1.3 Who am i? - dad's tough day  (Page 2/2)

Read through the next story again. Check first to see if there are words that are unknown to the children in your class. Introduce these words first. They can illustrate and build their own sentences with these words before attempting the story. Use folio for this activity.

Before beginning the story, discuss all the things that their mothers usually do to make the home run smoothly. Ask them what happens if Mommy is ill.

Brainstorm ideas with the class. Encourage the learners to use humour – maybe they could add a sentence, e.g. “My cat had to wash the dishes and she hates water.” Then draft the story using the writing frame, correct spellings and punctuation. Let the learners read their stories to a small reading group - discuss and then write the final version to publish and choose an appropriate title. When they “publish” their stories let them write them out nicely and decorate their page. It could perhaps be their “writing lesson” for that week. As they are just copying, they can concentrate on correct formation of letters and punctuation. Read the story out loud to the class.

Let the learners illustrate their ideas.

LO 4.1.1

Leaner section

Content

Dad’s tough day

• Read the following story:

Look at the picture. Mom is lying in bed. Dad is dressing. Why is he saying ,“Yes, dear?” Read on and find out.

Mom would not get out of bed. “I’m not getting up today,” she said. “Very well, dear,” said Dad. He went to wake the children.

“Mom is not well. You must dress for school.”

“I don’t want to,” said Kim.

“Well, you have to,” said Dad.

“I want breakfast,” said Amy.

“What do you want?” said Dad.

“Mom lets us have chocolate,” said Kim

Dad looked tired and it was only seven o’clock.

“That’s fine,” he said.

“I don’t want to go to school,” said Amy.

Maybe Dad would just let them stay at home.

No such luck! But they were very late.

When they got home, Mom was still in bed.

“Are you getting up now?” asked Amy

“No,” said Mom.

Amy and Kim had to make the supper. It was not very good. Amy made messy jam sandwiches and Kim made messy ice cream. Dad did not eat much. They went to bed. Dad had to clean the kitchen.

The next morning, Dad said, “I’m not getting up today.”

• How well did you read?

1. Who are the characters in the story?

The characters are ………………………………………………………………………

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2. Who would not get out of bed? ………………………………………………..

Why do you think she wouldn’t get out of bed? She …………………………………

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3. What did Kim and Amy make for supper?

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4. What do you think will happen when Dad stays in bed? Draw a picture to show what you think will happen and write a sentence about your picture.

Just imagine…..

Imagine that your mother stayed in bed. What would you do? Think of all the things that your mother does. Do you think your dad will be able to do them as well as his own job? Write a story about what happened the day your mom stayed in bed.

Begin like this:

One day Mom was not well. “I’d better stay in bed today,” she said. Dad had to make the breakfast. He ………………………………………………………………………

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I had to …………………………………………………………………………………

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My brother had to ………………………………………………………………………

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Next time I hope ………………………………………………………………………..

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Assessment

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.4: We know this when the learner contributes to class and group discussions

2.4.1 initiates topics in group discussions;

2.4.7 answers questions and gives reasons for answers;

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words in longer texts:

3.3.3 uses phonic and other word recognition and comprehension skills such as phonics, context clues, and making predictions in order to make sense of text;

Assessment Standard 3.4: We know this when the learner develops phonic awareness:

3.4.8 recognises an increasing number of high-frequency sight words;

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner uses pre-writing strategies to initiate writing;

Assessment Standard 4.6: We know this when the learner writes so that others can understand, using appropriate grammatical structures and writing conventions:

4.6.1 uses writing frames that show different kinds of sentence and text structures;

4.6.2 uses basic punctuation (capital letters and full stops).