additional support. Duration: 60 minutes LB page 106 Read the traditional story about how cheetahs got their markings. Before they read, learners talk about animals and their environment. They are also introduced to some vocabulary from the story. While they read, they are asked to think about respect for animals and the environment. After they read, they do a comprehension on the story. Duration: 60 minutes LB page 106 Re-read the story of the cheetah’s tears and discuss the moral of the story. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 70 and 71 for additional support. Duration: 60 minutes LB page 110 Direct speech and reported speech Independent reading- Reader Duration: 60 minutes LB page 111 Learners brainstorm ideas for a story. They use a mindmap to start planning a story. This is the first stage of the writing process. They will complete their stories in Lesson 10 (Week 6). Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 71 to73 36 for additional support. Week 26 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Duration: 60 minutes LB page 105 Listen to and perform a poem: Learners answer questions and work with vocabulary. Work with words and sentences Learners find sentences with ‘if’. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 74 for additional support. Duration: 60 minutes LB page 108 Read a poem: Learners read a poem about giraffes, and a shorter poem about a cheetah. They discuss main ideas and comparisons, like a simile. Spelling and punctuation Learners spell words with ‘k’. Work with words and sentences Learners put together subject/verb/object sentences using vocabulary from the story they read. Duration: 60 minutes LB page 106 Practise reading: Learners work in pairs and take turns to read the story about the cheetah. They also practice reading the poem in groups and as a class. Work with words and sentences: Recognize and use the connecting word ‘if’ Vocabulary in context Learners add to their personal dictionaries. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 74 for additional support. Duration: 60 minutes LB page 110 Direct speech and reported speech Spelling Give a test on words learnt in the theme. Independent reading- Reader Duration: 60 minutes LB page 111 Learners write stories using the writing process. Spelling Learners do a spelling test based on new words they learnt in this cycle. Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 75 to 77 for additional support. REVISION: Learner’s Book p112 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Informal assessment Lesson 1: 1. Learners mark their listening text answers themselves, with your guidance. 2. During discussions, observe who is able to express views easily in English and who needs extra help. Lesson 3: Learners mark their own work, with your guidance. Collect some of their exercise books and check their answers and marking. Use the answers provided above to mark the answers, both in class and when you check work. Lesson 4: 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. Lesson 5: Take in and read the stories. Write comments. Read out two or three of the better stories to the class. Lesson 6: Observe how learners retell the advice in the poem. Give extra attention to those who do not understand the poem. Lesson 7: Ask learners to swap books and mark each other’s work. Go through the questions, encouraging learners to give the 37 answers. They should write these on the board. Make sure the words are spelt correctly Lesson 9: Write the correct answers on the board. Learners mark their own work. PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 13: Long Ago In Egypt Duration: 2 weeks (10 hours) Listening and Speaking (2 hours) CAPS Content and Skills • Do daily listening and speaking practice • Talk about a photograph of Tutankhamun’s mask to introduce the theme • Have a conversation about Egypt • Play a language game LEARNING ACTIVITY Week 5 LESSON 1: Listening and Speaking Term 3 Weeks 27 & 28 Reading and Viewing (5 hours) Writing and Presenting (2 hours) • Read a procedural text about how pyramids were built • Practice reading the procedural text aloud • Read an information text from across the curriculum • Do comprehensions based on information text from across the curriculum • Read independently or in pairs • Write an information text • Use the writing process • Record words and their meanings in the dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 178 in the TG Duration: 60 minutes LB page 114 Talk about the photograph of Tutankhamun’s mask to introduce the theme and some of the ideas and vocabulary they will come across in the theme. Take part in a conversation about ancient Egypt. This is a Formal Assessment Task. Independent reading - Reader LESSON 2: Duration: 60 minutes Reading and Viewing LB page 116 Learners read about building pyramids and answer questions. Learners answer three integrated language questions in the Work with words section. LESSON 3: Duration: 60 minutes Language Focus LB page 120 Connecting 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 have learned from the reading and listening texts. LESSON 4: Duration: 60 minutes Writing and Presenting LB page 121 Learners begin the writing process to write an information text of two to three paragraphs about long ago. This is a Formal Assessment Task. Independent reading- Reader LESSON 5: Duration: 60 minutes Writing and Presenting LB page 121 Learners continue working through the writing process to complete their information texts in this lesson. Learners should write their final drafts neatly. Independent reading- Reader Language Structures and Conventions (1 hour) Spelling • Spell familiar words correctly, using a personal dictionary • Words starting with a k, sound and followed by, a, u, or o. Work with words and sentences • Connecting words showing addition, sequence and contrast • Prefixes and suffixes • Prepositions that show position and direction • Negative forms • Passive voice Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Try to source some interesting material (reading materials and visuals) on ancient Egypt (or other places long ago) for learners to use as references and/or inspiration. You can also ask the Social Science teacher as he/ she will also be covering Egypt in this term. Use the exercises in the DBOE Workbooks for additional support. 38 Week 6 LESSON 6: Listening and Speaking Duration: 60 minutes LB page 115 The class plays a game with symbols from the Egyptian alphabet. Independent reading - Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 62 to 64 for additional support. LESSON 7: Duration: 60 minutes Reading and Viewing LB page 118 Learners read an information text about mummies and answer questions. This is a Formal Assessment Task. LESSON 8: Duration: 60 minutes Reading and Viewing LB page 119 Learners continue answering the reading comprehension questions on the information text that they began in Lesson 7. 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 learned from the reading and listening texts. Independent reading- Reader LESSON 9: Duration: 60 minutes Language Focus LB page 120 Adding letters to make new words (Formal Assessment Task) Independent reading- Reader LESSON 10: Duration: 60 minutes Writing and Presenting LB page 121 Learners complete the writing activity they started in Lesson 4. This is a Formal Assessment Task. Spelling Learners do a spelling test based on new words they learnt in this cycle. REVISION: Learner’s Book p122 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 1: Listening and speaking Lessons 4 & 10: Writing Lesson 7: Comprehension Lesson 9: Language structures and conventions Informal assessment Lesson 1: Write the answers to the Spelling questions on the board. Learners can swap books and mark a partner’s answers. Lesson 2: Write the answers to the Work with words and sentences questions on the board. Learners can swap books and mark a partner’s answers. 39 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 14: Work People Do Duration: 2 weeks (10 hours) Listening and Speaking (2 hours) CAPS Content and Skills • Do daily listening and speaking practice • Take part in a conversation on a familiar topic: people’s jobs • Perform simple plays LEARNING ACTIVITY Week 5 LESSON 1: Listening and Speaking Term 3 Weeks 29 & 30 Reading and Viewing (5 hours) • Read a play • Practice reading the play aloud • Do a comprehension based on the play • Read independently or in pairs Writing and Presenting (2 hours) • Write a short play script using a frame • Use the writing process • Record words and their meanings in the dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 192 in the TG Duration: 60 minutes LB page 124 Talk about the photograph of a doctor to introduce the theme and vocabulary related to the work of a doctor. Read the play ‘Emergency at the beach’ while learners listen. Learners answer questions and work with a partner to practice performing the play. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 18 for additional support. LESSON 2: Duration: 60 minutes Listening and Speaking LB page 125 Learners practice performing the play ‘Emergency at the beach’ with their partners. Pairs assess each other’s performance. Independent reading - Reader LESSON 3: Duration: 60 minutes Reading and Viewing Language Structures and Conventions (1 hour) Spelling and punctuation • Use the dictionary to check spelling and meanings of words • Add –es to form plurals • Punctuate correctly Work with words and sentences • Simple past tense using regular forms of the verb • Simple present tense • Gender forms of some nouns • ‘A’ and ‘the’ with nouns • Connecting words to show choice (either/or) Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. LB page 126 Learners read the play ‘Lost in town.’ They answer questions about the play on their own. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 18 and 19 for additional support. LESSON 4: Duration: 60 minutes Language Focus LB page 128 The simple present tense Independent reading- Reader LESSON 5: Duration: 60 minutes Writing and Presenting LB page 129 Learners study the format of a play script because they are going to write their own plays as a Formal Assessment Task later on in the two-week cycle. Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 19 to 21 for additional support. 40 Week 6 LESSON 6: Listening and Speaking Duration: 60 minutes LB page 125 Learners perform their plays for formal assessment. Spelling and punctuation Complete exercises on pages 127 and 128. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 22 for additional support. LESSON 7: Reading and Viewing Duration: 60 minutes LB page 128 Read the play ‘Lost in town’ again. Complete the three integrated language questions in the Work with words and sentences section. 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 learned from the reading and listening texts. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 22 for additional support. LESSON 8: Duration: 60 minutes Language Focus LB page 129 The simple past tense LESSON 9: Duration: 60 minutes Writing and Presenting LB page 129 Learners begin writing their own plays as a Formal Assessment Task. They write the first draft. Independent reading- Reader LESSON 10: Duration: 60 minutes Writing and Presenting LB page 129 Learners complete the writing process that they started in Lesson 9. They write the final drafts of their plays. Spelling Learners do a spelling test based on new words they learnt in this cycle. Independent reading- Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 23 to 25 for additional support. REVISION: Learner’s Book p130 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 3: Reading comprehension Lesson 4: Language structures and conventions Lesson 6: Speaking: perform a play Lesson 8: Language structures and conventions Lesson 10: Writing Informal assessment Lesson 2: Pairs of learners to assess each other. Lesson 5: Each pair of learners swaps their writing with another pair. They assess each other’s writing. 41 TERM 4: PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 15: Play Safe Duration: 2 weeks (10 hours) CAPS Content and Skills Term 4 Weeks 31 & 32 Listening and Speaking (2 hours) Reading and Viewing (5 hours) Writing and Presenting (2 hours) • Do daily listening and speaking practice • Talk about a photograph that introduces the theme • Listen to a story about a boy who finds a wallet and has to deal with ethical issues • Play a spelling game • Read a story called ‘Take care, Sameera!’ • Do a comprehension on the story • Practice reading the story aloud • Do a word puzzle using vocabulary from Grade 5 • Read independently or in pairs • Write a personal recount in correct sequence • Write a story, using a mind map to plan • Use the writing process to develop the story • Record words and their meanings in a personal dictionary LEARNING ACTIVITY Week 31 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing 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 207 in the TG Duration: 60 minutes LB page 132 Talk about the photograph of a building site to introduce learners to the theme of safety. The questions explore some of the ideas and vocabulary they will come across in the theme. Use the listening text at the end of the Learner’s Book. Work with words and sentences Personal pronouns Independent reading – Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 112 for additional support. Duration: 60 minutes LB page 134 Read the story called ‘Take care, Sameera!’ Before learners read the story, they use the pictures and the title to predict what the story is about. After they read, they do a comprehension of the story. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 113 for additional support. Duration: 60 minutes LB page 135 Learners continue with the comprehension activity from the previous lesson. Practise reading: Learners work in pairs and take turns to read the story aloud to each other. Duration: 60 minutes LB page 137 Subject verb concord Independent reading– Reader Duration: 60 minutes LB page 139 Learners write a personal recount, describing something that happened to them. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 115 for additional support. Language Structures and Conventions (1 hour) Work with words and sentences • Subject verb concord(there is/are) • Countable and uncountable nouns • Personal pronouns • Different types of adjectives Vocabulary in context • Words taken from shared or individually read texts Spelling and punctuation • Spell correctly using a personal dictionary • Double ‘l’ when adding a suffix RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. 42 Week 32 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Duration: 60 minutes LB page 133 Play a language game: work in groups that compete in a spelling competition. Spelling: Double ‘l’ when adding a suffix. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 114 for additional support. Duration: 60 minutes LB page 135 Learners work in pairs to ask and answer questions about the story. Vocabulary in context: Learners use words from texts. Reflect on independent reading texts Retell stories and do short book reviews Duration: 60 minutes LB page 136 Read and solve word puzzles Learners work with and spell words related to the story. Work with words and sentences Use adjectives relating to what things are made of. Use a personal dictionary. Learners add to their personal dictionaries. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 116 for additional support. Duration: 60 minutes LB page 137 Countable and uncountable nouns Independent reading– Reader Duration: 60 minutes LB page 139 Use a mind map to plan a story and write the story using the writing process. Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 117 to 119 for additional support. REVISION: Learner’s Book p140 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Informal assessment Lesson: 1. Let learners swop books to mark the listening exercise. Write all possible answers on the board. 2. If the discussion is done in groups, circulate from group to group. Take note of learners who are struggling to answer the questions and give assistance. Lesson 2: During the course of discussion, assess the ability of individuals to identify setting, characters and sequence of events. Lesson 3: Learners mark their own work. Refer to the comprehension answers after Lesson 2. Lesson 4: Learners swop books to mark one another’s work. Write up or call out the answers with learner involvement. Take in a few books to check answers and marking. Lesson 5: Take in and read the personal recounts. You do not have to give a mark, but you should look for logical sequencing. Correct jumbled work. Lesson 6: Observe whether learners are able to understand the instructions of the game and to play in an organized way. Intervene and help if a team is having difficulty. Lesson 7: Ask learners to swop books and mark each other’s pronouns. Lesson 8 and 9: Learners mark their own work, or swop books. Write up the answers as you go through them. Lesson 10: Give an impression mark for the stories using the creative writing scale. 43 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 16: Fire! Duration: 2 weeks (10 hours) CAPS Content and Skills Term 14 Weeks 33 & 34 Listening and Speaking (2 hours) Reading and Viewing (5 hours) Writing and Presenting (2 hours) • Do daily listening and speaking practice • Talk about a photograph that introduces the theme • Participate in a discussion about advantages and disadvantages of fire • Participate in a discussion about the purpose and features of a poster • Take part in a discussion for formal assessment • Read news media texts • Do a comprehension on the texts for formal assessment • Practice reading the texts aloud • Read and interpret a poster about fire • Read independently or in pairs • Reflect on independently read texts for formal assessment • Read aloud unprepared texts for formal assessment • Write an information text, including advantages and disadvantages for formal assessment • Use the writing process to develop the text • Design a poster warning about fire for formal assessment • Record words in a personal dictionary LEARNING ACTIVITY TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 220 in the TG Week 33 LESSON 1: Duration: 60 minutes Listening and Speaking LB page 142 Talk about a photograph that introduces the theme of fire. The questions explore some of the ideas and vocabulary they will come across in the theme. Learners work in groups to discuss the advantages and disadvantages of fire. They report back to the class. (Formal Assessment Task 6begins.) Independent reading - Reader LESSON 2: Duration: 60 minutes Reading and Viewing LB page 144 Read newspaper texts about fires. Read aloud an unprepared text. (Formal Assessment Task 6) Work with words and sentences Learners match adjectives and nouns, putting adjectives before nouns. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 2 to 3 for additional support. LESSON 3: Duration: 60 minutes Reading and Viewing LB page 145 Comprehension and mind map on the information text. Formal Assessment Task 6 LESSON 4: Duration: 60 minutes Language Focus Language focus LB page 146 Demonstrative pronouns Work with words and sentences Learners identify nouns used in the plural only. Independent reading- Reader LESSON 5: Duration: 60 minutes Writing and Presenting LB page 147 Brainstorm ideas, categorise them into a chart and then write paragraphs describing advantages and disadvantages. Make a personal dictionary Learners prepare their personal dictionaries. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 4 to 5 for additional support. Language Structures and Conventions (1 hour) Spelling and punctuation • Spell correctly using a dictionary • Spell words with long vowels and silent ‘e’. Work with words and sentences • Demonstrative pronouns • Words with plural only form • Adjectives before nouns Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Bring newspapers to school. Have books/texts ready for unprepared reading assessments. Examples of posters and big newspaper advertisements. Use the exercises in the DBOE Workbooks for additional support. 44 Week 34 LESSON 6: Listening and Speaking Duration: 60 minutes LB page 143 Work in groups. Read and interpret a poster and discuss issues arising from the message of the poster. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 6 for additional support. LESSON 7: Duration: 60 minutes Reading and Viewing LB page 145 Complete the comprehension questions for the newspaper texts already read. Spelling and Vocabulary in context Complete the activity on words with long vowels and silent ‘e’. LESSON 8: Duration: 60 minutes Reading and Viewing LB page 143 Return to the poster discussed in Lesson 6, and focus on reading and answering questions in writing. Spelling test Words from the theme LESSON 9: Duration: 60 minutes Language Focus LB page 146 Demonstrative pronouns Formal Assessment Task 6 Independent reading- Reader LESSON 10: Duration: 60 minutes Writing and Presenting LB page 147 Design a poster warning about the dangers of fire. Formal Assessment Task 6 Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date so they have included information on all the new words in this cycle. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 7 to 9 for additional support. REVISION: Learner’s Book p148 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lessons 2 ,4, 6, 8 and 9: Reading aloud and speaking/discussion Lesson 5: Writing an information text Lesson 7: Writing: mind maps Lesson 9: Language Lesson 10: Writing: poster Informal assessment Lesson 3: Take in and mark mind maps, and give feedback. 45 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 17: Feelings Duration: 2 weeks (10 hours) Term 4 Weeks 35 & 36 CAPS Content and Skills Listening and Speaking (2 hours) • Do daily listening and speaking practice • Listen to a story about a new girl at school and answer questions about it • Tell a story to a partner LEARNING ACTIVITY Week 35 LESSON 1: Listening and Speaking LESSON 2: Listening and Speaking LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: Writing and Presenting Reading and Viewing (5 hours) • Read a story about a boy who is sad • Practice reading the story aloud • Do a comprehension • Read two poems about feelings and answer questions • Read independently or in pairs Writing and Presenting (2 hours) • Write a personal recount • Write a simple book review using a frame • Record words and their meanings in the dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 233 in the TG Duration: 60 minutes LB page 150 Talk about the photographs to introduce the theme. Learners listen to the story of Zola’s first day at her new school and answer questions about the picture. Independent reading - Reader Duration: 60 minutes LB page 150 Learners work with a partner to discuss the comprehension questions. They then answer questions on singular and plural nouns and prepositions showing direction, time and possession. Independent reading- Reader Duration: 60 minutes LB page 152 Learners read the story ‘I’m not small!’ and answer questions based on the story with a partner and then as a group. Learners complete an integrated language question on adverbs of time. 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 learned from the reading and listening texts Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 34 for additional support. Duration: 60 minutes LB page 156 The word ‘can’ Independent reading- Reader Duration: 60 minutes LB page 157 Learners write a story about a time when they felt sad. They go through the five steps of the writing process and check their own drafts. Language Structures and Conventions (1 hour) Spelling and punctuation • Spell familiar words correctly, using a personal dictionary • Add ‘s’ to form most plurals Work with words and sentences • Modals: ‘can’ to show ability, ‘may’ to ask for permission • Adverbs of time • Adverbs of frequency • Prepositions to show direction, time and possession Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Use the exercises in the DBOE Workbooks for additional support. 46 Week 36 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Reading and Viewing LESSON 9: Language Focus LESSON 10: Writing and Presenting Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) page 35 for additional support. Duration: 60 minutes LB page 151 Learners work on a story about children who are unkind to one another. They tell their stories to a partner and assess each other. Independent reading- Reader Duration: 60 minutes LB page 154 Learners read a poem about an argument and practice reading aloud. They answer comprehension questions based on the poem and complete an integrated language exercise on adverbs of frequency. Duration: 60 minutes LB page 155 Learners read the poem,’ It is grey out’ and answer questions that require emotional interpretation. 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 learned from the reading and listening texts. Independent reading- Reader Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 36 to 39 for additional support. Duration: 60 minutes LB page 156 The word ‘may’ Independent reading- Reader Duration: 60 minutes LB page 157 Learners copy a review frame and write a review of a book or story that they have read. Spelling Learners do a spelling test based on new words they learnt in this cycle. Use the exercises in the DBOE Workbook 2 (Terms 3 and 4) pages 40 to 41 for additional support. REVISION: Learner’s Book p158 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal assessment Lesson 3: Reading: Comprehension Informal assessment Lesson 4 and 9: Learners should mark a partner’s answers. Write the answers above on the board for learners to use as a Memorandum. Lesson 6: Learners should assess their partners informally. 47 PLATINUM LESSON PLANS – GRADE 5 Subject: English First Additional Language Grade: 5 Theme 18: Digging Up Dinosaurs Duration: 2 weeks (10 hours) Listening and Speaking (2 hours) CAPS Content and Skills • Do daily listening and speaking practice • Take part in a conversation • Participate in discussion on less familiar topics LEARNING ACTIVITY Week 37 LESSON 1: Listening and Speaking LESSON 2: Reading and Viewing LESSON 3: Reading and Viewing LESSON 4: Language Focus LESSON 5: Writing and Presenting Term 4 Weeks 37 & 38 Reading and Viewing (5 hours) Writing and Presenting (2 hours) • Read an information text from across the curriculum • Practice reading the story aloud • Do a comprehension based on the information text • Read and understand a poster • Read independently or in pairs • Design a poster • Write an information text using a frame • Record words and their meanings in the dictionary TEACHING METHODS / APPROACH Note: 5–10 minutes Daily listening and speaking: choose an activity from page 247 in the TG Duration: 60 minutes LB page 160 Learners discuss the questions based on the pictures of fossils and dinosaurs in their groups. They are reminded of the rules of conversation. Independent reading – Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 94 to 95 for additional support. Duration: 60 minutes LB page 162 In this lesson and the next (Lesson 3), learners complete the reading comprehension questions based on the information text ‘Dinosaurs’ and answer integrated spelling questions covering plurals that do not end in ‘s’. Duration: 60 minutes LB page 162 Learners complete the reading comprehension and integrated spelling questions. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 96 for additional support. Duration: 60 minutes LB page 165 Adverbs of manner Independent reading– Reader Duration: 60 minutes LB page 166 Learners design a poster that invites people to see something that they have just discovered. Vocabulary in context Learners spend about 10 minutes working on their personal dictionaries, bringing them up to date adding new words that they have learned from the reading and listening texts. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) page 97 for additional support. Language Structures and Conventions (1 hour) Spelling and punctuation • Use a dictionary to check spelling and meanings of words • Singular and plural forms of nouns Work with words and sentences • ‘Will’ to indicate something that will happen • Adverbs of manner • Adverbs of degree • Present progressive tense Vocabulary in context • Words taken from shared or individually read texts RESOURCES Platinum English FAL Grade 5 Learner's Book and Teacher's Guide Platinum English FAL Grade 5 Reader Learners will write an information text about an animal that is in danger of becoming extinct or an animal that is already extinct. Try to find resources about some of these animals that you can make available to learners, e.g. wildlife magazines and books with information on animals from prehistoric times, (such as dinosaurs), animals that have become extinct more recently (like the quagga), and animals that are endangered species (from anywhere in the world). Use the exercises in the DBOE Workbooks for additional support. 48 Week 38 LESSON 6: Listening and Speaking LESSON 7: Reading and Viewing LESSON 8: Language Focus LESSON 9: Writing and Presenting LESSON 10: Writing and Presenting Duration: 60 minutes LB page 160 Learners have a group discussion using the questions associated with the information text under ‘Talk about fossils’. Learners also answer two integrated language questions covering the present progressive tense and adverbs of degree. Independent reading Duration: 60 minutes LB page 164 Learners study a poster and answer questions about it. Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 98 to 99 for additional support. Duration: 60 minutes LB page 165 The future tense with ‘will’ 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 learned from the reading and listening texts. Independent reading– Reader Duration: 60 minutes LB page 166 Learners begin writing an information text about an animal that does not exist anymore or an animal that is in danger of becoming extinct Duration: 60 minutes LB page 166 Learners continue writing the information text that they began in Lesson 9. Spelling Learners do a spelling test based on new words they learnt in this cycle. Independent reading– Reader Use the exercises in the DBOE Workbook 1 (Terms 1 and 2) pages 100 to 101 for additional support. REVISION: Learner’s Book p167 The DBOE Workbook can be used for revision work and homework ASSESSMENT TASK Formal Assessment End of Year Examinations Week 39 & 40 Informal assessment Lesson 4: Learners swap their books with a partner. They mark each other’s answers using the above memorandum. Lesson 5: Learners check their own posters Lesson 10: Learners check their partners’ drafts during the writing process. 49
