3.3 To complete a bar graph  (Page 3/3)

We know this when the learner:

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

3.4 shows understanding of information texts;

3.4.3 makes judgements and draws conclusions about ideas on the basis of evidence;

3.7 analyses techniques used to create particular effects in visual, written and multimedia texts such as:

3.7.2 the impact of design elements.

LO 4

Writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes

We know this when the learner:

writes a range of imaginative texts:

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

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

4.3 demonstrates basic skills in a range of features of writing appropriate to the text type.

Learning outcomes(LOs)

LO 5

Thinking and Reasoning

The learner will be able to use language to think and reason, as well as to access, process and use information for learning

Assessment standards(ASs)

We know this when the learner:

5.1 uses language to think and reason.

LO 6

Language Structure and use

The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts

We know this when the learner:

6.1 works with words:

6.1.1 using a range of different strategies to spell unfamiliar words;

6.2 works with sentences:

6.2.6 using a range of punctuation appropriately.

Memorandum

ACTIVITY 1:

• Class discussion:

What have learners inherited from their parents and grandparents?

Physical characteristics, personality, traditions, heirlooms, etc.

• Encourage learners to think of as many examples as possible as this will help them to understand what a heritage is. e.g. San paintings, Sterkfontein caves, artifacts, traditions, folklore, etc.

Encourage learners to be sensitive regarding what is important to different cultures.

• Research can be done in groups. Once learners have identified their heritage, they ought to be more aware of the importance of preserving it.

ACTIVITY 2:

• It is an opportunity for learners to find out more about their town and perhaps to realize exactly how many heritage sites there are and to explore them!
• The Social Sciences educator can help the learners to determine latitude and longitude if learners are not familiar with this. It will also be another opportunity for learners to LOOK AT a map, perhaps for the first time. They might discover all sorts of information! This is an important reading skill – to scan a chart for information.
• Hopefully learners will become more aware of what their town has to offer, in terms of services and industries. In effect, it can even lead to a discussion about employment or even the question of loneliness when the town has so much to offer. It might even
• encourage some learners to pay a visit to a factory? This might involve writing a letter asking for permission. And writing a letter seeking a job-shadowing opportunity.
• Creating a map of the town can be a very creative exercise as they think of icons to represent different items. If they are capable of drawing an amusing map, this will be very successful!
• HOW to treat tourists is very significant and learners need to realize that politeness, a willingness to direct and assist whenever possible are necessary and in keeping with the reputation we have as South Africans for being very hospitable.
• Learners will probably enjoy reading/reciting their poems or performing their rap songs. They can take this idea further!
• Poster : This may be done as a group project with each group member contributing to the group’s poster or the class may work in groups with each group responsible for representing a certain aspect (history, services, attractions, etc.) of the town on the poster.
• Research on the history of the town may be done in groups or individually.Encourage learners to use as many sources of information as possible.A Research Schedule and a Research Assessment Rubric have been included to encourage systematic research and presentation. The Research Schedule enables you to negotiate due dates for sections of the research. This also commits the learners to produce a well-researched project completed by the due date.
• Writing a biography has its own advantages. It allows the class members to learn about a few important people in their town and perhaps to be motivated by their contribution.
• Finding out some statistics will perhaps astound some learners and perhaps lead them to some Entrepreneurial enterprise?

ACTIVITY 3:

Mr Peter Arendse, a tourist from New York, arrives in Happy vale. He is staying at Happy

Farm Guest House, in Main Street. On Tuesday, he visits the winery and the National

History Museum. Then he goes to Cine 1 to see ‘Pearl Harbour’.

He says, “I always enjoy touring, but the San paintings, on the cave wall in the Happiness

Mountains, are the most exciting thing I have ever seen!”

• ANY FIVE

1 Capital letter for titles

2 Capital letter for names of people

3 Paired commas for enclosing extra information

4 Capital letter for names of city; town

5 Full-stop at the end of a sentence

6 Capital letter at the start of a sentence

7 Capital letter for the name of guest houses; museums; names of films; names of a people; name of mountains

8 A comma to mark off a phrase at the start or end of a sentence

9 Capital letter for the days of the week

10 Single or double inverted commas to highlight the name of a film

11 Comma to separate direct from indirect speech

12 Single or double inverted commas at the start and end of direct speech

13 Comma before ‘but’

14 Exclamation mark to express an emotion

• PAST TENSE

Mr Peter Arendse, a tourist from New York, arrived in Happy Vale. He was staying at Happy Farm Guest House, in Main Street. On Tuesday, he visited the winery and the National History Museum. Then he went to Cine 1 to see ‘Pearl Harbour’. He said, “I have always enjoyed touring, but the San paintings, on the cave wall in the Happiness Mountains, are the most exciting thing I have ever seen!”

ACTIVITY 10

• Filling in forms is a skill learners will have to employ many times in life.Discuss any unfamiliar terms beforehand.Handwriting must be neat and legible.

It is important that learners consider illiterates at this stage – how difficult life must be if you cannot read or write!