GR 6 Term 2 2021 PSRIP EFAL Lesson Plan

Grade 6
FIRST ADDITIONAL
LANGUAGE
LESSON PLAN
ENGLISH
Term 2 2021
GRADE 4-6 EFAL ROUTINE..........................................................................................................................3
TABLE OF CONTENTS
GRADE 6 EFAL ALTERNATIVE ROUTINE.......................................................................................................4
GRADE 4-6 EFAL CLASSROOM CULTURE.....................................................................................................5
Using a Name Jar........................................................................................................................................... 5
Seating Arrangements and Group Management........................................................................................... 5
Attention Getters........................................................................................................................................... 6
Transition Activities................................................................................................................................7
GRADE 4-6 EFAL CORE METHODOLOGIES...................................................................................................9
ORAL ACTIVITIES: LSC / L&S.................................................................................................................10
Introduce the theme................................................................................................................................. 10
Activate background knowledge............................................................................................................... 10
Build and monitor learners’ knowledge.................................................................................................... 11
Build vocabulary........................................................................................................................................ 12
Document vocabulary in personal dictionaries......................................................................................... 13
Question of the day................................................................................................................................... 14
Rhyme / Song............................................................................................................................................ 16
LANGUAGE STRUCTURES AND CONVENTIONS........................................................................................ 17
Introduce the LSC in context..................................................................................................................... 17
Teach and practise using the LSC.........................................................................................................18
LISTENING & SPEAKING.......................................................................................................................19
Listening Lesson........................................................................................................................................ 19
Speaking Lesson........................................................................................................................................ 20
READING & VIEWING...............................................................................................................................23
Shared Reading & Teaching the Comprehension Skill...........................................................................24
Shared Reading: Pre-Read......................................................................................................................... 24
Shared Reading: First Read........................................................................................................................ 26
Shared Reading: Second Read................................................................................................................... 27
Teach the Comprehension Strategy.......................................................................................................... 29
Shared Reading: Post-Read.................................................................................................................35
GROUP GUIDED READING........................................................................................................................37
INDEPENDENT OR PAIRED READING AND COMPREHENSION...................................................................40
Independent or Paired Reading Activities............................................................................................40
WRITING & PRESENTING.........................................................................................................................42
Process writing: Teach the Genre.............................................................................................................. 42
Process Writing: Planning.......................................................................................................................... 43
Process Writing: Drafting........................................................................................................................... 44
Process Writing: Editing............................................................................................................................ 45
Process Writing: Publishing & Presenting............................................................................................47
WRITING STRATEGIES..............................................................................................................................48
Strategy: Writers think before they write.................................................................................................. 48
Strategy: Writers turn and talk.................................................................................................................. 48
Strategy: Writers may create a framework............................................................................................... 49
Strategy: Writers use resources to write words........................................................................................ 49
Strategy: Writers read what they write..................................................................................................... 50
Strategy 8: Hold mini-conferences......................................................................................................50
LESSONS................................................................................................................................................ 51
Week 1 - Exploring new places .................................................................................................................51
Week 2 - Exploring new places................................................................................................................ ..75
Week 3 − Music......................................................................................................................................... 93
Week 4 − Music....................................................................................................................................... 119
Week 5 − Urban & Rural.......................................................................................................................... 137
Week 6 − Urban & Rural.......................................................................................................................... 161
Week 7 − Researching............................................................................................................................. 179
Week 8 − Researching............................................................................................................................. 201
2 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4-6 EFAL ROUTINE
ROUTINE
• This routines is designed for 30-minute lessons – this can be adjusted per school
• This routine assumes that EFAL is taught every day – this can be adjusted per school
Monday Tuesday Wednesday Thursday Friday

Week 1 Day 1 Week 1 Day 2 Week 1 Day 3 Week 1 Day 4 Week 1 Day 5
L&S / LSC L&S L&S / LSC R&V R&V
Theme Speaking Activity Oral Activities Shared Reading: Shared Reading:

Second Read Post-Read
Introduction
Oral Activities
L&S R&V R&V / LSC R&V W&P
Listening Activity Phonics Review Shared Reading: Teach Teach the Genre
First-Read Comprehension
Shared Reading:
Strategy
Pre-Read LSC in Context
W&P L&S / LSC W&P L&S / LSC W&P
Planning Oral Activities Teach LSC Oral Activities Edit, Publish &
Present
Drafting
R&V R&V R&V R&V R&V
Group Guided Group Guided Group Guided Group Guided Group Guided
Reading / Reading / Reading / Reading / Reading /
Independent or Independent or Independent or Independent or Independent or

Paired Reading & Paired Reading & Paired Reading & Paired Reading & Paired Reading &
Comprehension Comprehension Comprehension Comprehension Comprehension
Theme
conclusion:
• Build and
monitor
knowledge
• Summarise
theme
learning (no
formal time
allocation)
LESSON PLAN: TERM 2 3

GRADE 6 EFAL ALTERNATIVE ROUTINE
ROUTINE
• This routines is designed for 30-minute lessons – this can be adjusted per school
• This routine assumes that EFAL is taught every day – this can be adjusted per school

L&S / LSC L&S L&S / LSC R&V R&V
Theme Speaking Activity Oral Activities Shared Reading: Shared Reading:

Second Read Post-Read
Introduction
Oral Activities
L&S R&V R&V / LSC R&V W&P
Listening Activity Phonics Review Shared Reading: Teach Teach the Genre
First-Read Comprehension
Shared Reading:
Strategy
Pre-Read LSC in Context
W&P L&S / LSC W&P L&S / LSC W&P
Planning Oral Activities Drafting Oral Activities Publish &
continued Present
R&V W&P R&V W&P R&V
Group Guided Teach LSC Group Guided Editing Group Guided
Reading / Drafting Reading / Reading /
Independent or Independent or Independent or
Paired Reading & Paired Reading & Paired Reading &
Comprehension Comprehension Comprehension
Group 1: 15 mins Group 3: 15 mins Group 5: 15 mins
Group 2: 15 mins Group 4: 15 mins Group 6: 15 mins
Theme
conclusion:
• Build and
monitor
knowledge
• Summarise
theme
learning (no
formal time
allocation)

GRADE 4-6 EFAL CLASSROOM CULTURE
CLASSROOM CULTURE
Classroom culture essentially refers to the atmosphere and practices in a classroom. Ideally,
for the effective implementation of this programme, teachers should strive to create well-
organised, efficiently run classrooms, where learners are clear on the routines, rules,
behavioural expectations and consequences. Ideally, many of these practices should be
negotiated with learners in order to make them truly effective.
Then, it is important to acknowledge that learning a new language takes trust and confidence.
It is very difficult for learners to orally try out new language if they think they may be cut
down, reprimanded for errors, or even worse, laughed at or ridiculed. Because of this, it
is important for language teachers to create safe spaces for learning – places of respect,
tolerance and fun.
Some fundamental classroom management strategies are included below. These are strategies
that are used all the time in this programme, so it is important to master them.
Purpose:
To improve time-on-task, curriculum coverage, effectiveness of teaching, learner behaviour
and collaboration between learners. To reduce disruptions to learning. To give all learners
the chance to speak independently, even in a large class. To introduce an element of play
to learning. To create an environment that is a safe space for learning, where learners feel
confident to try out new language without fear of ridicule.
Using a Name Jar
1. It is very important to direct questions to all learners in the class, rather than asking
learners to raise their hands to answer.
2. Buy or collect ice-cream sticks, or throat depressors. These can be bought from most
stationers and are not expensive.
3. Write each learner’s name on a stick, and put all the sticks into a jar, labelled: Grade 6P
to ask.
4. Have another empty jar, labelled: Grade 6P asked.
5. Then, whenever you have a question to ask, pull a stick out of the name jar labelled to
ask, and ask that learner.
6. Then, put the stick in the jar labelled asked.
7. Once all the sticks have been transferred to the ‘asked’ jar, you can move them back to
the ‘to ask’ jar, and start again.

Seating Arrangements and Group Management
CLASSROOM CULTURE
1. Seating learners in the classroom

a. Seat learners in mixed abilities – you do not want struggling learners to sit
together, and strong learners to sit together. Mix learners up so that the whole
classroom is a mixed-ability space.
b. Seat learners strategically to avoid conflict or excessive noise. Do not seat
learners who bother each other together. Do not seat learners who cannot stop
talking together. Avoid problems by separating these learners.
c. It is a good strategy to change the seating arrangements from time to time,
to avoid learners becoming frustrated or bored. It is recommended that seating
arrangements change at least once per term.
d. You need to assign 3 different types of groupings for EFAL. Please make sure that
learners know these groupings, and that they remember them. This will make your
life easier. The 3 groupings are:
• Partners or pairs
• Question of the day groups
• Small discussion groups
2. Working in partners or pairs

a. Many activities in this programme require learners to ‘turn and talk’ and work with a
partner.
b. Again, a more ‘mixed-ability’ approach can be useful for helping struggling learners,
but it is also good to allow learners to work with a same-ability partner.
c. Train learners to respond as soon as they hear the instruction: ‘turn and talk’ – they
should immediately turn to their partner.
3. Working in question of the day groups

a. The question of the day is an activity that is done four times per cycle.
b. Divide your class into 8 groups – this will ensure that each group does the question
of the day at least twice in a term.
c. Make these groups of convenience, i.e.: learners who sit in one part of the
classroom.
4. Working in small discussion groups

a. In the learning programme, there are a few activities that require learners to work in
small discussion groups.
b. These should be groups of 3-4 learners, seated close together. Do this so that when
you tell learners to work in their ‘small groups’ they can form these groups quickly
and efficiently, without moving too much.

c. If learners are seated in rows, an easy way to form small groups is to have two
CLASSROOM CULTURE
learners in the front row turn around and face the two learners just behind them in
the second row. They can make a group of four quickly and efficiently.
d. Do not leave this up to learners. Decide how to form small groups in your classroom,
and train learners to get into these groups quickly and quietly.
e. If you see that the dynamics of a group are not working, make changes to the group
– do not force learners to work together.
Attention Getters
Instead of shouting or waiting for learners’ attention, teach learners a few fun and effective
attention getters. Use these attention getters to get all learners involved in an activity and
listening to you, then keep their attention and begin the lesson.
1. Bread and Cheese

a. Train learners to know that when you say: Bread and cheese
b. They must respond: Everybody freeze
c. Learners must keep absolutely quiet and still when they say this, and must wait for
your next instruction.
2. I need 3….
a. Use this activity to revise recently taught LSC.
b. Say in a loud voice: I need 3….
c. Learners must respond by quietening down and listening to you.
d. Then say: Peter, I need 3 adjectives to describe a car.
e. Peter must respond with 3 appropriate adjectives, for example: fast, shiny, powerful.
f. Repeat a few times with different parts of speech.
3. One two three…

a. Train learners to know that when you say: One two three, eyes on me
b. They must respond: One two, eyes on you!
c. Learners must point at you when they say this, and must wait for your next
instruction.
4. Beanbag throw
a. Have a beanbag or soft ball in your classroom.
b. Get learners attention by saying: The topic of the day is what you did on the
weekend.
c. Then, throw the beanbag to a learner.
d. They must say what they did on the weekend, and must then throw the beanbag to
the next learner.

Transition Activities
CLASSROOM CULTURE
In order to keep learners’ attention, and to reinforce language learning through a total physical
response, it is important to implement transition activities throughout EFAL lessons. Some
examples of these activities follow.
1. Teacher Says
a. Tell learners to stand up.
b. Explain that you are going to do different movements, using verbs that have been
taught to learners, for example: rotate; compare; arrange.
c. If you first say ‘teacher says’, then learners must do the action.
d. If you do not say ‘teacher says’, then learners must stand still.
e. If a learner does the action when you did not say ‘teacher says’, then that learner is
out and must sit down.
f. The winner is the last learner standing.
2. My chair and me
a. Tell learners to stand up next to their chairs. There must be some space around
them.
b. Give learners instructions to follow – they must do this quickly and quietly.
c. These instructions are all related to the chair and they practise the use of verbs and
prepositions. Only use verbs and prepositions that have been taught.
d. Give instructions like:
• Sit on your chair
• Stand on your chair
• Step over your chair
• Hold your hand above your chair
• etc.
3. One minute dance party

a. Train learners that when you say: One minute dance party!
b. They stand up and prepare to dance.
c. Play some music on your phone for exactly one minute.
d. When the music stops, learners must freeze.
e. Then, give your next instruction.

GRADE 4-6 EFAL CORE METHODOLOGIES
CORE METHODOLOGIES
The core methodologies used in this programme are based on best teaching practice. They are
also designed to address the challenges South Africa is experiencing in terms of reading and
comprehension.
In this document, the core methodologies are arranged per component, as follows:
• Language Structures and Conventions
• Listening & Speaking
• Reading & Viewing
• Writing & Presenting
This means that the core methodology descriptions do not follow the sequence of the cycle
routine. This has been done to showcase the sequence and logic within each component.

ORAL ACTIVITIES: LSC / L&S
CORE METHODOLOGIES - ORAL
Introduce the theme

Instructions
1. Ask learners to turn to the theme text in the DBE workbook.
2. Give learners a few minutes to read the text title and look at the illustrations.
3. Call learners to attention, and tell them the theme title.
4. Ask learners: What do you think this theme is about? What interests you about this
theme?
5. Listen to learners’ responses.
Purpose
• This will help you understand what learners already know about the theme, and will give
you a sense of their levels of interest.
Activate background knowledge

Instructions
1. At the start of each theme, activate learners’ background knowledge by using a graphic
organiser.
2. Tell learners that there are many different kinds of graphic organisers that they can use.
• Explain that in Term 1, we will use a K-W-L chart as a graphic organiser for all themes.
3. Explain to learners that a graphic organiser helps us to keep track of our learning, which
is actually an important part of learning! Keeping track helps us to remember things.
4. Draw a K-W-L chart on the board, and instruct learners to draw their own K-W-L chart in
their exercise books.
5. Learners should use a double-page spread for this chart, and should start by writing the
theme title.
Theme: Accidents
K (what I know) W (what I want to know) L (what I have learnt)
6. The K-W-L chart has three columns, titled:

K - What I know
W - What I want to know
L - What I have learnt

7. Ask learners to think about what they already know about this theme.

• Remind them that they may have started learning about this theme in another
subject. It is important for learners to make these connections, and to integrate their
learning from different subjects or sources.
• Tell learners to turn and talk, and discuss this with a partner.
• After a few minutes, tell learners to write key words, phrases or even draw pictures
for all their ideas in the K column.
8. Next, ask learners to think about what they want to know about this theme.
• Tell learners to Turn and talk, and discuss this with a partner.
for all their ideas in the W column.
9. Finally, ask individual learners to share some of their ideas, and write these on the class
K-W-L chart on the board.
• Tell learners that they may add any of the class ideas to their own W column.
10. Tell learners that throughout the theme they will return to their K-W-L charts to
document what they have learnt, and to add ideas about what they still want to learn.
Build and monitor learners’ knowledge

Instructions
1. Explain to learners that throughout the theme, it is important for learners to return to
their graphic organisers, to build and monitor their knowledge on the theme.
2. Ask learners to think about what they have learnt about this theme.
for all their ideas in the L column.
3. Next, ask learners to think about what else they still want to know about this theme.
for all their ideas in the W column.
4. Finally, ask individual learners to share some of their ideas, and write these on the class
K-W-L chart on the board.
• Tell learners that they may add any of the class ideas to their own L column.
• Tell learners that they may add any of the class ideas to their own W column.

5. As you work through this process, and especially at the end of the theme, make the
following points clear to learners:
• Being aware of what we have learnt helps us to remember what we learn.
• The more we learn and know about a theme, the easier it will be for us to
understand and learn new things about the theme.
• For this reason, it is important for us to monitor or keep track of our own knowledge.
Purpose
• The more background knowledge learners have on a theme or topic, the more likely they
are to understand the texts that they will read.
• For this reason, it is important to activate learners’ background knowledge, and to make
them aware that they must bring their existing knowledge to the theme.
• Critical thinkers understand that all knowledge on a theme or topic is connected. We
need to train learners to understand this, and to keep track of everything they know
about a theme or topic.
• Learners must understand that they must try to make connections between all the
knowledge that they have on a theme – even if it is from a different subject or source – it
is all relevant.
• A graphic organiser like a K-W-L chart helps to organise information and ideas.
• It also helps learners to monitor and remember their learning by visualising the chart.
Build vocabulary
Instructions
1. Teach learners the vocabulary included in lesson plans.
2. Some of this vocabulary is drawn directly from the texts. Some of the vocabulary will
enable learners to talk and write about the texts.
3. Use the ‘PATS’ methodology to teach new vocabulary.
4. PATS is an acronym for Point, Act, Tell and Say.

• P - POINT to a picture or real item, if possible.
• A - ACT out the theme word, if possible.
• T - TELL learners what the theme word means. This could either be code-switching,
where you give the meaning of the word in the home language, or it could be a
simple explanation of the word.
• S - SAY the word in a sentence, and have the learners repeat the word after you.
5. It is not always possible to do all four actions for each theme word – just do what is
appropriate.

6. Once you have taught the theme vocabulary for the week, learners must add the new

theme vocabulary to their personal dictionaries, together with their own definition, and/
or picture and sentence.
Purpose
• Vocabulary is an essential building block of comprehension.
• BICS, basic interpersonal communication skills, is the language that learners need to
communicate in social settings. This is not sufficient for the language of learning and
teaching.
• In this programme, the vocabulary that is taught to learners is CALP, cognitive academic
language proficiency. This will help learners to make meaning of academic texts and
learning.
Document vocabulary in personal dictionaries

Instructions
1. Train learners to take out their personal dictionaries at the start of all EFAL lessons.
2. As new vocabulary is taught using PATS, encourage learners to record the words in their
dictionaries, together with their own definitions.
• These definitions may include different forms, such as: code-switching; a short
written explanation; a sentence that uses the word in context; a diagram or drawing.
• Encourage learners to find the best way of recording definitions for themselves.
3. Tell learners to also record new words and their meanings during other parts of the EFAL
programme, such as shared reading lessons.
4. Explain to learners that they should also record new English vocabulary words from other
subjects in their personal dictionaries – again, this shows learners the links between
knowledge.
5. Train learners to use their personal dictionaries as a resource whenever they are
required to produce original language, whether in spoken or written form.
Purpose
• The personal dictionary is a core part of the learners’ language development.
• For learners to understand and make meaning of a text and a theme, it is essential that
they understand the key words or vocabulary they will encounter. These words need to
be explicitly taught.
• In addition to the main vocabulary, learners also need to have relevant words so that
they can discuss and write about the texts they read.
• Learners must be responsible for building their own ‘bank of words’.
• Learners must practice and use their new vocabulary as a way of explicitly understanding
ideas and growing their schemas.

Question of the day
Instructions
1. Divide the class into 4 or 8 x ‘question of the day’ groups.
• These groups should be mixed ability groups.
• They should be groups of convenience, i.e.: groups of learners who sit close together
in class.
• Train learners to know which group they belong to for this activity.
2. Write the ‘question of the day’ elements on the board.

• Do this before the lesson begins.
• Write the question of the day and the answer frame on one side of the board.
• Draw a graph below this, with the answer options filled in.
3. For example:
When do you think most accidents happen?

I think most accidents happen…
Graph
in the morning at night on Saturdays
4. Next, model filling out the graph as follows:

• Read the question and answer options out loud to the learners.
• Explain the meanings if necessary.
• Point to and read the options from which learners may choose.
• Explain which option you prefer.
• Write your vote in the correct column by drawing an X.
• Say your answer aloud, using the answer frame.
5. Call up the relevant ‘question of the day group’, and let them complete the activity as
follows:
• Train learners to stand in a line, and to answer one after the other.
• The first learner draw an x in the relevant column, then says her/his answer aloud.
• Repeat the learners’ answer, so that learners hear their choices articulated, with the
vocabulary words repeated many times.
• Ensure that learners also incidentally learn correct language structures, just by
hearing correct sentences – do not explicitly teach this grammar, unless learners ask.

• If a learner makes a grammatical error, just repeat the sentence in the correct form,

do not explain unless the learner asks.
• For example, in the answers below, learners hear the correct gender pronouns,
which can be difficult as gender is not identified in African language pronouns:
Nomsa: I think most accidents happen in the morning.

Teacher: She thinks most accidents happen in the morning.
Buhle: I think most accidents happen on Saturdays.

Teacher: He thinks most accidents happen on Saturdays.
6. Discuss the follow up questions as follows:

• Count the number of crosses in each column and write down the total.
• Ask one learner to answer the first follow up question: How many learners think
most accidents happen in the morning?
• Ask one learner to answer the second follow up question: When do fewest learners
think accidents happen?
• Ask one learner to answer the third follow up question: When do most learners
• Ask one learner to answer the fourth follow up question: When do fewest learners
• Ask a few individual learners (who were not in the question of the day group) to
answer the question: When do you think most accidents happen?
Purpose
The ‘question of the day’ is a valuable and important activity for many reasons:
• It takes the average person 16-20 authentic interactions with a new word before they
internalise it and are ready to use the word on their own. This activity reinforces new
theme vocabulary for learners, by giving them the opportunity to use and repeat the
target vocabulary words in complete oral sentences.
• It models correct grammar and syntax for learners in an authentic context.
• It creates regular opportunities for learners to hear and speak English in a real context.
• It requires listening, thinking, doing, speaking and seeing, which activates learners’ total
physical response.
• The question of the day asks learners an opinion-based question or a prediction type
question. This means that all answers are correct. These types of questions allow
learners to interact with new words without anxiety about making a mistake.
• Sometimes, additional information is shared at the end of the question of the day. This
information encourages learners to think beyond the language classroom, to use all of
their knowledge on a subject, and to make connections. These questions develop the
learners’ critical thinking skills.

Rhyme / Song
Instructions:
1. The specific rhyme or song which you are to do with the learners is listed in the lesson
plan.
2. Over time, the learners will get to know these rhymes and songs, and they will sing them
automatically.
3. However, when they are first introduced, you need to teach learners the words, action
and tune (if there is one).
4. The first time you do this with learners, teach them the rhyme or song line-by-line as
follows:
a. Sing or say the rhyme or song, and then explain the meaning of it to learners, using
code-switching if necessary.
b. Sing or say the first line, and then let learners repeat after you.
c. Sing or say the second line, and then let learners repeat after you.
d. Sing or say the first two lines together, and then let learners repeat after you.
e. Continue on in this manner until you have taught learners the whole rhyme or song.
5. For the rest of the cycle, repeat the rhyme or song with the learners.
6. Always include appropriate actions with the rhyme or song. These actions help
kinesthetic learners to remember the rhyme or song, and they build meaning.
7. Allow learners to request to sing their favourite rhymes or songs if you have any free
time – this is a fun way of reinforcing the new language that they have learnt.
Purpose:
To consolidate learners’ knowledge of new vocabulary. To learn through play.

LANGUAGE STRUCTURE & CONVENTIONS
CORE METHODOLOGIES - LISTENING & SPEAKING

Introduce the LSC in context
Instructions:
1. After completing the first read of the shared reading text, you will introduce the learners
to a particular language structure or convention (LSC).
2. This is documented in the lesson plan, at the end of the Shared reading: First read lesson.
3. First, briefly explain the LSC to learners.
4. Next, show learners the examples of the LSC in the text.
5. Tell learners that you will engage more thoroughly with the LSC later in the cycle, in
preparation for the writing task.
Purpose:
• When teaching a language structure or convention to learners, it is important for them to
see that it has a real purpose. Showing learners the examples of the LSC in the text is an
ideal way of illustrating this.
• It is also important to alert learners to the fact that they will be required to use this LSC
correctly in their own writing, so that they take real notice of the examples.

Teach and practise using the LSC
Instructions:
1. Write the notes and activity on the board before the lesson.
2. Remind learners of the LSC you introduced them to, by showing them the examples in
the text.
3. Remind learners that they will use this LSC in their writing this cycle, so it is important
that they understand how it is used in a text.
4. Explicitly teach the use of the LSC using the gradual release method:
• I do – model the use of the LSC for learners
• We do – complete an example together with learners
• You do – instruct learners to complete the rest of the examples independently
5. Do this as follows:
• Explain the LSC to learners once again, and model how to use it, by completing the
first example in the activity. (I do…)
• Next, complete the second example in the activity together with learners. Read the
example, and ask a learner to complete it. If the learner struggles, provide prompts.
If the learner still cannot answer, ask another learner to explain, or to complete the
example. (We do…)
• Finally, tell learners to complete the rest of the activity on their own, in their exercise
books. (You do…)
6. In the last few minutes of the lesson, go through the answers with learners. Allow
learners to check their own answers and make corrections, as this is a valuable learning
strategy.
7. If you have access to an approved textbook, check the Curriculum Tracker in the
Management Document, and assign practice activities for homework.
Purpose
• Again, it is important for learners to understand that language structures and
conventions can help them to access meaning in a text, and to write more proficiently. It
is meaningless to teach this out of context.
• For this reason, it is important to show learners examples in a text, and to ensure that
they use the LSC in the writing task for the cycle.
• It can also be difficult for learners to fully understand the LSC after one explanation.
• For this reason, the gradual release method is used. The repeated explanation and
modelling of the use of the LSC, whilst transition from observation to independent work
is an effective scaffold for learning.

LISTENING & SPEAKING

Listening Lesson
Instructions:
1. Be well prepared to read the text.
• In the 30-minute lesson, you will read the text three times.
• It is important that you model fluent, expressive reading to learners.
• The text is written in a table in the lesson plan. The table has 3 columns, and the text
is in the first column. The three columns each have a particular function:
Read 1 Read 2 Read 3
Text Read the text. Read the text.

Read the text and explain. Model ‘thinking aloud’. Ask oral comprehension
questions.
2. Prepare learners for the lesson by telling them to have their personal dictionaries ready,
and to listen carefully. They made add new words to their personal dictionaries at any
time.
3. Remind learners of the theme, and then begin reading.
4. For the first read, read the text fluently.

• As you read, embed meaning by using vocal expression, actions, gestures and facial
expressions.
• You may also explicitly build meaning by pausing to explain something, or even by
code-switching.
5. For the second read, read the text fluently and then model ‘thinking aloud’ about the
text.
• As you read, embed meaning, but do not explain or code switch.
• After reading each part of the text, share your thoughts on the text. Do this by
‘thinking aloud’. There are cues on how to do this in the second column.
• This is a critically important skill to model properly. Learners must see that good
readers always think about what they are reading.
• Make sure that there is a clear distinction between what you are reading, and what
you are thinking.

6. Finally, on the third read, read the text fluently and then ask learners questions about
the text.
• Again, embed meaning as you read.
• After reading each part of the text, ask the question in the third column.
• Direct and distribute these questions in order to include many learners in the lesson.
• If a learner provides a partial answer, ask prompting and probing questions to try
and complete the answer.
Purpose:
The listening lesson is very important for the following reasons:
• Learners acquire new vocabulary and language in context by hearing the repeated
readings with embedded meaning.
• Learners see how the teacher ‘thinks’ about the text, and in time, will start to develop
their own critical thinking about texts.
• Learners have the opportunity to answer questions orally and individually on the text.
• Learners become familiar with the structure and tone of different text genres, which
helps them to develop their knowledge and understanding of text types.
• Learners develop a love for text, by hearing engaging texts read to them by a fluent,
expressive reader.

Speaking Lesson

Instructions:
1. Divide the class into ‘small discussion’ groups.
• These groups should be mixed ability groups.
• Groups should have between 3-5 members, but ideally 4 members.
• These groups should be set up based on proximity – arrange groups so that learners
can easily and quickly get into these groups. For example, the teacher could form
groups of four by asking learners at every second desk to turn around and face their
partners.
• Train learners to know which group they belong to for this activity.
2. Prepare groups for their discussions by training them to a simple procedure and rules, as
follows:
• Explain that every learner in the group will take a turn to answer each discussion
question.
• Talking and listening may be controlled by a ‘talking stick’ or some other strategy.
• Explain that the person who is holding the ‘talking stick’ gets to talk. Once he or she
is finished, the stick is passed to the next person.
• At first, groups should move the ‘talking stick’ in a routine manner: each group
member should answer question 1, then each group member should answer
question 2, and so on.
• Once learners have mastered this, you should train them to start doing this in a more
‘conversational’ manner, with learners responding to, building on or asking questions
about each other’s points. When doing this, it is important to ensure that each group
member still gets a chance to share their points.
• Make it clear to learners that there should be no judgement of answers to open-
ended questions – differing answers and opinions should be welcomed and
respected.
• Finally, encourage learners to use as much English as possible for their discussions,
but for the more challenging and complex questions, allow them to hold some
multilingual discussion first, in order to develop their critical thinking skills, and to
build new knowledge. At the same time, encourage learners to learn and use some
of the new English vocabulary required.

3. Implement the discussion as follows:
• Remind learners of the ‘listening text’ that you read to them the previous day.
• Then, read the discussion frame aloud, and briefly explain it to learners.
• If necessary, share your own ‘model answers’ to the discussion frame. However, try
to avoid doing this, as learners are likely to copy your answers.
• Tell groups to begin the discussion.
• As learners discuss, walk around the room and listen to different groups, giving
instructions or assistance where needed.
4. When there are 10 minutes left in the lesson, call all learners back together.
5. Go through each point in the discussion frame, asking for feedback from the class. This
can be done in different ways:
• You can ask each member in one group to respond to a different point. This way, you
get to hear every learner in one group speak. If you do this, make sure to rotate the
groups, so that you always hear a report back from different groups.
• You can ask one person from each group to report back on a different point. If you do
this, make a note of which learners speak, so that you call on different learners every
time you do this.
6. If answers are incorrect, ensure that you correct them, quickly and clearly.
7. If answers are incomplete, ask prompting questions to expand the answers.
8. Remember to give some feedback to learners after they respond.
9. Thank the learners for their answers and contributions.
Purpose:
• The Listening & Speaking component of a language programme should provide learners
with opportunities for meaningful conversations in a supported, scaffolded manner.
• Having a discussion about a text that learners know and understand well is one way of
providing this scaffolding, as it ensures that learners have the knowledge and language
to engage in a discussion.
• Providing learners with a discussion frame and giving a clear explanation of this frame
provides additional support and scaffolding.
• Ensuring that the classroom is a safe place for learners to try out new language without
fear of ridicule or shame is another very important support mechanism. In order for
learners to practice their language skills and build confidence in the language, they must
feel safe and secure.
• Finally, allowing learners to code-switch or hold multilingual discussions about the more
challenging aspects of the discussion leads to the development of critical thinking skills
and new knowledge. If learners are interested and engaged in a topic, it is then easier to
encourage them to learn the English vocabulary required to support their points.

CORE METHODOLOGIES - SHARED READING
READING & VIEWING
Shared Reading & Teaching the Comprehension Skill

Overview:
1. This component of language clearly has its own routine. The routine of these lessons is
as follows:
• Week 1 Tuesday / Day 2 - Shared Reading: Pre-Read
• Week 1 Wednesday / Day 3 - Shared Reading: First Read
• Week 1 Thursday / Day 4 - Shared Reading: Second Read
• Week 1 Thursday / Day 4 - Teach the Comprehension Strategy
• Week 1 Friday / Day 5 - Shared Reading: Post-Read
What follows is a description of the core methodology of each of the five Shared Reading
lessons: Pre-Read; First Read; Second Read; Teach the Comprehension Strategy and Post-Read.
Read these descriptions to get a clear understanding of the flow of each lesson, as well as how
the lessons work together.

Shared Reading: Pre-Read
Instructions:
1. Tell learners to turn to the correct text in the DBE Workbook.
2. Learners will also need their exercise books and personal dictionaries for this lesson.
3. Start by telling learners to take a minute to look at the text features.

• This includes features such as the title, the layout, paragraphs, diagrams, pictures,
sub-headings, captions, and so on. (You should incidentally teach learners about
new text features as they appear.)
• Ask learners: What do these features tell us about the text we are about to read?
• At first, you may have to provide some further prompts, such as:
o Do you think this is a fiction or non-fiction text? Why?
o What kind of fiction or non-fiction text do you think this is? Why?
4. Read and explain the meaning of the title.
5. Next, instruct the learners to scan the text.

• Explain that scanning is not reading every word. It is allowing your eyes to run over
the text quickly to find certain words or pieces of information.
• Instruct learners to scan the text and make a list of any words that they do not
understand.
• Also instruct learners to make a list of any words they think are important in telling
us what the text is about.
• Point out that some words may appear in both of their lists.
• Train learners to document these words in their exercise books as follows:
Text: Schoolgirls save boy’s life
Words I don’t understand Important words
unconscious fallen
handling knocked head
wound unconscious
cut
bleeding
ambulance
first aid
wound

6. Call learners to attention and discuss the lists of words they do not understand as

follows:
• Ask learners to tell you which words they do not understand.
• As learners list the words, make a class list on the board.
• Identify the words that are important for learners to understand.
• Find the word in the text, and read the sentence aloud.
• Then, explain the meaning of the word in context.
• Remind learners to include these words in their personal dictionaries.
7. Call learners to attention and discuss the lists of words they think are important as
follows:
• Ask learners to tell you which words they think are important.
• As learners list the words, make a class list on the board.
a. Help learners to make connections between these words. If they are struggling,
model this for them by ‘thinking aloud’ to show your thought process.
b. In the lesson plan, a suggested list of important words is provided, together with
ideas of how they are linked. This helps to make meaning of the text.
8. Finally, ask learners predictive questions, like:

a. What do you think this text is about?
b. What do you think we will learn from this text?
c. Why? (What evidence do you have?)
d. Do you think you will enjoy this text? Why?
Purpose:
The Pre-Read teaches learners a ‘routine approach’ to engaging with new texts. This is a skill
that learners can use with all texts that they are required to read independently. By going
through this pre-reading routine, learners will begin to have an idea of what kind of text they
are going to read, as well as what the text is about. This means that the learners are building
their understanding of the text before they actually read it.

Shared Reading: First Read
Instructions:
2. Learners will also need their personal dictionaries for this lesson.
3. Tell learners to follow in their DBE Workbook, listen carefully and think as you read the
text.
• Read each paragraph or section fluently and clearly.
• As you read, use gestures, actions and facial expressions. Change tone of voice
(expression) to enhance meaning.
• Where necessary, stop and explain a word or phrase to learners.
• If you need to code switch, you may do so. This helps to give learners a basic
understanding of the text.
4. At the same time, during the First Read, model ‘thinking about the text’ for learners.
• In the lesson plan, the text is written in two columns.
• In the second column, you will see ‘thinking aloud’ prompts.
• Read the text in Column 1, and then say the text in Column 2.
• Pause before saying the Column 2 text and use a different tone of voice to show
learners that you are sharing your thoughts about what you have read. Learners
must clearly be able to see when you are reading, and when you are ‘thinking aloud’.
• You will notice that the ‘thinking aloud’ focusses on one or two main comprehension
strategies. This is to lead learners to a deeper understanding of the text by showing
them how to use these comprehension strategies.
5. Finally, give learners the opportunity to answer questions.

• The first two questions are recall questions to gauge a straightforward understanding
of the text.
• Ask different learners to answer these questions.
• Thereafter, there are 1-2 questions that demand more critical thinking.
• Allow learners the chance to turn and talk and discuss their answers with a partner.
• Then call on a few learners to share their answers.
• Show learners that there can be more than one correct answer to these questions,
and that learners may have different ideas and opinions.

Purpose:

The first read is important for many reasons, including:
• Modelling fluent, expressive reading for learners
• Ensuring that learners gain a basic understanding of the text
• Helping learners to build enjoyment of and appreciation for texts
• Modelling ‘thinking aloud’ about the text, to show learners that good readers always
think about what they are reading
• Modelling the use of specific comprehension strategies, for example: visualising or
making connections
Shared Reading: Second Read

Instructions:
2. Learners will also need their personal dictionaries for this lesson.
3. Write the follow up questions on the board before the lesson.
4. Read through and explain these questions to learners.
5. Explain to learners that you are going read the text once again.
6. Tell learners to follow in their DBE Workbooks, listen carefully and think as you read the
text once again.
7. If the text includes dialogue, you may want to include some learners in this second ‘read
aloud’, by allocating different characters to different learners.
8. Read each paragraph or section fluently and clearly.

• As you read, embed meaning by using gestures, actions, facial expressions and vocal
expression.
• Where necessary, stop and explain a word or phrase to learners. For the Second
Read, you should no longer code-switch.
9. This repeated reading helps learners to move from a basic understanding of the text, to
a deeper level of understanding and meaning making.

10. Once again, model ‘thinking about the text’ for learners.
• In the lesson plan, the text is written in two columns.
• In the second column, you will see ‘thinking aloud’ prompts.
• Read the text in Column 1, and then say the text in Column 2.
• Pause before saying the Column 2 text and use a different tone of voice to show
learners that you are sharing your thoughts about what you have read. Learners
must clearly be able to see when you are reading and when you are ‘thinking aloud’.
• You will notice that the ‘thinking aloud’ shows learners how to think about the text
in a deeper manner, to ensure that learners really start to think more critically about
the text.
11. Next, give learners the opportunity to answer questions written on the chalkboard.
• Allow learners the chance to turn and talk and discuss their answers with a partner.
• Then call on a few learners to share their answers.
• Show learners that there can be more than one correct answer to these questions,
and that learners may have different ideas and opinions.
12. Finally, ask learners to formulate a question about the text.

• Ask learners to independently think of a question that they can ask about the text.
• If necessary, remind learners of some of the question words or phrases, for example:
who; what; when; where; how; why; in your opinion; do you think; list; etc.
• It is a good idea to create an ‘Anchor Chart’ of ‘question words’ for your classroom.
This chart is always there to remind learners of the kinds of questions they can ask.
• Tell learners to turn and talk, and share their questions with each other.
• Then, ask a few learners to share their questions with the class.
• Give other learners the opportunity to answer these questions.
Purpose:
• The repeated reading of the text gives learners the opportunity to reinforce their
knowledge of the new vocabulary and content.
• It also allows learners to more deeply understand the text, by listening to the teacher
‘thinking aloud’ about the text.
• By giving learners the opportunity to formulate their own questions about a text, it
encourages them to think about the text in a critical way.
• Thinking of and posing their own questions also also helps to build learners’ confidence.

Teach the Comprehension Strategy
CORE METHODOLOGIES - COMPREHENSION

Instructions:
1. On Day 4 of the first week of the cycle, you will explicitly teach the comprehension
strategy that has been modelled and practiced throughout the week.
2. This is done using the gradual release method:

• I do – first, you will model the use of the comprehension strategy for learners
• We do – next, you will complete an example of using the strategy together with
learners
• You do – finally, learners will complete an example of using the strategy
independently
3. Do this as follows:
• Start by sharing a brief explanation of the comprehension strategy, as included in the
lesson plan.
• The lesson plan also includes three examples of using the comprehension strategy to
work through with the learners.
a. Model how to use the comprehension strategy, by completing the first example
in the lesson plan. This will involve reading part of the text again, and showing
learners how to (visualise; make an inference; make a connection; etc). This is
called: I do…
b. Next, complete the second example in the lesson plan together with learners.
Read part of the text, and ask learners to (visualise; make an inference; make a
connection; etc). This is called: We do…
c. Finally, give learners the third example of using the comprehension strategy to
complete in pairs or on their own. This is called: You do…
4. Towards the end of the lesson, ask a few learners to share their answers with the class.
5. Use this opportunity to clarify any misunderstandings around the comprehension
strategy.
6. Finally, end the lesson by asking learners to write down or re-read a simple reminder of
the comprehension strategy.
Purpose:
• Ultimately, the aim is to develop learners who instinctively use all the comprehension
strategies every time they read. The explicit teaching and practicing of strategies is a step
in that direction.
• The table below provides the purpose/s of each comprehension strategy.

Strategy 1: Predict
Explanation When learners predict, they say what they think a text is about.
Learners can predict what the text will be about by looking at the text
features. They can also make predictions by scanning the text, and
identifying important words. They must then try to connect these words
to form a basic understanding of what the text will be about.
Purpose Prediction prompts learners to try and get a sense of what a text is
about, and to think about the text, even before read it. Teaching learners
a ‘routine approach’ to prediction is a valuable skill that learners can use
to try and understand all new texts.
Steps 1. Ask learners to look over the whole text.

(For predicting 2. Ask learners: What kind of text do you think this is? How is it laid
with text out? (Are there paragraphs, stanzas, sections, a greeting, headings,
structures) columns, etc?)
3. Ask learners: What do you think we might read about?
4. If learners cannot answer, ask further prompting questions, or
provide the answers.
Steps 1. Ask learners to scan the text and identify two lists of words:
(For predicting a. words they do not understand
by scanning the b. words that they think are important
text) 2. Go through the list of words that learners do not understand, and
explain them in context.
3. Then, go through the list of important words, and show learners how
to connect these words to make meaning and predictions about the
text.
Strategy 2: Visualise
Explanation When learners visualise, they must think about what is happening in
the text like a scene from a movie. They must try to see the text as it
happens.
Purpose Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the text as a
whole, rather than just page by page. This also helps to give meaning
to the words on the page – by turning them into a movie in our minds.
Visualisation can also help learners to remember the details in a text.

Steps 1. Read the text on the page.
2. Tell learners what you visualised. (Model the skill.)
3. Instruct learners to close their eyes. Explain that learners must listen
to the text and try to picture it, or make a movie in their minds.
4. Read the text again.
5. Ask learners: What did you visualise? (What happened in your
movie?)
6. Listen to and discuss learner answers. Make sure learners’ answers
are relevant to what is happening in the text.
Strategy 3: Search the text
Explanation Search the text questions ask learners to recall information or events
from the text. Learners need to understand what kind of information
they are being asked to recall. They must then think about where in the
text they would find that information.
Purpose These questions help learners to check that they have a basic
understanding of the text. Teaching learners how to answer these
questions shows them:
• How to identify the kind of information the question is asking for
• How to locate the information in the text
Steps 1. Read the text.

2. Ask learners a question about the text, like: What did person x do?
3. Ask learners: What kind of information is this question asking for?
(an action – we need to identify what person x did)
4. Ask learners: When did we read about person x’s actions? Was it
at the beginning, the middle or the end of the text?
5. Ask learners to locate the part of the text where the action took
place.
6. Ask learners to read that part of the text, and to try and identify what
person x did.
Strategy 4: Summarise
Explanation When learners summarise, they think about the most important points
of a text. They explain the main points in a few, concise sentences.
Summarising can be done orally or in writing.
Purpose Summarising shows that the learner has understood the main points of
the text. Asking learners to summarise the main points of a text is the
best way to check their understanding.

Steps 1. Read the text.
2. Remind learners: When we summarise, we identify the most
important parts of a text.
3. Explain: Today we will summarise the text we just read. That means
we will identify only the main points of the text.
4. Tell learners to use the following questions as a guide:
a. What is this text about?
b. What is the main purpose of the text? Why was it written?
c. What did you learn from this text?
d. What did you like about this text and why?
5. Always give learners time to think about the text.
6. Always instruct learners to turn and talk and discuss their summary
with a partner.
7. Next, instruct learners to write their summary down.
8. Give learners a frame to help them to structure summaries.
Strategy 5: Think about the text (I wonder?)
Explanation When learners wonder about the text, they are thinking about an aspect
of the text.
Purpose By modelling how to think/wonder about a text, we teach learners two

things:
1. Firstly, we teach learners that good readers do not just read the
words, they always think about what they are reading.
2. Secondly, we show learners the kinds of thoughts that good readers
have about a text.
By doing this, we show learners how to think creatively and critically
about a text. In time, learners will start to do this for themselves.

2. Think of a question or idea that a good reader might have about the
text. (Ideas are provided in the First Read and Second Read columns
in the lesson plans.)
3. Say: I wonder …
4. Let learners think about this.
5. Learners do not need to answer – the point is to encourage them to
think more deeply about the text.

Strategy 6: Make connections
Explanation When learners make connections, they compare the text to one of three
things:
1. To their own lives or experiences - sometimes, learners gain a deeper
understanding by thinking about how something from the text is like
something in their own lives.
This is called a text-to-self connection.
2. To another text - sometimes, learners gain a deeper understanding
of a text by connecting it to a related text. These texts may deal with
similar issues, or have characters who face the same challenges, or
they may be about the same topic.
This is called a text-to-text connection.
3. To the world - sometimes, learners must connect the situations or
challenges in a text to a more global context. They must relate the
text to what has happened or is happening in the world.
This is called a text-to-world connection.
Purpose Making connections helps learners go beyond the text itself and relate
the issues in the text to a deeper understanding of their own lives and
the broader world.

2. Ask learners relevant connection questions, like:
a. When was a time that you felt x?
b. Do you remember when we read about x? Can you make a
connection between these two texts?
c. This text makes me think about something that is taking place in
the world / South Africa / our town right now. Can anyone think of
what that is?
Strategy 7: Make inferences
Explanation Making an inference involves using what you know together with what
is written in the text, to make a good guess about what isn’t explicitly
written in the text. This is what is meant by ‘reading between the lines’.
Sometimes, the author does not write down every single detail of the
story. The author leaves parts of the story unfinished, for readers to work
out for themselves. If something is not explicitly stated or described in
a text, learners need to make an inference or a good guess about this.
They do this by putting what they have read together with their own
experiences and prior knowledge.

Purpose Making inferences is a key thinking and comprehension skill. Learners
need to work out parts of a story by making inferences. Learners may
miss important information if they do not know how to make appropriate
inferences.

2. Ask learners: What do you know about this? What does the text say?
3. Ask learners: What else can we work out about this? Is there
something that the text does not say?
4. Listen to and discuss learners’ answers. Make sure learners’ answers
are logical.
5. If learners struggle, give them an example of an inference. Use the
following sentence frame to help: Based on … I can infer that …
Example Text:
We saw Thuli, who got married about a year ago, shopping for nappies
and baby clothes.
Inference:
Based on the fact that Thuli got married recently, and that she is buying
nappies and baby clothes, we infer that she might be pregnant.
Strategy 8: Evaluate
Explanation When learners evaluate a text, they make a judgement about an aspect
of the text, based on the evidence in the text. Learners can make
evaluations about:
• Characters, people or events
• Facts versus opinions
• The author’s perspective, opinions and motivations
• What they like or find interesting
• What they dislike or find boring
Purpose Making evaluations is a key thinking and comprehension skill. Learners

must realise that they must always evaluate what they read. They must
then be able to support or justify their evaluations.

2. Ask learners an evaluation question and ask them to support their
answer. For example: Do you think x did the right thing? Why or why
not?
3. Listen to and discuss learners’ answers. Make sure that learners’
answers are logical.
4. If learners struggle, share your own evaluation as an example: I
think x did the right thing because x
5. Remember that it takes confidence to share an evaluation, so it is
important to encourage and praise learners as they start to make
evaluations.

Shared Reading: Post-Read

Instructions:
1. During the Post-Read, you will do one of the following activities:
• Complete a written comprehension
• Oral recount and summary
• Visualise
Instructions for a written comprehension:

1. Before the lesson, write the title of the text as a heading on the chalkboard.
2. Next, write the comprehension questions on the chalkboard, together with the sentence
starters for the answers. (Where applicable.)
3. Instruct learners to open their exercise books and write the heading.
4. Tell learners that today, they are going to think about and write the answers to these
questions.
5. Read through the questions with learners and explain if required.
6. Tell learners they do not need to write down the questions, only the answers.
7. Walk around and help learners who struggle.
8. In the last few minutes of the lesson, go through the answers with learners.
9. Allow them to correct their own work, as this is a powerful learning mechanism.
Instructions for the oral recount or written summary:

1. Write the summary frame on the chalkboard before the lesson.
2. Explain to learners that when we summarise a text, we share what we think are the most
important points about the text. This can also include:
• Why we think the text was written
• What we learnt from the text
• What we liked about the text, and why
3. Read through and explain the summary frame to learners.

4. Tell learners to complete this activity as an oral recount or a written summary – this is up
to you.
5. Remind learners that they can skim and scan the text again, before coming up with their
oral recounts or written summaries. This can help them remember what the text was
about.
6. Give learners 10-15 minutes to think about their own recounts, or to write their own
summaries in their exercise books, using the summary frame.
7. Then, tell learners to turn and talk, and share their recounts or summaries with a partner.
8. Finally, create a class recount or summary together – ask different learners to answer
each part of the frame.

9. Write down the class summary.
10. Ask learners to go back to their own summaries, to see if they missed any important
details. Give learners time to correct their summaries.
Instructions for a visualisation activity:

1. Settle the learners at their desks, with their exercise books or blank paper, pencils and
crayons.
2. Tell learners that they are going to visualise something from the text. Remind learners
that when they visualise something, they think about what it looks like, smells like, feels
like, and sounds like.
3. They also visualise how they feel about this character, event or item from the text.
4. Ask learners to close their eyes and relax.
5. Read the text to them once more.
6. Then, ask learners to open their eyes, and draw what they have visualised from the text.
Learners can add labels to explain details of the visualisation.
7. Then, learners must use the sentence starter/s to write a sentence or two about what
they have visualised.
8. Finally, allow learners to turn and talk, and to share their visualisations with a partner.
Purpose:
• The post-read activities give learners the opportunity to consolidate their understanding
of the text.
• Learners also get to use new language and vocabulary in an authentic context.
• Finally, these activities also give learners the chance to practice using the new
comprehension skill that they have learnt.

GROUP GUIDED READING
CORE METHODOLOGIES - GROUP GUIDED READING

Assigning Group Guided Reading groups and text selection:
1. In the first two weeks of school, listen to every learner read individually.
2. Assign learners to same-ability groups.
3. Use the rubric below to sort learners according to their abilities.
4. Ideally, try to have 5 groups, with no more than 12 learners per group.
5. However, if you have a very large class, you may have to have more groups and manage
your time differently.
6. This rubric divides learners based on their technical reading skills.
7. If there are many learners at the same level, you may want to use reading
comprehension as a further way to divide the group.
8. In a Grade 6 class of 54 learners, there may be:

• 4 learners at level 1 – you may have to find time to work with these learners on
a more regular basis.
• 1 group x 10 learners at level 2
• 2 groups x 10 learners at level 3
I think this I think this I think this I think this I think this
learner reads learner reads learner reads learner reads learner reads
at: at: at: at: at:
Level 1 Level 2 Level 3 Level 4 Level 5
• This learner • This learner • This learner • This learner • This learner
knows no or knows just a knows many knows many knows many
very few sight few common common sight common sight common
words. sight words. words. words and can words.
• This learner • This learner • This learner decode most • This learner
does not seem does not needs help to previously can decode
to recognise recognise decode some unseen words. previously
many letter- some letter- previously • This learner unseen words.
sound sound unseen words. occasionally • This learner
relationships, relationships, needs help to reads with
and struggles and struggles decode more fluency and
to decode to decode challenging expression.
most many words. • This is one
phonetically previously • This learner of the best
regular words, unseen words. reads with readers in the
even common some fluency. class.
words.

What to do with each group during Group Guided Reading:
1. Call a group to read to you.
a. Make sure they all bring their reading worksheet or learner book.
b. Seat the group in a circle.
2. Revise the week’s phonic words and sight words.

3. When working with struggling readers, spend as much time as required on the decodable
texts.
4. If the group does not need this, then allow learners to quickly read through the
decodable texts, and then move on quickly to the Group Guided Reading Text.
5. Talk about the title of the text. Explain what it means.
6. Next, give learners a few minutes to skim the text in silence.
7. Then, ask each learner to read part of the text aloud, on his or her own.
8. Listen carefully as each learner reads.

• If the learner is stuck on a word, give him or her some time to try and figure it
out.
• Then, help the learner to sound out the word.
• If the word is irregular, and cannot be sounded out, tell the learner the word.
• Ask the learner to re-read the sentence.
9. If time allows, let each learner read part of the text again. This time, ask learners to work
on their fluency – to try and read at a good pace, and in a natural way, as if they were
speaking.
10. Next, go through the questions with learners.

• Give learners an opportunity to discuss and answer the questions.
• Use this time to further teach and practice the comprehension skill, or skills.
• Show learners that there may be different answers to the same question,
particularly when it comes to opinions.
11. Praise and encourage learners for their efforts as well as their successes.
12. Remember that confidence is a big part of reading – learners must feel safe and
confident in order to develop their reading skills.
What to do with struggling readers during Group Guided Reading:

1. Keep groups of struggling readers as small as possible, preferably 2-4 learners per group.
2. Call the group to come and work with you.
3. Practice sounding out the week’s phonic words with learners.

4. Next, practice reading the sight words with learners.

• Ask learners to take note of the first sound in the word.
• Then, tell the learners to look at the spelling of the word.
• Finally, revise the meaning of the word with learners if applicable – this can help
them to remember the word.
5. Then, give learners a chance to try and read the decodable texts silently, on their own.
6. Tell them to ask you if they need help.
7. Finally, listen to each learner read a text on his or her own.
8. As each learner reads, do the following:

• Be kind and patient.
• Give the learner some time to try and work out the word alone.
• Then, help the learner to sound out the word.
• If the word is irregular and cannot be sounded out, then say the word and get the
learner to repeat it.
• Once the learner has managed to read all the words in a sentence, get him or her
to reread the sentence.
• Thank learners for their efforts, and praise learners for any improvements.
Note: If these decodable texts are still too difficult for some learners, use flashcards of
different sound to teach learners phonics, and to help them build and break down words.
Purpose:
Decoding is the technical part of reading. This is the skill that allows learners to read all the
words on a page. Decoding is usually taught in foundation phase, but has been included
to help learners who haven’t yet mastered the technical part of reading. It is useful to tell
struggling learners that:
• Reading is a code. With enough practice, anyone can learn the code.
• It is never too late to learn how to read.

INDEPENDENT AND PAIRED READING AND COMPREHENSION
CORE METHODOLOGIES - INDEPENDENT & PAIRED READING
Independent or Paired Reading Activities

Instructions:
1. In the second week of every cycle, there are five lessons for reading and viewing.
2. During these lessons, you will work with each group guided reading group.
3. Whilst you are busy with reading groups, learners should work to complete the week’s
activities for independent or paired reading and comprehension.
4. At the start of the first lesson, take some time to orientate learners to the week’s
activities.
5. Instruct learners to have the following items ready for this lesson: their reading
worksheets their personal dictionaries, and their exercise books.
6. Explain that learners must work independently or with a partner (this is up to you).
7. Orientate the class to the reading and comprehension activities that they must complete
during this time.
8. Do this by going through the notes at the start of the reading worksheets titled: How to
complete the reading worksheet activities.
9. Then, orientate learners to the specific texts for the theme.

• Give learners a brief overview of each text.
• Ensure that learners know that once they have read the texts, they must complete
the written activities that follow.
• Remind learners to write the answers in their exercise books.
10. Develop your own system for learners to check their answers once they have completed
the activities. You could do this in one of the following ways:
• Make copies of the memoranda that are in the Management Document and display
them in the classroom for learners to check their own work.
• Take some time to go through the activities with learners.
• It is good practice to allow learners to correct their own work, so they can see where
they made mistakes.
11. As learners complete their independent work, walk around from time to time, and take
note of common challenges.
• Call learners to attention and tell them that you have noticed that there are common
challenges.
• Help learners by re-explaining to learners and showing them how to correctly answer
the question.

Purpose:
CORE METHODOLOGIES - INDEPENDENT & PAIRED READING

• From Grade 4 onwards, learners need to improve their independent reading skills that
allow them to ‘read to learn’.
• In order to do this, they must have good technical reading or decoding skills.
• They must also have an expanded vocabulary, that includes cognitive academic
terminology, to help them make meaning of texts.
• Then, having a strategy, such as a ‘routine’ way of working through a new text to try and
make meaning is a useful strategy for learners.
• Finally, learners need confidence to tackle new texts independently.
o This confidence can be built by equipping learners with decoding skills, an expanded
vocabulary, and a strategy to approach and work through new texts.
o It can also be built by ensuring that learners have many opportunities to read texts
of different genres independently, so that they become familiar with this process.

WRITING & PRESENTING
CORE METHODOLOGIES - PROCESS WRITING
Process writing: Teach the Genre

Instructions:
1. The writing process begins by teaching learners about the specific genre.
2. Make sure you understand the genre by reading through the lesson plan carefully.
3. Work through the steps in the lesson plan to explain the genre and task to learners.
4. This includes explaining:

• the purpose of the text
• the audience
• the structure
• the language features
• the appropriate register
5. Tell learners to write down the brief summary notes about the genre in their exercise
books.
Purpose:
• It is important for learners to learn about the different genres of writing, as throughout
their lives, they will have to engage with these genres for specific purposes.
• This engagement will occur when learners have to write or read genre specific
documents, as the same genres apply to both disciplines.
• There are standard forms and purposes for these genres that learners need to know.
• Understanding the structure, format and purpose of these genres will help learners to
make meaning both when reading texts, and when writing texts.
• Learners will essentially engage with and use the same genres for the rest of their
academic education, as well as for practical purposes in life.
• The length and complexity of writing tasks or texts will increase, but if learners have a
good understanding of the genre, this will be very helpful to them.

Process Writing: Planning

Instructions:
1. This lesson focuses on teaching learners how to plan their writing using one of the
following strategies:
• A writing frame
• A mind map
2. Tell learners that very few writers start their process without planning.
3. Start this lesson by modelling the planning process for learners, so that they know
exactly what to do. The lesson plan guides you on how to do this.
4. Write up your plan on the board to see, following this process:

• Explain to learners that writers always think about what they are going to write.
• Model this by explaining your thoughts out loud, so that learners can hear them.
• Use the planning template to create your own writing plan.
5. Next, give learners a few minutes to think about what they are going to write.
6. Allow learners to turn and talk, and share their ideas with a partner.
7. Remind learners that their personal dictionaries, the theme wall in the classroom, and
the class dictionary are all resources that may be used.
8. Finally guide and support learners as they use the planning template to complete their
own plans.
Purpose:
• Writing original texts takes skill and confidence.
• Equipping learners with standardised and effective planning strategies provides
meaningful support and scaffolding as they work through the process of producing
original texts.
• Learners must understand that most professional writers start the writing process by
planning.
• They must also understand that this planning process may involve:
o Understanding the purpose of the text, the audience, and the genre
o Thinking about what they want to write – this must be original
o Completing research to gather or verify information to include in the text
o Completing a plan using a strategy that will help them to write in the genre

Process Writing: Drafting
Instructions:
1. Explain to learners that once they have completed their plan, they need to complete a
draft of their writing.
2. Before the lesson begins, rewrite your completed plan from the previous lesson on the
board.
3. Then, write the drafting frame on the board.
4. Briefly model how you use your completed plan to write a draft.
• Start by explaining the drafting frame.
• Next, model how you use your plan to create a draft by following the guidelines in
the drafting frame.
• Show learners that a draft is not the final piece of writing. Demonstrate that it is okay
to make mistakes, or to change your mind and rewrite something.
• Explain that a draft may look messy, but that is okay, as this is when you figure out
sentence structure, the best words to use, the order of your thoughts, etc.
5. Then, tell learners to start writing their own draft.

6. Remind them that a draft is meant to have changes and errors, that there is no need to
feel any fear or anxiety about committing their ideas to paper – they are supposed to
have doubts and to make changes.
7. As learners complete their draft, walk around the classroom, and hold mini-conferences.
• Plan which learners you will conduct mini-conferences with, and make a note of this.
Do this to ensure that with each writing task, you conduct mini-conferences with a
different group of learners.
• Implement mini-conferences with selected individual learners to go through their
plans, to identify and address any challenges, and to then support them as they
prepare to write their drafts.
8. As you hold mini-conferences, take note of any common challenges that learners seem
to be experiencing.
• Call learners to attention, and re-explain the area where learners are experiencing
challenges.
9. Tell learners to complete their drafts for homework, should they not finish in class.
10. Ensure that learners have copied down the drafting frame to work from.

Purpose:

• Again, building confidence is a critical element of teaching writing.
• It is important for learners to truly understand that the purpose of a draft is to put their
first thoughts and ideas down on paper, using their planning notes.
o Learners must understand that once they have done this, they should read and
consider making changes or improvements to this draft.
o This could involve adding descriptions or details, reworking the sequence of events,
changing the structure of a sentence, etc.
• Mini-conferences also play a vital role in getting learners to understand the writing
process.
o As you hold mini-conferences, really engage learners and their thoughts.
o Ask learners to explain their writing piece, and then ask questions for clarity, or to
prompt the learner’s thinking about their writing.
o Make sure that this is a positive, developmental experience for learners by always
praising a good aspect of their drafts, before challenging or probing aspects that can
be improved.
Process Writing: Editing

Instructions:
1. Before the start of the lesson, write your draft from the previous lesson onto the board.
Purposely make a few errors that link to the draft.
2. Also write the editing checklist onto the board.
3. Tell learners to open their exercise books to their completed draft.
4. Read through and explain the criteria to learners.
5. Next, show learners how to correct a common mistake on your own draft.
6. Also, pay attention to the criteria that refers to the LSC.
7. Ensure that the LSC is included and correctly used in your own draft – point this out to
learners, or add or correct the LSC if required.
8. Allow learners time to edit and correct their own writing, using the checklist.
9. Once they have self-edited, ask learners to swop with a partner and peer-edit each
other’s writing.
10. Again, as learners work on editing their own drafts, walk around and hold mini-
conferences.
• Plan which learners you will conduct mini-conferences with, and make a note of this.
Do this to ensure that with each writing task, you conduct mini-conferences with a
different group of learners.
• Implement mini-conferences with selected individual learners to go through their
drafts using the checklist, to identify and address any challenges, and to then
support them as they edit their drafts.

11. As you hold mini-conferences, take note of any common challenges that learners seem
to be experiencing.
• Call learners to attention, and re-explain the area where learners are experiencing
challenges.
• This is a vital part of the editing lesson, as this is when you get to teach and explain
the parts of writing that learners struggle with.
12. Ask learners to complete the editing process for homework if required.
Purpose:
• Learners must understand that drafting and editing go together.
• They must feel confident to get their thoughts and ideas onto paper without fear or
anxiety during the drafting phase.
• They must then understand that the editing phase is used to correct and improve their
drafts, and that the editing checklist provided guidance.
• It is also important for learners to know that as they progress to higher grades, editing
checklists may focus on higher order skills.
• This does not mean that they should disregard the basics. Editing must always involve
checking and correcting:
o The format and structure of the document
o Punctuation
o Spelling
o Grammar and syntax

Process Writing: Publishing & Presenting

Instructions:
Explain to learners that these are the final step in the writing process.
Publishing:
1. Tell learners that it is important for us to finalise our writing, after the editing phase.
2. Tell learners to do this by rewriting their drafts as final pieces, ensuring that they incor-
porate all the edits that were made.
3. Remind learners that it is human nature to want to read work that is well presented, so
encourage learners to set out their writing properly, and to write as neatly as possible.
Presenting:
1. Once learners have completed the publishing of their texts, move on to presenting.
2. Tell learners to swop books and read each other’s writing.
3. Once each learner has read someone else’s writing, the learner must say two things that
they liked about the partner’s writing.
4. Walk around the class and listen as learners do this, offering input as required.
5. Then, in the last five minutes of the lesson, ask 1-2 learners to read their writing to the
class.
• If learners are too shy to read themselves, you can offer to read for them.
• Once each learner has read their piece, ask their partners to share their comments
on the writing – what did they like about it?
• End by giving these learners some feedback – both to the writers, and to the
partners who gave feedback.
6. Finally, collect learners’ books in order to assess their writing.

7. Even though you are not required to formally assess all writing tasks completed, please
read and comment on the learners’ published writing at the end of each writing cycle.
Purpose:
• Learners must see that writing has an audience and a purpose.
• Whenever possible and appropriate, try to provide learners with a wider and/or
authentic audience for their writing tasks.
o This could mean allowing learners to write for a real purpose: a letter of suggestion /
complaint or compliment to a real person or organisation; a script for a drama to be
presented to the school; a research report to inform a school or class policy; etc.
• Authentic and positive feedback will lead to improvements in learners’ writing. for this
reason, it is important to ensure that some kind of feedback process always takes place,
whether it is just the feedback from a writing partner, feedback from other learners in
the class, feedback from yourself, or feedback from a wider audience.

WRITING STRATEGIES
CORE METHODOLOGIES - WRITING STRATEGIES
Introduction
1. Confidence is a very important part of becoming a successful writer.
2. Start by calling your learners writers during writing lessons. Let them know that they
are not people ‘pretending’ to write, but that by expressing their own thoughts and
opinions in writing, they are indeed writers.
3. Routine, doing the same thing over and over again, can make learners feel more secure
and confident. Routines also give learners direction, so that they know what to do next.
For this reason, teach learners the process writing cycle, and always include all steps of
the cycle in your teaching.
4. In addition to the scaffolding and support provided by the routine, further scaffolding
and support can be provided by teaching learners the strategies that follow, and
encouraging them to use these strategies whenever they need extra support.
5. Teaching these writing strategies to learners, and using them over and over again, will
give learners direction and confidence when writing.
6. Train learners to recognise these key phrases, and to understand what they must do
when they hear them.
Strategy: Teacher models writing first

1. The teacher first demonstrates the task to the class (she shows the class exactly what
they are going to do).
By watching the teacher, the learners have a clear idea of the task.
2. Part of modelling writing is to explain the way good writers think about writing. The
teacher must verbalise all the thoughts she has as she goes through the writing process.
Strategy: Writers think before they write

1. Writing is the act of putting thoughts onto paper.
2. This means that writers must think first and decide what to write about before writing.
3. It also means that there are no correct or incorrect ‘answers’ when writing – every
writer has his or her own thoughts to write about.
4. Always build-in time for learners to think about what they want to write.
Strategy: Writers turn and talk

1. At different times in the lesson, learners can turn to a partner, and take turns to talk to
each other.
2. This can be used to share ideas about what to write about, to read their writing to each
other, or to check that they understand what to do.
3. Teach learners to face each other, take turns, and talk quietly as they turn and talk.

Strategy: Writers may create a framework

Use this as a remediation strategy for learners who struggle with writing.
1. Once learners have created their plan, they may need to create a framework before they
write their draft.
2. This can be done as follows:

a. First, learners must think about the format and layout of the text, and then draw
pencil frames to indicate where they think each element of the draft will go on the
page. For example: If learners are writing an essay, the can mark where the heading
will go, and where each paragraph will go.
b. Next, learners should take the first point in their plans, and think about how to write
that as a sentence.
• Then, they must say the sentence out loud, and count how many words are in the
sentence.
• Next, learners should draw lines to represent each word in the sentence.
• Lines must be the approximate length of the words. Learners must say the word
as they draw each line.
• At the end of the sentence, the learner must add an appropriate end punctuation
mark.
c. When the lines are in place, the learner must fill in words that are known.
• Next, learners must be encouraged to write words phonetically, i.e.: to write
words as they hear them. This is known as ‘invented spelling’ and is proven to be
an effective developmental writing and reading strategy.
• At the very least, the phonetic word acts as placeholder so that the learner does
not forget their thought.
d. Then the learner can use resources like the personal or the class dictionary to check
and correct their spelling before asking for help.
3. This gives a structure to the learner’s writing, which builds confidence. Even learners
who really struggle can start the writing process in this way.
Strategy: Writers use resources to write words

1. Teach learners not to ask for help to write all unknown words. They should first use other
resources to find out how to write the unknown word. For example:
• Words on a word wall
• Texts in their reading worksheets
• Personal dictionaries
• Classmates
• Their own memories

Strategy: Writers read what they write
1. Learners must be trained to read their sentences aloud to themselves or to a peer.
2. Doing this helps learners to identify:

• If the piece is properly sequenced, if it stays on topic, and if it makes sense
• If any words are missing
• If the sentence structure is incorrect
• If there are problems with the tense
3. Once the final piece is published, it is important to give learners an audience for their
writing, even if it is just a classmate.
4. Most importantly, set this up so that learners enjoy the reading process, and feel proud
of what they have written.
Strategy 8: Hold mini-conferences

1. Mini-conferences are a useful strategy to use with all phases of the writing process.
2. Once you have explained and modelled the task, you should conduct mini-conferences.
3. For every writing cycle, target a different group of learners for mini-conferences, so
that over a period of time all learners will get to experience this. Keep a record of which
learners you have worked with, to prevent duplication or missing a learner.
4. Conduct mini-conferences as follows:

a. Ask the learner to tell you their idea for the task.
b. Next, ask them to show you the different parts of the writing process that have been
completed. Ask the learner to tell you about each part.
c. Next, identify any challenges that the learner seems to be experiencing, and work
with them on that point.
5. Make mental notes of common challenges that learners seem to be experiencing. Then,
call the whole class to attention, and re-teach or explain the element that seems to be
challenging.
6. Remember to give every learner some positive feedback, as well as some points for
growth and improvement.

GRADE 6 - TERM 2
1
WEEK
THEME:
EXPLORING NEW PLACES
‘Life begins at the end of your comfort zone.’
– Unknown
51
WEEK 1
TERM 2: WEEK 1
OVERVIEW
THEME Exploring new places
THEME adventure, adventurous, contrast, homesick, similar, familiar, unfamiliar,

VOCABULARY beyond, nonsense, explore
LSC Adjectives
COMPREHENSION
Make inferences
STRATEGY
WRITING GENRE Story
WRITING TOPIC Write a story about a character who explores a new place!
CLASSROOM 1. Take down and carefully store the flashcard words and pictures
PREPARATION from the previous term.
2. Make sure that your learners’ DBE Workbooks and exercise books
are marked and in order.
3. Prepare your flashcard words and pictures for the week by cutting
them out, colouring them in and laminating them.
4. Try to find some reading material for your theme table, for
example: interesting stories about people going on different
adventures such as ‘Finding Dory’.
5. Try to find some pictures for your theme table, for example:
places that look adventurous or unfamiliar to your learners.
6. Do some research in preparationfor this theme, for instance,
Which countries can South Africans visit without a visa?

WEEK 1 - MONDAY
WEEK 1: MONDAY / DAY 1: INTRODUCE THE THEME & ORAL ACTIVITIES
PICTURE 1. Tell learners to turn to DBE Workbook 1 page 70

2. Instruct learners to look at the title, headings and pictures in the
text.
INTRODUCE THE 1. Tell learners the title of the theme.

THEME 2. Activate learners’ background knowledge about the theme.
3. Tell learners to create a theme page in their exercise books with
the title and a K-W-L chart.
4. Fill in the first part of the K-W-L chart.
SONG / RHYME Lyrics Actions

(from Dr Seuss)
Today is your day. Point your forefinger down
You're off to great places! Stretch your arms out wide
You're off and away! -
You have brains in your head. Point to your head
You have feet in your shoes. Point to your shoes
You can steer yourself Pretend to hold a steering wheel
any direction you choose. -
You're on your own. And you Hug yourself tightly then point to
know what you know. your head
And YOU are the one who'll

Point to your friends around you
decide where to go!
THEME
adventure, adventurous, contrast, homesick, similar
VOCABULARY
QUESTION OF THE DAY
If you went travelling, do you think you would be adventurous or

Question
homesick?
Graph 2 COLUMN GRAPH
Options adventurous / homesick
Follow up questions
Question How many learners think they would be adventurous?
Answer __ learners think they would be adventurous.

WEEK 1 - MONDAY
Question How many learners think they would be homesick?
Answer __ learners think they would be homesick.
Question How do more learners think they would feel?
Answer More learners think they would feel ___
Question How do fewer learners think they would feel?
Answer Fewer learners think they would feel ___
Question If you went travelling, how do you think you would feel?
Answer I think I would feel adventurous.
Answer I think I would feel homesick.
PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each word.
HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 1 - MONDAY
WEEK 1: MONDAY / DAY 1: LISTENING
LISTEN TO…
1. This week, learners will listen to a story: Visiting the City of Gold
2. FIRST READ: Read the text out loud to learners. Read with fluency and expression.
As you read, embed meaning in the text by using your voice, facial expressions, and
actions.
3. SECOND READ: Read the text out loud to learners. As you read, share your thoughts
with learners. Use the notes in the Second Read column below.
4. THIRD READ: Read the text out loud to learners. As you read, stop and ask questions.
Use the questions in the Third Read column below.
SECOND READ: Share THIRD READ: Ask

Text
Thoughts (Model) Questions
Lefa and Kotsi were cousins -- 1. Where do Lefa and Kotsi

who lived in a small town live? (They live in a small
in the Free State called town called Bethlehem.)
Bethlehem. Their parents 2. Why have Lefa and
decided to send them to Kotsi’s parents decided
visit their grandparents in to send them to
Johannesburg. It was their Johannesburg? (They
grandfather’s 80th birthday are sending them for
and they wanted to surprise their grandfather’s 80th
him! birthday)
Lefa and Kotsi were both I can infer that Lefa and 1. Why do you think
nervous. For many hours, Kotsi had never been to only Lefa and Kotsi’s
they passed green fields Johannesburg before. I can grandmother meets
and small villages. When make this inference because them at the bus stop?
they finally saw towering they are nervous, and they (Because it s a surprise
buildings in the distance, stare at the big buildings for their grandfather that
they kept their eyes glued when they finally see them. I they are coming for his
on the window! Lefa’s eyes think this is because the tall birthday!)
lit up as she watched the buildings are something new 2. What is another name
buildings get closer and and exciting! for Johannesburg? (The
closer. When their bus city of gold.)
arrived in Johannesburg, I can also infer that Lefa
their grandmother was seems more excited about
waiting for them at the bus the city than Kotsi. I can
stop. make this inference because
it says that Lefa’s eyes lit up.
When your eyes light up,
it means you like what you
see!

WEEK 1 - MONDAY
t the bus stop. 3. How can we infer that
‘Welcome to the city of Lefa and Kotsi are
gold, my children,’ said exploring Johannesburg
grandmother with a big for the first time ever?
smile on her face. (They feel nervous, they
‘Why is it called the city of can’t stop looking at the
gold?’ asked Kotsi. tall buildings, they have
never heard the name
‘city of gold’.)
Grandmother smiled, ‘It

is called the city of gold
because this the city where
gold was first mined by
Europeans in Africa. There
were many gold mines in
Johannesburg.’
Lefa and Kotsi looked around I can infer that Lefa and 1. What can you infer
them. Johannesburg was Kotsi’s home town only has is different about
filled with large buildings, small buildings. I can also Johannesburg and
the streets were filled with infer that there isn’t very Bethlehem? (The noise,
cars, buses, trucks and taxis, much traffic! I can infer this the traffic, the buildings)
and there was so much because this paragraph is 2. What can you infer
noise! The taxi behind them contrasting Johannesburg to about how Lefa and
began hooting loudly. Lefa what Lefa and Kotsi are used Kotsi feel in the big city?
laughed, but Kotsi covered to at home! (I can infer that Lefa
her ears. Johannesburg was feels excited / happy /
very different from their adventurous. I can infer
home town. that Kotsi feels annoyed /
homesick, etc…)
Grandmother took Lefa and I can infer that Grandmother 1. How does Grandfather
Kotsi to a restaurant in the has organised a special feel about
centre of Johannesburg, surprise party at an Johannesburg? (He loves
for grandfather’s birthday Ethiopian restaurant for it!)
celebration. The restaurant Grandfather’s 80th birthday. 2. Where do the girls meet
was beautifully decorated Grandfather stands up when Grandfather? (At an
with fabrics and paintings he sees his granddaughters, Ethiopian restaurant.)
from Ethiopia. Grandfather which lets me infer that he
stood up when he saw Lefa is very happy and surprised
and Kotsi – he was very to see them!
surprised and happy to see
his grandchildren!

WEEK 1 - MONDAY
He hugged them both,
‘Welcome to my city,
children. I hope you love it
as much as I do!’
When the girls sat down, I can infer that neither 1. Where can you infer
the waitress brought them a Lefa nor Kotsi have tried that people commonly
big, round, thin bread with Ethiopian food before, eat injera and shiro? (In
a small mound of red sauce but that Grandmother Ethiopia)
on top. ‘It’s called injera!’ and Grandfather must 2. What can you infer
Grandmother said. Then she eat it often! I can infer about how Lefa and
pointed to the sauce. ‘And that Grandmother and Kotsi feel about trying
that is called shiro – Try it!’ Grandfather must really new food? (I can infer
she said encouragingly. like to eat Ethiopian food, that Lefa feels excited /
Kotsi looked at the bread. because Grandmother even adventurous. I can infer
She wished for a slice of organised Grandfather’s that Kotsi feels unhappy.)
white bread. But, Lefa special birthday celebration
dug right in! ‘Yum! This is at an Ethiopian restaurant!
delicious,’ Lefa said.
I can also infer here that
Lefa is more adventurous
than Kotsi. She is eager to
try new things. In contrast,
Kotsi prefers food she is
familiar with!
All around them they saw Here is more evidence that 1. Who is happier to be in
different faces and heard my inference that Lefa is Johannesburg? (Lefa.)
different languages. Lefa more adventurous than Kotsi 2. What things in the story
loved Johannesburg already! is correct! let us infer that Lefa is
She could not wait to more adventurous than
explore the city. However, Kotsi? (Her eyes light up
Kotsi missed the peace and when she sees the city /
quiet of the Free State. she likes the noise of the
city / she is excited to try
new food, etc.)

WEEK 1 - TUESDAY
WEEK 1: TUESDAY / DAY 2: SPEAKING
DISCUSS…
1. This week, learners will discuss a story: Visiting the City of Gold
2. Before class begins, write the following conversation frame on the board:
a. In this story…
b. I can infer that…
c. One thing I liked in this story was…
d. One thing I disliked about this story was…
e. Overall, this story is…
3. Break learners into their small discussion groups.
4. Complete the speaking activity as per the core methodology.
WEEK 1: TUESDAY / DAY 2: PHONICS REVIEW AND SIGHT WORDS
Sounds /ch/ /ai/
Activity 1. Explain to learners that some letters sound different in English.

2. Tell learners that they need to know how to say the sounds in
English, and how to blend sounds together to make words.
3. Write the following sounds on the chalkboard: ch, ai.
4. Say the sounds as they sound in English and instruct learners to
repeat the sounds. Do this three times.
5. Write the following words on the chalkboard and sound each
word out as follows:
/ch/ - /ai/ - /n/ = chain
/ch/ - /o/ - /p/ = chop
/l/ - /u/ - /n/ - /ch/ - lunch
/r/ - /ai/ - /n/ = rain
/m/ - /ai/ - /n/ = main
/tr/ - /ai/ - /n/ = train
6. Ask learners to sound out and read each word after you.
Word find Write the following table on the chalkboard:
ch n t
p ai bl
ar r o
s e d
MODEL
1. Review all of the sounds in the table.
2. Tell learners to copy the table into their exercise books.

WEEK 1 - TUESDAY
3. Tell learners to build as many words as they can using these
sounds. They must continue to do this over the next two weeks.
4. Show learners how to build one or two words, like: blot or pain
Sight or high 1. Explain to learners that there are some words that cannot be
frequency words sounded out in English.
2. There are also some words that appear frequently in texts.
3. Tell learners they need to remember what these words look like,
and they must know how to read these words by sight.
4. Write the sight words on the chalkboard and tell learners to take
note of the following as you read the words:
a. The first sound
b. The spelling of the word
c. The meaning (unless it is a word that doesn’t really carry
meaning)
5. Read the words three times and tell learners to repeat after you:
visit, next, live, gave, more, away, journey, change, place, home
WEEK 1: TUESDAY / DAY 2: PRE-READING
TITLE The brave little fish
DBE WORKBOOK 70
1, PAGE
ACTIVITY PRE-READING
COMPREHENSION Predict
STRATEGY
PURPOSE By getting learners to predict, you are getting them to think about the
story before they have even read it. Learners must use clues to try and
work out who the characters are, and what main events will take place.
By predicting, learners are developing their comprehension skills by
thinking about the story.
PRE-READING ACTIVITY
1. Ask a learner to read the title: The brave little fish

2. Explain the meaning of the title, e.g. Being brave is when we do something even though
we feel afraid. This story might be about a fish who feels afraid, but is brave and faces
their fears!
3. Tell learners to look closely at the pictures, captions and title.
4. Conduct the Pre-Reading activity as per the core methodology.

WEEK 1 - WEDNESDAY
WEEK 1: WEDNESDAY / DAY 3: ORAL ACTIVITIES

(from Dr Seuss)
And YOU are the one who'll Point to your friends around you
decide where to go!
THEME
familiar, unfamiliar, beyond, nonsense, explore
VOCABULARY
QUESTION OF THE DAY
Question What quality do you admire most in little fish?
Options his determination / his adventurousness / his curiosity
Follow up questions
Question How many learners admire his determination?
Answer __ learners admire his determination.
Question How many learners admire his adventurousness?
Answer __ learners admire his adventurousness.
Question How many learners admire his curiosity?
Answer __ learners admire his curiosity.
Question What quality do most learners admire most in little fish?
Answer Most learners admire his __.
Question What quality do fewest learners admire most in little fish?
Answer Fewest learners admire his __.

WEEK 1 - WEDNESDAY
Question What quality do you admire most in little fish?
Answer I admire his determination.
Answer I admire his adventurousness.
Answer I admire his curiosity.

2. Remind learners to add a picture or definition for each of the
words.

WEEK 1: WEDNESDAY / DAY 3: FIRST READ
DBE WORKBOOK 70
1, PAGE
ACTIVITY FIRST READ
COMPREHENSION Make inferences

STRATEGY
PURPOSE Making inferences is a key thinking and comprehension skill. Learners

need to work out parts of a story by making inferences. Teach learners
that sometimes the details of a story are not written down – the reader
must make a good guess.
1. Hand out the DBE workbooks.

2. Instruct learners to turn to the story on page 70.
3. Allow learners a few minutes to try and read the story on their own, in silence.
4. Explain that you will read the story to learners. They must follow along as you read.
5. Read the story with fluency and expression to learners.
6. Read the Text first, and then say the comment in the First Read column.

WEEK 1 - WEDNESDAY
Text Think Aloud: First Read
It was one of the coldest winter nights. I can infer that the old grandmother fish
Deep in the ocean an old fish assembled her is telling her children and grandchildren a
11 000 children and grandchildren to tell fictional story. I can infer this because she
them a story. This is the story she told them. begins her story with ‘Once upon a time.’
Once upon a time, a brave little fish lived Also, she lives deep in the ocean, but the
with his mother in a high mountain stream. story is about a little fish in a high mountain
The little fish was an only child. He and his stream. The deep sea is very, very far from a
mother swam in circles all day long. stream high on a mountain!
Then the little fish began to think. He sank I can infer that the little fish is bored and
deeper and deeper into thought as he unhappy. I can infer that he is bored because
followed his mother along the same boring he follows his mother along the same path,
path. Mother fish wondered what was wrong swimming in circles all day long!
with her child, and thought that perhaps he
was ill.
Early one day, before sunrise, the little fish I can infer that the little fish is adventurous
woke his mother and said, “Mother, I want to (like Lefa from our Listening story!) He wants
talk to you.” to leave because he is bored of doing the
“Ah, my child”, said the mother sleepily, “It’s same thing day after day. He is curious about
too early to talk, save your talking for later. what other things he can see in the world! I
Let’s go swimming.” can infer that his mother is not adventurous
“No, Mother! I don’t want to go swimming or curious like he is!
any longer. I want to leave.
“Leave, what do you mean you want to
leave?”
“Mother, I have to leave to see where the
stream ends and what lies beyond the
mountains. I have been wondering about this
for days now.”
The mother just laughed and said, “When I
was your age, I also had those thoughts. But,
my dear, a stream has no beginning and no
end. The stream just flows and never goes
anywhere.”

WEEK 1 - WEDNESDAY
“But Mother, isn’t it true that everything I can infer that the little fish will not be
comes to an end? The nights, days, weeks, happy until he is able to go and explore the
months, even years?” rest of the world. He and his mother are
“Forget this nonsense talk”, interrupted his different kinds of fish: his mother is happy
mother. “Let’s go swimming.” with what she knows and is familiar with.
“No, Mother, I’m tired of swimming in circles. In contrast, the little fish wants to see and
I want to see the world, I want to see what’s experience new things!
happening elsewhere. I don’t want to spend
the rest of my life swimming round and
round in this spot.
I want to see if there is another way to live in

this world. Once I have learned, I will come
back and will tell you about it.”
The little fish’s mother was very upset and
cried out loudly: “My dear child, are you
mad? Everything you need is here. The world
you want, is here!”
Just then a school of fish swam passed, and I can infer that the little fish is very unusual,
the elder fish asked, “What are you arguing because no other fish can understand his
about?” desire to leave!
The mother told them that her child wanted
to leave the stream to see what was beyond
the mountains. All the fish, young and old,
thought the little fish was silly. But the little
fish would not give up on his dreams.
The mother fish felt afraid for her only child. I can infer that the little fish’s mother sees
She said, “My child, I understand that you that he will not be happy until he can go on
need to go beyond the mountains to see his adventure. In the end, she accepts his
what is there. I don’t know anyone who has desire to leave the stream! However, I can
ever left this stream, but I can only wish you infer that she has no desire to go with him!
well on your journey and hope that one day
you will come back.”
The mother fish said goodbye to her child as
he went on his adventure.
Follow up questions Responses
Where does the little fish live with his They live high in a mountain stream.
mother?
Where does little fish want to go? He wants to leave the stream to explore the
rest of the world, beyond the mountains.

WEEK 1 - WEDNESDAY
Why question Possible response
Why did the little fish argue with his mother? • The little fish wants to leave the
stream, but his mother thought it was
nonsense!
• Because he and his mother are
different – she likes the stream, but he
is bored there!
• Because little fish wants to leave the
stream, but his mother wants him to
stay home.
1. Explain to learners that in this cycle, they will learn about: adjectives to describe people
2. Point out the following example of this: In the text, we read about a ‘brave little fish’.
The two words that are used to describe the fish are brave and little. These words could
be used to describe people.
3. Introduce this LSC as follows:
When describing people, we can use adjectives before the noun: The kind, gentle boy
helped the old lady.
When describing people, we can use adjectives after the noun: The boy was brave and
kind as he helped the old lady.

WEEK 1 - THURSDAY
WEEK 1: THURSDAY / DAY 4: SECOND READ
DBE WORKBOOK 70
1, PAGE
ACTIVITY SECOND READ

STRATEGY
PURPOSE Making inferences is a key thinking and comprehension skill. Learners

need to work out parts of a story by making inferences. Teach learners
that sometimes the details of a story are not written down – the reader
must make a good guess.
1. Before the lesson begins, write the follow-up questions on the board:
a. Why is the little fish’s mother afraid?
b. How can we infer that the little fish is unusual / different from other fish?
c. Why did the little fish want to leave the stream?
2. Read the follow-up questions out loud to learners.
5. Explain that you will read the story to learners. They must follow along with the text as
you read.
7. Read the Text first, and then say the comment in the Second Read column.
8. Next, instruct learners to turn and talk with a partner.
9. Instruct learners to take turns reading the story to each other.
10. Tell learners to orally discuss the follow-up questions together.
Text Think Aloud: Second Read
It was one of the coldest winter nights. I can infer that the old Grandmother fish is
Deep in the ocean an old fish assembled her telling this story to all of her grandchildren
11 000 children and grandchildren to tell to teach them a lesson. I can remember
them a story. This is the story she told them. from yesterday that the little fish was very
Once upon a time, a brave little fish lived adventurous. He was brave enough to live his
with his mother in a high mountain stream. dream even though all the other fish thought
The little fish was an only child. He and his it was nonsense. I can make the inference
mother swam in circles all day long. that Grandmother fish admires the little fish.
I can infer that she is telling her grandchildren

about him because she wants them to see
that it is important to be brave, curious, and
live your dreams!

WEEK 1 - THURSDAY
Then the little fish began to think. He I can infer that the little fish is thinking deeply
sank deeper and deeper into thought as about all the things that might be beyond his
he followed his mother along the same little stream! I can infer that he is thinking
boring path. Mother fish wondered what about how to tell his mother he wants to
was wrong with her child, and thought that leave the little stream, and explore the rest of
perhaps he was ill. the world!
Early one day, before sunrise, the little fish I can infer that the little fish was feeling
woke his mother and said, “Mother, I want worried about telling his mother that he
to talk to you.” wanted to leave. He tries to pick a time to
“Ah, my child”, said the mother sleepily, “It’s talk to her seriously. I can infer that he feels
too early to talk, save your talking for later. worried because no other fish has ever left
Let’s go swimming.” the stream. He must feel worried about how
“No, Mother! I don’t want to go swimming his mother will react to his desire to leave!
any longer. I want to leave.
“Leave, what do you mean you want to
leave?”
“Mother, I have to leave to see where the
stream ends and what lies beyond the
mountains. I have been wondering about
this for days now.”
The mother just laughed and said, “When I
was your age, I also had those thoughts. But,
my dear, a stream has no beginning and no
end. The stream just flows and never goes
anywhere.”
“But Mother, isn’t it true that everything I can infer that the little fish’s mother is
comes to an end? The nights, days, weeks, feeling very scared that if she let’s her little
months, even years?” fish leave the safety of home, something
“Forget this nonsense talk”, interrupted his terrible might happen to him! I can infer that
mother. “Let’s go swimming.” she has never left the stream, so she is scared
“No, Mother, I’m tired of swimming in because she has no idea what he will find!
circles. I want to see the world, I want to see Also, she is quite happy in the stream – she
what’s happening elsewhere. I don’t want doesn’t really understand why the little fish is
to spend the rest of my life swimming round unhappy there!
and round in this spot. I want to see if there
is another way to live in this world. Once I
have learned, I will come back and will tell
you about it.”
The little fish’s mother was very upset and

cried out loudly: “My dear child, are you
mad? Everything you need is here. The
world you want, is here!”

WEEK 1 - THURSDAY
Just then a school of fish swam passed, and But I can infer that little fish is very
the elder fish asked, “What are you arguing determined to explore the world. He must be
about?” determined because he still wants to explore,
The mother told them that her child wanted even though the other fish think his dreams
to leave the stream to see what was beyond are nonsense!
the mountains. All the fish, young and old,
thought the little fish was silly. But the little
fish would not give up on his dreams.
The mother fish felt afraid for her only child. In the end, I can infer that the mother fish
She said, “My child, I understand that you realises that she just wants her child to be
need to go beyond the mountains to see happy!
what is there. I don’t know anyone who has
ever left this stream, but I can only wish you
well on your journey and hope that one day
you will come back.”
The mother fish said goodbye to her child as
he went on his adventure.
Why is the little fish’s mother afraid? • Because she has never left the stream,
so she doesn’t know what the rest of the
world is like.
• Because no other fish she knows have left
the stream.
• Because she is worried something bad
will happen when little fish leaves the
safety of home!
How can we infer that the little fish is • Because his mother thinks it is nonsense
unusual / different from other fish? that little fish wants to leave.
• Because all the other fish think the little
fish is silly.
Why did the little fish want to leave the • Because he was bored of swimming in
stream? circles.
• Because he was tired of seeing and doing
the same thing again and again, day after
day.
• Because he wanted to know what was
beyond the stream!
• Because he was an adventurous little fish.
• Because he was curious about the rest of
the world.

WEEK 1 - THURSDAY
Ask learners to formulate a question about the text.
1. Ask learners to independently think of a question that they can ask about the text.
2. If necessary, remind learners of some of the question words or phrases, for example:
3. Tell learners to turn and talk, and share their questions with each other.
4. Then, ask a few learners to share their questions with the class.
5. Give other learners the opportunity to answer these questions.
WEEK 1: THURSDAY / DAY 4: TEACH THE COMPREHENSION STRATEGY
Modelling 1. Explain that this week, we have been working on making

(I DO) inferences.
2. Explain that we make an inference when we use what is written
and what we already know to figure something out.
3. Hand out the DBE workbooks to learners.
4. Instruct learners to open to: page 70
5. Read out loud while learners follow along: Leave? What do you
mean you want to leave?
6. Remind learners that this is what the mother fish says to little fish
when he says he wants to leave their stream!
7. Explain that this a rhetorical question. This means that the mother
asks this question not expecting an answer. Mother asks this
question to show that she thinks the little fish’s idea is ridiculous!
8. Explain we can make inferences that:
a. Mother fish doesn’t think there are any good reasons to leave
the stream.
b. Mother fish thinks doesn’t know why anyone would ever
leave the stream.
c. Mother fish thinks the little fish is being silly.
d. Mother fish doesn’t think little fish really wants to leave the
stream.
9. Explain that these are inferences because these are all things that
aren’t written, but we can guess when we read the text.
Work with 1. Read out loud while learners follow along: The little fish would not
learners give up on his dreams
(WE DO) 2. Ask learners: What inferences can you make after you read this
sentence?
3. Listen to learners ideas, like:
a. The little fish is determined.
b. The little fish doesn’t care about what the other fish think
about him.
c. The little fish is brave!
d. The little fish is so curious about the rest of the world, he is
determined to go out and to explore!

WEEK 1 - THURSDAY
Pair work 1. Explain that now, learners will work with a partner to make an
(YOU DO) inference.
2. Read out loud while learners follow along: All the fish, young and
old, thought the little fish was silly.
3. Ask learners: What inferences can you make from this sentence?
4. Instruct learners to discuss this with their partners.
5. After 3-5 minutes, call learners back together.
6. Call on 4-5 learners to share an answer to the question, like:
a. None of the other fish want to leave the stream.
b. All of the other fish agree with little fish’s mother, that little
fish’s dream is nonsense.
c. That none of the other fish have ever left the stream.
d. That the little fish is unusual – he is different from the other
fish.
e. That the other fish are happy with their life in the stream.
NOTES Tell learners to open their exercise books, and copy down the following
notes to remind them of what an inference is:
Making Inferences
To make an inference, we take:
what is written
+
what we already know
and we make a good guess about the text.

WEEK 1 - FRIDAY
WEEK 1: FRIDAY / DAY 5: POST-READING
DBE WORKBOOK 70
1, PAGE
ACTIVITY ORAL RECOUNT
COMPREHENSION Summarise
STRATEGY Make inferences
PURPOSE • Summarising shows that the learner has understood the

main points of the story. Asking learners to summarise or
retell the main points of a story is the best way to check their
understanding.
• Making inferences is a key thinking and comprehension skill.
Learners need to work out parts of a story by making inferences.
Teach learners that sometimes the details of a story are not
written down – the reader must make a good guess.
POST-READING
1. Explain that today we will be summarising the main point/s of the text. This means that
we will think about the most important parts of the text.
2. Ask learners: How can you tell a friend about the story in 3-5 sentences?
3. Instruct learners to use the frame to answer the question:
This story is about…
I admire the little fish when…
I think the little fish in the story is…because…
I think the writer of the story wanted us to think about…
4. Explain that learners will not be able to say everything about the text – they will need to
choose the most important parts.
5. Give learners time to think about the most important parts of the text. Explain that
learners may skim or scan the text if they need help remembering what the text was
about.
6. Instruct learners to turn and talk with a partner. Partners will take turns presenting and
listening.
7. Call the class back together. Call a few learners up to the front of the classroom to
present to the class.
8. Come up with a class summary, like: This story is about a little fish who lives in a stream,
but dreams about seeing the bigger world! I admire the little fish when he decides to go
on his big adventure at the end. I think the little fish in this story is brave, because he
is willing to leave, even though he has no idea what he will find in the world! I think the
author of this story wanted us to think about living our dreams, even if other people
think they are silly!

WEEK 1 - FRIDAY
WEEK 1: FRIDAY / DAY 5: TEACH THE GENRE
LANGUAGE
TEXT TYPE PURPOSE TEXT STRUCTURE
FEATURES
Story (Narrative To entertain a. Orientation a. Written in the

Essay) that introduces first or third
characters and person
setting, e.g. b. Written in the
Once upon time past tense
there was an c. Events described
old woman who sequentially
lived with her son d. Connectives
called Jack. They that signal time,
were very poor. e.g. Early that
b. Events leading to morning, later on,
a complication, once
e.g. e. Makes use of
Jack spent all dialogue
the money his f. Language used to
mother gave him create an impact
on some magic on the reader,
beans. His mother e.g. adverbs,
was angry. adjectives,
c. Resolution and images
ending, e.g.
Jack came back
with the Giant’s
treasure and they
lived happily ever
after.
INTRODUCE THE 1. Explain that this cycle, learners will write a story (also called a
GENRE narrative essay).
2. A story entertains people! It is meant to be interesting and fun to
read.
3. Explain that all stories have certain important elements:
a. Characters: A story always has characters. They can be people
or animals.
b. Setting: This is when and where the story takes place.
c. Conflict / complication: A story has a problem that needs to
be solved.
d. Resolution: This is how the problem gets solved in a story.

WEEK 1 - FRIDAY
READ THE Thuli’s Trip to the Mountains
SAMPLE TEXT
Once upon a time, there was a twelve year old girl called Thuli. She lived
in the city of Durban with her mother and father. Thuli longed to go to
the countryside. She dreamed of climbing a mountain.
Then, her dream came true! In the Easter holidays, her mom and dad
took Thuli to the Drakensburg Mountains. When they got to their hotel,
Thuli ran outside and looked at the mountains! She breathed in the fresh
air, and smiled. She loved it here!
But, she still wanted to climb a mountain, and her mom and dad would
not take her. Thuli felt sad because the mountains were so close! Just
then, a young man from the hotel came to speak to Thuli’s family. He
said that his job was to take guests for walks up the mountains.
Finally, Thuli got to climb a mountain! In the end, all her dreams came
true!
DISCUSS 1. Who is the narrator in this essay?

2. What happens in this essay?
3. What tense is this essay written in?
4. Do you think this is fiction or nonfiction? Why?
NOTES Tell learners to open their exercise books, and write down the
following heading and notes:
Story (narrative essay)

1. Beginning: Tells about character and setting.
2. Middle: A problem!
3. Ending: How the problem gets solved.
4. Entertains people!

GRADE 6 - TERM 2
2
E K
WE
THEME:
EXPLORING NEW PLACES
‘Don’t just listen to what they say. go and see.’
– Unknown
73
WEEK 2
TERM 2: WEEK 2
OVERVIEW
THEME Exploring new places
THEME adventure, adventurous, contrast, homesick, similar, familiar, unfamiliar,

VOCABULARY beyond, nonsense, explore, overseas, roller coaster, theme park, gallery,
capital, landscape, coastline, desert, forest, swamp
LSC Adjectives

STRATEGY
WRITING GENRE Story (Narrative Essay)
WRITING TOPIC Write a story about a character who explores a new place!

WEEK 2 - MONDAY
WEEK 2: MONDAY / DAY 1: PLANNING
TOPIC Write a story about a character who explores a new place!
GENRE Story
PLANNING Write a list

STRATEGY
MODEL THE 1. Introduce the writing topic.

PLANNING 2. Show learners that you think before you write.
STRATEGY (I DO) 3. Orally, explain about the character that you will write about.
I will write a story about a character who goes on an aeroplane

for the first time. She goes to the sea. I will need to imagine what
the sea is like, because I have never been to the sea either. I am
going to base this story on how I think I would feel if I saw the sea
– because it is my dream!
4. Have the planning frame written on one side of the chalkboard.

5. Show learners how you make a list by answering the questions.
6. Complete the plan on the other side of the chalkboard.
My story My story
1. Who is the main character? 1. Carla, Age 10.
2. What is the setting of the story? 2. An aeroplane, then the
(Where does the story happen?) beach.
3. What do we need to know 3. She has never been to the
about this character? sea because she lives in the
4. Where does your character go mountains.
for the first time? 4. The beach.
5. What does the character see / 5. Runs to the water, watches
do when they get to the new the waves.
place? 6. She is excited because it is
6. How does the character feel? her dream.
7. What does the character think? 7. She never wants to leave.
8. What is the problem in the 8. She wants to swim, but she
story? doesn’t know how.
9. How is the problem fixed? 9. She decides that she will ask
10. What happens in the end? her mother for swim lessons
back at home.
10. She dreams of swimming in
the waves the next time she
comes to the sea.

WEEK 2 - MONDAY
LEARNERS USE 1. Tell learners to close their eyes and visualise a character who
THE PLANNING explores a new place. Instruct learners to think about the new
STRATEGY place that their character will explore in the story. How does
(YOU DO) the character feel – are they more adventurous like Lefa, or
more happy in a familiar place, like Kotsi? What happens as the
character explores? Learners should try to visualise their story like
a movie in their mind!
2. Next, tell learners to turn and talk with a partner, to share their
idea.
3. Hand out exercise books.
4. Show learners the planning frame on the chalkboard, and tell
them to use this frame to plan their story, just like you did.
5. Tell learners not to copy your plan – they must write their own
ideas.
6. As learners work, walk around the room and hold
mini-conferences.

WEEK 2 - MONDAY
WEEK 2: MONDAY / DAY 1: GROUP GUIDED, INDEPENDENT AND PAIRED READING
GROUP Call a same-ability reading group to work with you.
INDEPENDENT OR PAIRED READING
Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

WEEK 2 - TUESDAY
WEEK 2: TUESDAY / DAY 2: ORAL ACTIVITIES

(from Dr Seuss)
decide where to go!
THEME overseas, roller coaster, theme park, gallery (art gallery), capital (like a
VOCABULARY capital city)
QUESTION OF THE DAY
Question Which place is most interesting to you?
Options a theme park / an art gallery / a restaurant
Follow up questions
Question How many learners think a theme park is most interesting?
Answer __ learners think a theme park is most interesting.
Question How many learners think an art gallery is most interesting?
Answer __ learners think an art gallery is most interesting.
Question How many learners think a restaurant is most interesting?
Answer __ learners think a restaurant is most interesting.
Question Which place do most learners think is most interesting?
Answer Most learners think __ is most interesting.
Question Which place do fewest learners think is most interesting?
Answer Fewest learners think __ is most interesting.

WEEK 2 - TUESDAY
Question Which place is most interesting to you?
Answer A theme park is most interesting.
Answer An art gallery is most interesting.
Answer A restaurant is most interesting.

words.

WEEK 2: TUESDAY / DAY 2: GROUP GUIDED, INDEPENDENT AND PAIRED READING
pairs.

WEEK 2 - WEDNESDAY
WEEK 2: WEDNESDAY / DAY 3: LANGUAGE AND DRAFTING
LSC Adjectives
LSC 1. Explain that in our story this week, we will make sure that we use
MODELLING good adjectives to describe our main character.
(I DO) 2. Ask learners: What are some adjectives we know that can be used
to describe a person?
3. Brainstorm some ideas with learners, like: kind, caring,
adventurous, curious, brave, determined, confident, quiet, shy,
friendly, etc.
4. Explain that sometimes, when we use adjectives we write the
adjective after the noun we are describing, like:
• She was very kind and caring.
• He is curious and intelligent.
5. Explain that we can also use an adjectives before the noun we are
describing, like:
• The curious child always had her hand raised to ask a
question.
• The friendly man always had a smile on his face.
LSC 1. Explain that to practice together, we will use adjectives to

Ask learners for describe Lefa and Kotsi.
help 2. Write Lefa on the board. Make a mind-map to brainstorm some
(WE DO) ideas to describe Lefa, like: adventurous, happy, curious, etc.
3. Write Kotsi on the board. Make a mind-map to brainstorm some
ideas to describe Lefa, like: quiet, nervous, shy, etc.
4. Choose two adjectives to describe Lefa.
5. Ask learners to help you make a sentence where the adjective
comes before the noun, like: Adventurous Lefa was always excited
to try new food!
6. Ask learners to help you m make a sentence where the adjective
comes after the noun, like: Lefa was curious about each new place
she travelled!
7. Choose two adjectives to describe Kotsi.
8. Ask learners to help you make a sentence where the adjective
comes before the noun, like: Thoughtful and quiet, Kotsi liked to
stay at home!
9. Ask learners to help you m make a sentence where the adjective
comes after the noun, like: Kotsi was uncomfortable in new
places!

WEEK 2 - WEDNESDAY
LSC 1. Explain that now, learners will brainstorm some adjectives to
Pair work describe the main character of their story.
(YOU DO) 2. Hand out learners’ exercise books.
3. Instruct learners to write the name of their main character in the
middle of a paper. Explain that they should make a mind-map
to brainstorm some adjectives to describe their character, like:
determined, friendly, curious, etc.
4. Give learners 2-3 minutes to work to brainstorm adjectives for
their character.
5. Then, call learners back together. Call on random learners to say
an adjective from their mind-map.
6. Help the learner say the adjective in a sentence. Remind learners
that the adjective can come before or after a noun.
7. Explain that as learners draft, they must use at least two
adjectives to describe the main character in their stories!
TOPIC Write a story about a character who explores a new place!
PLANS Before class begins, rewrite the planning frames on the board:
My story My story
1. Who is the main character? 1. Carla, Age 10.
2. What is the setting of the 2. An aeroplane, then the beach.
story? (Where does the 3. She has never been to the
story happen?) sea because she lives in the
3. What do we need to know mountains.
about this character? 4. The beach.
4. Where does your character 5. Runs to the water, watches the
go for the first time? waves.
5. What does the character 6. She is excited because it is her
see / do when they get to dream.
the new place? 7. She never wants to leave.
6. How does the character 8. She wants to swim, but she
feel? doesn’t know how.
7. What does the character 9. She decides that she will ask her
think? mother for swim lessons back at
8. What is the problem in the home.
story? 10. She dreams of swimming in the
9. How is the problem fixed? waves the next time she comes
10. What happens in the end? to the sea.

WEEK 2 - WEDNESDAY
WRITING FRAME 1. Next, tell learners that they must turn each point in their plan into
a sentence.
2. They must also arrange the sentences into 2 paragraphs.
3. Write the following frame on the chalkboard, and explain it to
learners:
An exciting trip!
Paragraph 1
Once upon a time…
Points 1-3
Paragraph 2
The first time he / she…
Points 4-5
Paragraph 3
The problem was…
Points 6-8
Paragraph 4
Finally…
In the end…
Points 9-10
DRAFT 1. Hand out learners’ exercise books.

2. Settle learners so you have their attention.
3. Remind learners that they will write story using the frame.
4. Instruct learners to write the date and heading: Story: Draft
5. Instruct learners to complete the writing frame using their plans.
6. Tell learners that they can add more sentences or details if they
have time.
7. Remind learners of the strategies they can use to help them.
8. As learners write, walk around the classroom and help learners
who are struggling.
HOMEWORK Learners must complete the draft.

WEEK 2 - WEDNESDAY
WEEK 2: WEDNESDAY / DAY 3: GROUP GUIDED, INDEPENDENT AND PAIRED READING
pairs.

WEEK 2 - THURSDAY
WEEK 2: THURSDAY / DAY 4: ORAL ACTIVITIES
decide where to go!
THEME landscape, coastline, desert, forest, swamp

VOCABULARY
QUESTION OF THE DAY
Question What landscape do you think is most appealing?
Options coastline / desert / forest / swamp
Follow up questions
Question How many learners think a coastline is most appealing?
Answer __ learners think a coastline is most appealing.
Question How many learners think a desert is most appealing?
Answer __ learners think a desert is most appealing.
Question How many learners think a forest is most appealing?
Answer __ learners think a forest is most appealing.
Question How many learners think a swamp is most appealing?
Answer __ learners think a swamp is most appealing.
Question What landscape do most learners think is most appealing?
Answer More learners think a __ is most appealing.

WEEK 2 - THURSDAY
Question What landscape do fewest learners think is most appealing?
Answer Fewest learners think a __ is most appealing.
Question What landscape do you think is most appealing?
Answer I think a coastline is most appealing.
Answer I think a desert is most appealing.
Answer I think a forest is most appealing.
Answer I think a swamp is most appealing.

words.

WEEK 4: THURSDAY / DAY 4: GROUP GUIDED, INDEPENDENT AND PAIRED READING
pairs.

WEEK 2 - FRIDAY
WEEK 2: FRIDAY / DAY 5: EDITING AND PUBLISHING
EDITING 1. Does my story have 4 paragraphs?

CHECKLIST 2. Does my story describe the character and setting?
(Write this on the 3. Did I use two adjectives to describe my main character?
board before class 4. Does my story have a problem?
begins) 5. Does the problem in my story get fixed?
6. Did I spell all words correctly?
7. Does each sentence begin with a capital letter?
8. Does each paragraph end with proper punctuation?
EDIT 1. Instruct learners to open their exercise books to the completed

draft.
2. Write the editing checklist on the board.
3. Instruct learners to read their own writing.
4. Instruct learners to make sure the answer to each of these
questions is yes.
5. Instruct learners to fix any mistakes they find.
6. Instruct learners to change words if it will help their story sound
more interesting.
7. Explain that learners may begin to publish when they are finished
editing.
PUBLISH 1. Explain that in the final draft, learners must give their stories a
title.
2. Instruct learners to read through their corrections.
3. Instruct learners to rewrite their story, correcting any mistakes.
4. Instruct learners to rewrite the story correctly, under their chosen
title.
5. Tell learners that they may illustrate their story by drawing a
picture with a caption, but it is not a requirement.
SHARE 1. Instruct learners to turn and talk to a partner.

2. Instruct learners to read their writing out loud to their partner
and then swop.
3. Instruct learners to each tell each other one thing they liked about
their partners’ writing.
HOMEWORK If learners have not fully completed their final draft, they must do so as
homework.

WEEK 2 - FRIDAY

WEEK 2 - FRIDAY
WEEK 2: FRIDAY / DAY 5: GROUP GUIDED, INDEPENDENT AND PAIRED READING
pairs.
WEEK 2: CONCLUSION
Find 10-15 minutes at the end of the week to do the following:
UPDATE THE • Tell learners to go back to their K-W-L chart, and to fill in
K-W-L CHART everything that they have learnt in the theme.
• They should also add any new questions about what they still
want to learn.
SUMMARISE • Use learners’ K-W-L charts to update a class K-W-L chart, that
summarises the main learnings of the theme.
• Remember to include:
o Theme vocabulary
o LSC
o The different texts that were read
o The small group discussion
o The comprehension strategy
o The writing genre and task
o All content from the theme
SHARE WITH • Ask learners to think about two things they learnt this week that
FAMILIES they will share with their families.
• Tell learners to turn and talk and share with a partner.
• Ask a few learners to share their points with the class.
ACKNOWLEDGE • Acknowledge the improvements and achievements of a few

AND CELEBRATE learners each week.
• These improvements and achievements can be related to:
o EFAL skills like reading or writing
o Theme content
o Tasks or activities
o Behaviour in the class
o Relationships with other learners
o Attitude to EFAL
o Or any other aspect of classroom life
• Do something small to celebrate any remarkable achievements or
improvements that you have noticed.

GRADE 6 - TERM 2
3
WEEK
THEME:
MUSIC
“Smell the sea, and feel the sky, let your soul and spirit fly.”
- Van Morrisson
89
WEEK 3
TERM 2: WEEK 3
OVERVIEW
THEME Music
THEME musician, composer, career, concert, fan, interview, interviewer,

VOCABULARY prestigious, passionate, perform
LSC Personification
COMPREHENSION Search the text

STRATEGY I wonder…
WRITING GENRE Descriptive essay
WRITING TOPIC Write a descriptive essay about a time you enjoyed music in some way!
PREPARATION from the previous week.
example: interesting stories about music or musicians.
5. Try to find some pictures of famous musicians for your theme
table. Include musicians that your learners like!

WEEK 3 - MONDAY

text.


Reference:
Music has rhythm, -
https://www.
familyfriendpoems.com/ And, of course, a beat! Snap your fingers to the tune

poem/love-for-the-music
Feel the music, Pretend to dance
Flowing through your feet! Wiggle your feet
Music makes me want to dance, Pretend to dance
Across the floor! Move across the floor
The beat’s so good, Snap your fingers to the tune
I want some more! -
THEME musician, composer, career, concert, fan

VOCABULARY
QUESTION OF THE DAY
Question Which musical career sounds more interesting to you?
Options singer / composer
Follow up questions
Question How many learners think being a singer sounds more interesting?
Answer __ learners think being a singer sounds more interesting.
Question How many learners think being a composer sounds more interesting?
Answer __ learners think being a composer sounds more interesting.
Question Which musical career sounds more interesting to more learners?
Answer More learners think being a __ sounds more interesting.

WEEK 3 - MONDAY
Question Which musical career sounds more interesting to fewer learners?
Answer Fewer learners think being a __ sounds more interesting.
Question Which musical career sounds more interesting to you?
Answer Being a singer sounds more interesting.
Answer Being a composer sounds more interesting.

words.
1. Learners must complete their dictionary entries.

HOMEWORK
LISTEN TO…
1. This week, learners will listen to a descriptive story: Litha’s first concert
actions.
SECOND READ: THIRD READ:

Text
Share Thoughts (Model) Ask Questions
Litha was a Grade 6 student I learn here that Litha loves 1. Who is Litha’s favourite
who really loved music. the singer Rihanna! musician? (Rihanna.)
Her favourite musician 2. What does Litha love
was a famous singer called about Rihanna? (Her
Rihanna. Litha listened to voice and her song
Rihanna’s music every single lyrics.)
day. Litha loved the way
Rihanna’s voice sounded,
and she loved the words
of Rihanna’s songs. Litha
thought that Rihanna was
very cool.

WEEK 3 - MONDAY
It was Litha’s birthday and I learn here that Litha will 1. What did Litha’s parents
her parents surprised her go to her first concert ever. do to surprise her? (They
the best present ever! They I learn that she is so excited bought her tickets to
bought four tickets to watch to see Rihanna in concert Rihanna’s concert.)
Rihanna’s concert. Litha and that she cannot sleep! 2. How many tickets did
her parents decided to take they buy for the concert?
her best friend, Tasneem, to (Four.)
the concert. Litha had never 3. Why couldn’t Litha
been to a concert before, so sleep? (Because she is so
she was very excited. Litha excited to see Rihanna in
was so excited that she could concert.)
not sleep at night. She lay in
bed for hours thinking about
Rhanna’s concert.
The day of Rihanna’s I learn here that the concert 1. What may Litha only eat
concert finally arrived! Litha, was big and exciting! There on special occasions?
Tasneem and Litha’s parents were people everywhere. (Sweets and cooldrinks.)
arrived at the concert early. 2. Who else was at the
The concert was held at stadium? (Thousands of
a huge stadium in Cape Rihanna fans.)
Town. The stadium was 3. Why is the Rihanna
already very busy! There concert a special
were thousands of Rihanna occasion? (Because it is
fans everywhere. Litha, Litha’s birthday present
Tasneem and her parents / Because it is a big
found their seats. Their concert / Because it is
seats were very close to the Litha’s first concert, etc.)
stage. Litha was so excited
to see Rihanna on the stage.
Litha’s mother went and
bought chocolates, chips
and cooldrink so that they
could eat snacks while they
watched the show. Litha’s
parents only let her eat
sweets and drink cooldrinks
on special occasions. The
day of Rihanna’s concert was
definitely a special occasion.

WEEK 3 - MONDAY
Rihanna eventually came I learn that Litha loved the 1. Why was Litha amazed?
onto the stage, and Litha concert – it was her best (I think she was amazed
was amazed! She looked birthday ever! I wonder if to see Rihanna in
person!)
very cool and her music Litha’s parents and Kruti
sounded amazing. Litha enjoyed the concert as much
danced and sang along with as Litha did?
Rihanna. Litha, Tasneem and
Litha’s parents all enjoyed
the concert. Litha had the
best birthday ever.

WEEK 3 - TUESDAY
DISCUSS…
1. This week, learners will discuss a descriptive story: Litha’s first concert
a. In this story…
b. This story is related to the theme of ‘music’ because…
c. My favourite part of this story is when…
d. After reading this story, I…
e. One of my favourite descriptions is...
Sounds /tr/ / ir/

3. Write the following sounds on the chalkboard: tr, ir.
/tr/ - /i/ - /ll/ = trill
/tr/ - /u/ - /st/ = trust
/tr/ - /e/ - /nd/ = trend
/b/ - /ir/ - /d/ = bird
/f/ - /ir/ - /st/ = first
/sh/ - /ir/ - /t/ = shirt
tr ch o
l b e
ai ir n
s p d
MODEL

WEEK 3 - TUESDAY
4. Show learners how to build one or two words, like: trend or chirp
a. The first sound
meaning)
dance, rhythm, healthy, time, challenges, good, after, everyone,
well, happy
TITLE A radio interview (information text)
DBE WORKBOOK 94
1, PAGE
STRATEGY
1. Ask a learner to read the title: A radio interview

2. Explain the meaning of the title, e.g. This is an interview that was aired over the radio.
This means that someone who works for the radio interviewed a musician. Anyone
listening to the radio could hear the interview!

WEEK 3 - WEDNESDAY

(Love for the
Music has rhythm, -
music poem)
And, of course, a beat! Snap your fingers to the tune
I want some more! -
THEME interview, interviewer, prestigious, passionate, perform

VOCABULARY
QUESTION OF THE DAY
Question Which concert do you think was more prestigious?
Options The 2010 Fifa World Cup Kick-off celebration / Nelson Mandela’s 90th
birthday concert
Follow up questions
Question How many learners think the 2010 Fifa World Cup Kick-off celebration
was more prestigious?
Answer __ learners think the 2010 Fifa World Cup Kick-off celebration was more
prestigious.
Question How many learners think Nelson Mandela’s 90th birthday concert was
more prestigious?
Answer __ learners think Nelson Mandela’s 90th birthday concert was more
prestigious.
Question Which concert do more learners think was more prestigious?
Answer More learners think __ was more prestigious.
Question Which concert do fewer learners think was more prestigious?
Answer Fewer learners think __ was more prestigious.
Question Which concert do you think was more prestigious?

WEEK 3 - WEDNESDAY
Answer I think the 2010 Fifa World Cup Kick-off celebration was more
prestigious.
Answer I think Nelson Mandela’s 90th birthday concert was more prestigious.

words.

DBE WORKBOOK 94
1, PAGE
ACTIVITY FIRST READ

PURPOSE • By getting learners to recall details about the text, you are
checking that they have a basic understanding of the story. You
can also show learners how to search the text to find details, once
they can read.
• By modelling how to think/wonder about a text, we teach
learners two things. Firstly, we teach learners that good readers
do not just read the words, they always think about what they are
reading. Secondly, we show learners the kinds of thoughts that we
have about a text. By doing this, we show learners how to think
creatively and critically about a text. In time, learners will start to
do this for themselves.


WEEK 3 - WEDNESDAY
Today we have a very special guest: none Who is being interviewed? Oh! I learn that it
other than Loyiso Bala! Welcome to our is Loyiso Bala.
radio show for tweenagers, Loyiso! We know
that our listeners are huge fans of yours, and
that they would love to learn more about
you. We would like to thank you for being
willing to talk to us.
Where and when were you born? We learn that Loyiso comes from Uitenhage,
I was born in 1979 and raised in Uitenhage, outside Port Elizabeth. Who came from
in the Eastern Cape Province in south Africa. the same home town as Loyiso? Oh! It was
My home was in the dusty streets of Kwa- another musician: the composer Enoch
Nobuhle township outside Port Elizabeth. Sontonga.
Interestingly enough, Enoch Sontonga, the
composer of Nkosi Sikelel’ iAfrica, also comes
from Uitenhage.
When did you start singing? We learn that Loyiso has been singing his
I started singing at a very young age. My first whole life! Why did it help Loyiso to begin
performance was when I was three years old: singing at a young age? Oh! I read that it is
I sang as a curtain raiser in a choir. Starting because it helped him develop his love for
young helped me to develop my love for music!
music. At age seven I recorded “Mama come
back”.
How has your family and upbringing shaped Where did Loyiso learn how to read and
your singing career? write music? Oh! I learn that it was in his
Music was our life when we were growing own home, from his family and the other
up. We, as a family, always sang at weddings, musicians they worked with. I learn here that
funerals and any other special occasions that Loyiso was not unique in his family; many of
took place in our community. My grandfather his relatives were musicians too!
was a composer and he had about five choirs
coming to our house every week to practice.
That’s where I learnt how to read and write
music. Both my brothers are performers and
played a role in helping me to develop my
career. We performed as the Bala Brothers in
the international hit show The Lion King (see
worksheet 37).

WEEK 3 - WEDNESDAY
Is education important to you? I learn that Loyiso studied music! Loyiso
Yes it is extremely important. I attended didn’t just become famous. Loyiso’s
primary school in Uitenhage. Later I won education helped him become a musician!
a scholarship and join the prestigious
Drakensburg Boys Choir where I finished my
schooling. Then, after completing high school
I studied for a music degree at the University
of Pretoria. Education has certainly helped to
launch my career.
What language do you sing in? --

I sing in my mother tongue isiXhosa and also
in English to reach wider audiences.
What has been your most memorable

experience as a musician?
My most memorable was performing at the
2010 FIFA World Cup Kick-Off celebration in
South Africa. Second to that was performing
at the 46664 Nelson Mandela’s 90th birthday
dinner and concert in Hyde Park, London
in 2008. Performing before an audience of
about 50 000 was electrifying! I don’t think
I can find the right words to describe it
actually. But it was certainly an honour!
You are well known for your community I learn that Loyiso Bala is not only passionate
work and helping others? about singing. He is also passionate about
Yes, making a contribution to the lives of helping others and making his community a
others is important. I was involved in the better place.
charity event My 94.7 Cycle Challenge which
is a sponsored cycling event to raise funds or
charity. I try to make a difference to the lives
of the children who attend MaAfrika Tikkun’s
community centres - to give these kids a
chance at making a success of their lives. I
have also coached school plays and given
talks about HIV/AIDS at a number of schools
across South Africa. It is important for young
people to know how to live a positive life.

WEEK 3 - WEDNESDAY
What message do you have for What is a tweenager? Hmm.
“tweenagers”?
Music has taught me to be disciplined. You
need to work hard to become the best at
what you do.
What was Loyiso’s childhood like? It was full of singing. He began singing when
he was only three years old. His home and
family were filled with music and musicians.
How does Loyiso make a difference in his He works for charity events, he works with
community? children in community centres, he works as
a coach, and he speaks out about living with
HIV/AIDS to try to break down that stigma!
Does this interview make you want to know • Yes, this interview makes me want to
more about Loyiso Bala? Why or why not? know more because…
• No, This interview doesn’t make me
want to know more, because…
1. Explain to learners that in this cycle, they will learn about: personification
2. Introduce this LSC as follows: Personification is giving a non-human thing human
qualities. This helps to build an image of that thing. For instance: the sun smiled down
on us. The sun cannot really smile, but it creates an image that the sun makes us feel
warm and happy.

WEEK 3 - THURSDAY
DBE WORKBOOK 94
1, PAGE

PURPOSE • By getting learners to recall details about the text, you are
they can read.
• By modelling how to think/wonder about a text, we teach
learners two things. Firstly, we teach learners that good readers
do not just read the words, they always think about what they are
reading. Secondly, we show learners the kinds of thoughts that we
have about a text. By doing this, we show learners how to think
creatively and critically about a text. In time, learners will start to
do this for themselves.
a. Do you think Loyiso would encourage young people who want to be musicians to
stay in school? Why or why not?
b. What question would you want to ask Loyiso if you were the interviewer?
c. Why can we say Loyiso Bala is caring person?
4. Instruct learners to turn to the interview on page 94.
5. Explain that you will read the text to learners. They must follow along with the text as
you read.
6. Read the text with fluency and expression to learners.
9. Instruct learners to take turns reading the interiew to each other. Explain that one
partner can read as the interviewer. The other person can read as Loyiso Bala.

WEEK 3 - THURSDAY
Today we have a very special guest: none Who is speaking here? Oh! I can see that the
other than Loyiso Bala! Welcome to our speaker says ‘our listeners’. This tells me that
radio show for tweenagers, Loyiso! We know the person speaking here is the person who
that our listeners are huge fans of yours, and works for the radio; the interviewer.
that they would love to learn more about
you. We would like to thank you for being
willing to talk to us.
Where and when were you born? Why does Loyiso say it is interesting that
I was born in 1979 and raised in Uitenhage, Enoch Sontonga comes from the same place
in the Eastern Cape Province in south Africa. as him? I think it is because they are both
My home was in the dusty streets of Kwa- well known South African musicians who
Nobuhle township outside Port Elizabeth. come from the same place! I wonder if there
Interestingly enough, Enoch Sontonga, the is something special about Uitenhage that
composer of Nkosi Sikelel’ iAfrica, also comes encourages people to be musicians?
from Uitenhage.
When did you start singing? I learn that beginning music early in his life
I started singing at a very young age. My first was important for Loyiso because he was
performance was when I was three years old: able to develop a deep love for music! I
I sang as a curtain raiser in a choir. Starting wonder if he was a great singer from the
young helped me to develop my love for time he began singing at age three?
music. At age seven I recorded “Mama come
back”.
How has your family and upbringing shaped I learn that Loyiso’s grandfather and brothers
your singing career? were musicians, like Loyiso. Music seems
Music was our life when we were to be a famly tradition. I wonder if Loyiso’s
growing up. We, as a family, always sang parents were also musicians? I wonder
at weddings, funerals and any other if Loyiso’s brothers were upset when he
special occasions that took place in decided to perform alone, rather than with
our community. My grandfather was a them?
composer and he had about five choirs
coming to our house every week to
practice. That’s where I learnt how to read
and write music. Both my brothers are
performers and played a role in helping me
to develop my career. We performed as the
Bala Brothers in the international hit show
The Lion King (see worksheet 37).

WEEK 3 - THURSDAY
Is education important to you? I wonder what kinds of things you learn
Yes it is extremely important. I attended about when you study a music degree? I
primary school in Uitenhage. Later I won wonder if Loyiso studied how to play any
a scholarship and join the prestigious instruments, or if he just studied singing?
Drakensburg Boys Choir where I finished my
schooling. Then, after completing high school
I studied for a music degree at the University
of Pretoria. Education has certainly helped to
launch my career.
What language do you sing in? --

I sing in my mother tongue isiXhosa and also
in English to reach wider audiences.
What has been your most memorable I learn that Loyiso must be quite well known,
experience as a musician? because he has played at some important
My most memorable was performing at the and big events!
2010 FIFA World Cup Kick-Off celebration in
South Africa. Second to that was performing
at the 46664 Nelson Mandela’s 90th birthday
dinner and concert in Hyde Park, London
in 2008. Performing before an audience of
about 50 000 was electrifying! I don’t think
I can find the right words to describe it
actually. But it was certainly an honour!
You are well known for your community I learn that Loyiso is a generous and
work and helping others? caring person. He spends lots of his time
Yes, making a contribution to the lives of working to help children live happier lives! I
others is important. I was involved in the wonder how he chose the MaAfrika Tikkun
charity event My 94.7 Cycle Challenge which community centres? I also wonder if he or
is a sponsored cycling event to raise funds or someone close to him has HIV/AIDS?
charity. I try to make a difference to the lives
of the children who attend MaAfrika Tikkun’s
community centres - to give these kids a
chance at making a success of their lives. I
have also coached school plays and given
talks about HIV/AIDS at a number of schools
across South Africa. It is important for young
people to know how to live a positive life.

WEEK 3 - THURSDAY
What message do you have for I learn here that being a musician isn’t
“tweenagers”? just about having a voice that sounds nice.
Music has taught me to be disciplined. You Becoming a famous musician takes lots of
need to work hard to become the best at work!
what you do.
Do you think Loyiso would encourage young Yes, I think he would encourage young
people who want to be musicians to stay in people to stay in school. He would encourage
school? Why or why not? them because he thinks education is
important. Also, education helped launch his
own career.
What is an additional question would I would want to ask him…

you want to ask Loyiso if you were the
interviewer? (A question that has not yet
been asked!)
Why can we say Loyiso Bala is caring person? • Because he gives a long interview so that
his fans can learn more about him.
• Because he cares about helping others.
• Because he answers gives advice to
‘tweenagers’


WEEK 3 - THURSDAY
Modelling 1. Explain that this week, we have been working on searching the
(I DO) text and thinking about the text (wondering).
2. Explain that today, we will practice how to think about a text
(wonder). When we wonder, we think about the questions we
have in our mind as we read a text.
5. Read out loud while learners follow along: At age seven I recorded
“Mama come back”
6. Explain that when I wonder, I think about the questions in my
mind after I read this, like:
a. Where did he record this song?
b. Where was the song played?
c. Did this song make him famous at age seven?
7. Explain that these are all questions that come from what is stated
in the text!
Work with 1. Explain that now, we will work together to wonder about part of
learners the text.
(WE DO) 2. Read out loud while learners follow along: Performing before an
audience of about 50 000 was electrifying! I don’t think I can find
the right words to describe it actually.
3. Ask learners: What are you wondering after we read this
sentence?
4. Listen to learners ideas and questions, like:
a. I wonder if that is the biggest audience he has ever performed
for.
b. Why was it electrifying?
c. Did Loyiso enjoy playing for so many people, or does he like
small crowds better?
d. Did he feel scared or nervous?
e. Has he even made a mistake while performing?

WEEK 3 - THURSDAY
Pair work 1. Explain that now, learners will work with a partner to wonder and
(YOU DO) think about some questions they have about a sentence in the
text.
2. Read out loud while learners follow along: I have also coached
school plays and given talks about HIV/AIDS at a number of
schools across South Africa.
3. Ask learners: What does this sentence make you wonder? What
questions do you have after reading this?
4. Instruct learners to turn and talk and discuss their questions with
a partner.
6. Call on learners to share a question they have about this part of
the text, like:
a. Which school plays has he coached?
b. How old are the children in the plays he has coached?
c. How does he choose which schools to visit?
d. How did he learn enough about HIV/AIDs to give talks about
it?
e. Etc.
NOTES Tell learners to open their exercise books, and copy down the
following notes to remind them of what an inference is:
I wonder…
When we wonder, we ask questions about the text!

WEEK 3 - FRIDAY
DBE WORKBOOK 94
1, PAGE
ACTIVITY WRITTEN COMPREHENSON
STRATEGY Search the text

understanding.
• By getting learners to recall details about the story, you are
they can read.
POST-READING
1. Before the lesson begins, write the following heading, questions and sentence starters
on the board.
2. Read through the questions with learners, and explain them if necessary.
3. Tell learners that next, they are going to turn and talk and discuss these questions with a
partner.
4. Then, learners must open their exercise books, write the date and heading, and write
the answers to the questions.
5. Explain that learners do not have to write the questions, but they must write the
sentence starters.
6. In the last five minutes of the lesson, go through the answers with learners, and allow
them to correct their own work.
A radio interview
1. What kind of text is this? How do you know?

This is an…
I know because…
2. Where did Loyiso Bala attend University?
He attended…
3. Why does Loyiso Bala sing in English?
He sings in English so that he…
4. Who helped Loyiso Bala develop his love for music?
…helped him develop his love for music.

WEEK 3 - FRIDAY
5. What two facts did you find most interesting about Loyiso Bala?
I found it interesting that…and…
6. What are you left wondering about Loyiso Bala?
I am wondering…
7. Who do you think would enjoy knowing more about Loyiso Bala? Why?
I think…because…
8. What must you do if you want to have a career in music like Loyiso?
I think you must…
Model Answers: A radio interview
1. What kind of text is this? How do you know?

This is an interview.
I know because a person is being asked questions about his own life. Then, he answers
the question and tells the audience about himself!
2. Where did Loyiso Bala attend University?
He attended University of Pretoria.
3. Why does Loyiso Bala sing in English?
He sings in English so that he can reach a bigger audience.
4. Who helped Loyiso Bala develop his love for music?
His family helped him develop his love for music.
5. What two facts did you find most interesting about Loyiso Bala?
I found it interesting that he was in the Drakensburg Boys Choir and also studied music
in University. I found this interesting because I thought most musicians don’t care that
much about school.
6. What are you left wondering about Loyiso Bala?
I am wondering what kind of music he sings – I have never heard his music!
7. Who do you think would enjoy knowing more about Loyiso Bala? Why?
I think ‘tweenagers’ and other young people because it might inspire them to think
about their own careers.
8. What must you do if you want to have a career in music like Loyiso?
I think you must work hard.

WEEK 3 - FRIDAY
TEXT LANGUAGE
TEXT TYPE PURPOSE
STRUCTURE FEATURES
DESCRIPTIVE To describe 1. Identification: May be written

ESSAY something in a vivid Gives a general in past or present
way orientation to tense.
the subject, e.g. Creates a picture in
There was a huge words.
beast.
Uses adjectives and
2. Description:
adverbs.
Describes
Uses figurative
features or
language, e.g.
characteristics
simile, metaphor,
of the subject, personification and
e.g. It had a huge
alliteration.
bulbous body
with bloated
pustules dripping
green slimy liquid
onto the floor.
INTRODUCE THE 1. Explain that this cycle, learners will write a descriptive essay.
GENRE 2. Remind learners that a paragraph is a group of sentences about
the same topic. In a paragraph, we do not start every sentence on
a new line – the sentences continue one after the other. The first
sentence tells us about the topic. The other sentences add more
details about the topic.
3. Explain that descriptive writing is writing that uses words to
create pictures in the reader’s imagination. It helps the reader to
visualise what the writer is writing about.
4. Explain that in descriptive writing, we must:
a. Create a picture using words
b. Use words that tells us about what something looks, sounds,
smells, tastes and feel like.
c. Use interesting adjectives
d. Use figures of speech (like similes)

WEEK 3 - FRIDAY
READ THE SAMPLE Enjoying records with my granny
TEXT
Let me tell you about a time I enjoyed music. I was about 7 years old
and I visited my grandmother in Kokstad. I helped my granny to clean
out her cupboards, and we found her old record player and records. I
felt very excited, because I had never seen a record player before! My
gran decided that we would play records that night.
The music was really fun! My gran loved a kind of music called
‘Motown’ when she was young. It was music that was fun to dance to,
and I soon learned the words to some of the songs.
I also loved looking at the record covers, which mostly had photos
of beautiful people dressed in shiny clothing! I can even remember
smelling the dust that we brushed off the records before playing them.
This experiences was one of my best memories of my gran! She died not
long after that, and I was terribly sad. But my gran told my dad that the
record player and records were for me! I felt so special. Everytime I hear
those songs, I think of my gran and smile!
DISCUSS 1. Who is being described?

2. What are some words that tell is about how something looks,
sounds, smells, tastes or feels?
3. Who is telling this story? (Is the person talking about herself or
someone else?)
4. How do we know this is descriptive writing?
Descriptive writing
1. Tells us in detail about a person, place or thing.
2. I use interesting adjectives.
3. I write about how something looks, sounds, smells, tastes and
feels
4. I write in the past or present tense.

NOTES

GRADE 6 - TERM 2
4
EK
WE
THEME:
MUSIC
‘Where words fail, music speaks.’
- Hans Christian Andersen
113
WEEK 4
TERM 2: WEEK 4
OVERVIEW
THEME Music
musician, composer, career, concert, fan, interview, interviewer,

THEME
prestigious, passionate, perform, guitar, idol, pamphlet, rhythm, beat,
VOCABULARY
decrease, increase, release, depression, crowd
LSC Personification

WRITING GENRE Descriptive essay
WRITING TOPIC Write a descriptive essay about a time you enjoyed music in some way!

WEEK 4 - MONDAY
TOPIC Write a descriptive essay about a time you enjoyed music in some
way!
GENRE Descriptive essay
PLANNING Write a list

STRATEGY

STRATEGY (I DO) 3. Remind learners that for this topic, you will need to visualise and
describe all the things you see, hear, smell, feel and taste because
it is a descriptive essay!
4. Orally share some of your ideas about how to fill in the writing
frame, like:
I remember when I was a child, sometimes my dad would take out

his guitar. He would play a song that he made up. He would play
the strings and also sing along. I remember the funny faces he
made and the deep way his voice sounded. I always loved when
my dad spend time sitting and singing with me.
5. Have the writing frame written on one side of the chalkboard.

6. Show learners how you make a list by answering the questions.
7. Do this on the other side of the chalkboard.
A time I enjoyed music A time I enjoyed music

1. How old were you? 1. I was six years old.
2. What music did you enjoy? 2. My dad playing guitar and
3. Who were you with? singing.
4. What did you enjoy about the 3. My dad.
music? 4. The attention he gave me.
5. What did you hear? 5. The strings of the guitar, his
6. What did you see? deep voice.
7. What did you smell? 6. My dad’s silly face as he
8. Could you taste anything? sang.
9. How did you feel? 7. Nothing.
10. What made this a good 8. Music in my mouth!
experience? 9. Happy.
11. What words can you use to 10. Sitting with my dad, laughing
describe the experience overall? and bonding.
12. What feelings were you left 11. Fun, happy, special.
with? 12. That I wanted to play the
guitar, just like my dad.

WEEK 4 - MONDAY
LEARNERS USE 1. Tell learners to close their eyes and visualise a time they enjoyed
THE PLANNING music someday. They must visualise what the music sounded like.
STRATEGY They must visualise what they heard, how they felt, and if they
(YOU DO) could taste or smell anything during this experience. They must
try to make the reader feel as if they were there too!
stories.
3. Show learners the writing frame on the chalkboard, and tell them
to use this frame to plan their descriptive essay, just like you did.
ideas!
5. As learners work, walk around the room and hold
mini-conferences.

WEEK 4 - MONDAY
pairs.

WEEK 4 - TUESDAY

(Love for the
Music has rhythm, -
music poem)
I want some more! -
THEME guitar, idol, pamphlet, rhythm, beat

VOCABULARY
QUESTION OF THE DAY
Question Would you like the opportunity to perform on South African Idols?
Options yes / no
Follow up questions
Question How many learners would like the opportunity to perform on South
African Idols?
Answer __ learners would like the opportunity to perform on South African

Idols.
Question How many learners wouldn’t like the opportunity to perform on South
African Idols?
Answer __ learners wouldn’t like the opportunity to perform on South African

Idols.
Question Would more learners like the opportunity to perform on South African
Idols or not?
Answer More learners would / wouldn’t like the opportunity to perform on

South African Idols.
Question Would fewer learners like the opportunity to perform on South

African Idols or not?
Answer Fewer learners would / wouldn’t like the opportunity to perform on

South African idols.

WEEK 4 - TUESDAY
Question Would you like the opportunity to perform on South African Idols?
Answer Yes, I would.
Answer No, I wouldn’t.

words.

pairs.

WEEK 4 - WEDNESDAY
LSC Personification
LSC 1. Explain that personification is when we give human characteristics

MODELLING to something that isn’t human.
(I DO) 2. Ask learners: What are some things that humans do?
3. Brainstorm some ideas with learners, like: eat, cry, love, write,
run, etc.
4. Explain that when we personify something, we choose something
that is not human and make it do or feel something human.
5. For example: wind
6. We can personify wind if we say:
a. the wind howled (the wind doesn’t have a mouth so it can’t
really howl!)
b. the wind carried leaves through the air (the wind doesn’t have
hands, so it can’t really carry something!)
7. Explain when we personify something, it helps us create a more
vivid (clear) picture in our readers’ minds. It helps the reader
imagine what is happening more clearly!
LSC 1. Choose a non-human thing together with learners, like: leaves

Ask learners for 2. Ask learners: How can we personify this?
help 3. Help learners come up with some examples, like:
(WE DO)
a. The leaves danced in the wind (Leaves don’t have legs, they
can’t actually dance!)
b. The leaves clung to the tree (Leaves do not have arms and
they cannot hold onto things or cling.)
LSC 1. Explain that now, learners will think about how they can personify
Pair work a word related to music in their essay. They could choose the
(YOU DO) word: beat, rhythm, music, song, etc.
2. Hand out learners’ exercise books.
3. Give learners 2-3 minutes to brainstorm personifications on their
own. They should write their ideas down!
4. Then, call learners back together. Call on random learners to read
a personification they have written down, like:
a. The music screamed!
b. The music called me to dance!
c. The music hummed.
5. Explain that as learners draft, they must use a personification of
music in their essay!

WEEK 4 - WEDNESDAY
TOPIC Write a descriptive essay about a time you enjoyed music in some
way!
A time I enjoyed music A time I enjoyed music

1. How old were you? 1. I was six years old.
2. What music did you enjoy? 2. My dad playing guitar and
3. Who were you with? singing
4. What did you enjoy about the 3. My dad
music? 4. The attention he gave me
5. What did you hear? 5. The strings of the guitar, his
6. What did you see? deep voice.
7. What did you smell? 6. My dad’s silly face as he
8. Could you taste anything? sang
9. How did you feel? 7. Nothing
10. What made this a good 8. Music in my mouth!

experience? 9. Happy
11. What words can you use to 10. Sitting with my dad,
describe the experience overall? laughing and bonding.
12. What feelings were you left 11. Fun, happy, special
with? 12. That I wanted to play the
guitar, just like my dad

WEEK 4 - WEDNESDAY
a sentence. They must try to use lots of interesting and descriptive
adjectives in their sentences!
2. Remind learners that they must try to personify music in their
essay!
3. They must also arrange the sentences into paragraphs, with topic
and supporting sentences.
learners:
Paragraph 1: Describe what was happening

Points 1-4
Let me tell you about a time I enjoyed music. I…
Paragraph 2: Describe the music (You can add an extra paragraph

here is you need to!)
Points 5-9
The music was…
Listening to the music, I…
Paragraph 3: Explain how you think about the experience now

Point 10-12
This experiences was…

3. Remind learners that they will write a descriptive essay using the
frame.
4. Instruct learners to write the date and heading: Descriptive essay:
Draft
5. Instruct learners to find their plan from Monday and think about
their ideas.
7. Tell learners that they can add more sentences or details if they
have time.
8. Remind learners of the strategies they can use to help them.
who are struggling.

WEEK 4 - WEDNESDAY
pairs.

WEEK 4 - THURSDAY

(Love for the
Music has rhythm, -
music poem)
I want some more! -
THEME decrease, increase, release, depression, crowd

VOCABULARY
QUESTION OF THE DAY
Question What do you think is the most interesting fact about music?
Options music can decrease depression / music can help you get a better
workout / music makes flowers grow faster
Follow up questions
Question How many learners think it’s most interesting that it can decrease
depression?
Answer __ learners think it’s most interesting that it can decrease depression.
Question How many learners think it’s most interesting that it can help you get
a better workout?
Answer __ learners think it’s most interesting that it can help you get a better
workout.
Question How many learners think it’s most interesting that it makes flowers
grow faster?
Answer __ learners think it’s most interesting that it makes flowers grow faster.
Question What do most learners think is the most interesting fact about music?
Answer Most learners think the most interesting fact is that __.

WEEK 4 - THURSDAY
Question What do fewest learners think is the most interesting fact about
music?
Answer Fewest learners think the most interesting fact about music is that __.
Question What do you think is the most interesting fact about music?
Answer I think it’s most interesting that it can decrease depression.
Answer I think it’s most interesting that it can help you get a better workout.
Answer I think it’s most interesting that it makes flowers grow faster.

words.

pairs.

WEEK 4 - FRIDAY
EDITING 1. Does my story have at least 3 paragraphs?

CHECKLIST 2. Does my story describe the kind of music I enjoyed?
(Write this on the 3. Do I describe how things look, sound, smell taste and / or feel?
board before class 4. Did I included a personification in my essay?
begins)
5. Did I spell all words correctly?
6. Does every sentence start with a capital letter?
7. Does every sentence end with a full stop or exclamation mark?

draft.
questions is yes.
6. Instruct learners to change words if it will help their story sound
more interesting.
editing.
PUBLISH 1. Explain that in the final draft, learners must give their stories a
title.
2. Instruct learners to read through their corrections.
3. Instruct learners to rewrite their story, correcting any mistakes.
4. Instruct learners to rewrite the story correctly, under their chosen
title.
5. Tell learners that they may illustrate their story by drawing a
picture with a caption, but it is not a requirement.

and then swop.
homework.

WEEK 4 - FRIDAY

WEEK 4 - FRIDAY
pairs.
WEEK 4: CONCLUSION
want to learn.
o Theme vocabulary
o LSC

o Theme content
o Attitude to EFAL

GRADE 6 - TERM 2
5
WEEK
THEME:
URBAN & RURAL
‘I may not have gone where I intended to go, but I think I have ended up
where I intended to be.’
- Douglas Adams
129
WEEK 5
TERM 2: WEEK 5
OVERVIEW
THEME Urban and rural
THEME urban, rural, country, city, comfortable, shocked, construction, struck,

VOCABULARY used to, peace
LSC Connecting words showing purpose and addition
COMPREHENSION Make connections

STRATEGY
WRITING GENRE Friendly (personal) letter
WRITING TOPIC Pretend that you are either Mathilda Mouse or Missy Mouse. Write a
letter describing how life is at home to your cousin!
example: newspaper articles about life in different communities.
5. Try to find some pictures of urban and rural areas for your theme
table.
6. Do some research in preparation for this theme, for instance,
are there studies to show if people are happier in urban or rural
settings?

WEEK 5 - MONDAY
text.

Here is a house for a robin, hold your hands open, like a nest
Here is a hive for a bee, close your hand, like a beehive
Here is a hole for a rabbit, make a circle with your hands
Here is a home for me! Make a roof over your head
THEME urban, rural, country, city, comfortable
VOCABULARY
QUESTION OF THE DAY
Question Which kind of place do you feel most comfortable?
Options an urban place / a rural place
Follow up questions
Question How many learners feel most comfortable in an urban place?
Answer __ learners feel most comfortable in an urban place.
Question How many learners feel most comfortable in a rural place?
Answer __ learners feel most comfortable in a rural place.
Question Which kind of place do more learners feel most comfortable?
Answer More learners feel most comfortable in __.
Question Which kind of place do fewer learners feel most comfortable?
Answer Fewer learners feel most comfortable in __.
Question Which kind of place do you feel most comfortable?
Answer I feel most comfortable in an urban place.
Answer I feel most comfortable in a rural place.

1. Instruct learners to add the theme vocabulary words to their
WEEK 5 - MONDAY
PERSONAL
words.
LISTEN TO…
1. This week, learners will listen to a friendly (personal) letter

actions.
SECOND READ: THIRD READ: Ask

Text
Share Thoughts (Model) Questions
Dear Unathi, Simphiwe is the person 1. Who is the recipient of this

who wrote this letter. He letter? (Unathi.)
I am writing to tell is writing to tell his friend 2. When did Simphiwe travel
you about my Easter about what he saw on his to Port Elizabeth? (During
holidays. For the Easter trip to Port Elizabeth. I can Easter weekend.)
weekend, I went with my make a connection. When I 3. Who did he go to Port
brother and my mother go somewhere new, I always Elizabeth with? (His
to Port Elizabeth. It is like to tell my friends about mother and brother.)
just a short hour and a it. But, I usually tell them on
4. How far does Simphiwe
half drive from Hogsback WhatsApp or in an email.
live from Port Elizabeth?
to Port Elizabeth, but (He lives an hour and a
life in Port Elizabeth is half away.)
very different from life in
Hogsback!

1. Where does Simphiwe’s
WEEK 5 - MONDAY
Port Elizabeth is a very Simphiwe is from a rural place.
big city! The first thing In Port Elizabeth, he notices family live? (They live in
that struck me was the all the traffic! I can make Hogsback.)
noise! In Hogsback it a connection. Whenever I 2. What is one difference
is very quiet, so I was travel to the city, I also notice Simphiwe notices between
shocked to hear all of the noise at night, just like Port Elizabeth and
the loud noises in Port Simphiwe. When I am in the Hogsback? (The noise –
Elizabeth. It is never city, the noise makes it difficult there is a lot of noice in
completely quiet, even for me to sleep. I wonder if Port Elizabeth, in contrast
late at night. I lay in bed the noise also made sleeping to Hogsback, which is very
quiet!)
listening to the sounds difficult for Simphiwe?
of the traffic, and people 3. What are some sounds
talking, laughing and Simphiwe heard in
shouting. In the day it is the city? (traffic,
people talking, music,
even louder.
construction, sirens.)
I heard music on the

streets. I heard building
noises from construction
sites. I heard sirens,
alarms and police cars!

WEEK 5 - MONDAY
The second thing that Simphiwe saw a big university 1. What is another difference
struck me was all the in Port Elizabeth where he that Simphiwe notices?
different buildings! In says his mother may go to (There are so many
Hogsback we have very work. I can infer that his buildings in the city!)
few shops, one primary family might move to Port 2. What kind of buildings
school, one small police Elizabeth. If I were Simphiwe, does Simphiwe see
station, and one small I would feel anxious about the during his visit? (big
church. So as you can idea of moving. I would feel houses, blocks of flats,
imagine, it took me a anxious because it is difficult townhouses, schools,
bit of time to get used to leave a place, where you churches, a university,
to the bright lights of feel comfortable and know hospitals, etc.)
Port Elizabeth! I saw so everyone to go to a new, 3. Why did it take time for
many different places to unfamiliar place! Simphiwe to get used
live – big houses, blocks to all the bright lights of
of flats, townhouses and Port Elizabeth? (Because
informal settlements. Hogsback is a small town,
We drove past many so he isn’t used to being in
different schools, and we such a big city!)
visited a huge university, 4. Simphiwe felt unfamiliar in
where my mom may go a new place. Can you make
and work. I also counted a connection? Have you
5 hospitals and about ever been to a new place
20 churches – and that that you had to get used
was just in the parts of to? (I felt like Simphiwe
Port Elizabeth that we when…)
visited!
Port Elizabeth was fun Even though Simphiwe had 1. What did Simphiwe
because there was so fun in Port Elizabeth, he still enjoy about Port
much to do! We went to felt homesick. I can make a Elizabeth? (All of the
the mall to watch movies connection to that feeling. I fun thingsto do, like
and we even went to love exploring new places. But, the mall, the movie
theatre, and the beach)
the beach. However, I ultimately I always am happy
really missed Hogsback! to go home! 2. What did he miss
I missed seeing the about Hogsback? (The
mountains and I missed mountains and the
the peace and quiet. But peace and quiet)
I may have to get used 3. If you were Simphiwe,
to life in Port Elizabeth, where would you
we will soon see! prefer to live? Why?
(If I were Simphiwe,
I would prefer…
Your friend, because…)
Simphiwe

WEEK 5 - TUESDAY
DISCUSS…
1. This week, learners will discuss a friendly (personal) letter
a. In this letter…
b. I can connect to Simphiwe’s experience because…
c. If I were Unathi, I would write back to Simphiwe and ask him…
d. After listening to this letter, I would prefer to live in Port Elizabeth / Hogsback
because…
Sounds /th/ / ay/

3. Write the following sounds on the chalkboard: th, ay.
/th/ - /i/ - /ck/ = thick
/th/ - /r/ - /o/ - /w/ = throw
/w/ - /i/ - /th/ = with
/a/ - /w/ - /ay/ = away
/st/ - /ay/ = stay
/w/ - /ay/ = way
e th tr
n m o
ay st ir
d i ck
MODEL

WEEK 5 - TUESDAY
4. Show learners how to build one or two words, like: trick or tray
a. The first sound
meaning)
animals, different, school, far, been, never, soon, car, space,
garden
TITLE Country mouse and city mouse
DBE WORKBOOK 112

1, PAGE
STRATEGY
1. Ask a learner to read the title: Country mouse and city mouse
2. Explain the meaning of the title, e.g. Explain that country is another word for a rural
place. This story seems like it will be about two mice: one from a urban place and one
from a rural place!

WEEK 5 - WEDNESDAY
Here is a house for a robin, hold your hands open, like a nest
THEME shocked, construction, struck, used to, peace

VOCABULARY
QUESTION OF THE DAY
Question Which character do you feel more connected to?
Options The country mouse (Mathilda) / The city mouse (Missy)
Follow up questions
Question How many learners feel more connected to Mathilda.
Answer __ learners feel more connected to Mathilda.
Question How many learners feel more connected to Missy?
Answer __ learners feel more connected to Missy.
Question Which character do more learners feel more connected to?
Answer More learners feel more connected to __.
Question Which character do fewer learners feel more connected to?
Answer Fewer learners feel more connected to __.
Question Which character do you feel more connected to?
Answer I feel more connected to Mathilda.
Answer I feel more connected to Missy.

words


WEEK 5 - WEDNESDAY
DBE WORKBOOK 112

1, PAGE
ACTIVITY FIRST READ

STRATEGY
PURPOSE • Making connections helps learners think critically about the

feelings and experiences of characters in the text. Learners
connect the story to their own lives, and realise that stories are
about experiences of people in the real world!

Mathilda Mouse lives on a small farm with I can see that Mathilda and her mother are
her mother, far, far away from the city. They comfortable in their home. That’s just like
live happily there because it is easy to get me – I feel comfortable and happy in my
food on the farm. They have a neat little home.
house in the hole under the garden shed.
Mathilda mouse and her mother always have
enough to eat because the farmer usually
drops lots of healthy grain and mealies when
he works.
One day Mathilda heard that her cousin I can make a connection. When someone
Missy, a mouse from the city, was coming to comes to visit me from far away, I feel
visit them. Mathilda mouse and her mother excited like Mathilda! It is always fun to have
were excited about the visit. They prepared a visitor!
the most delicious food for their cousin. They
collected grain and even found some old
cheese that the farmer had dropped. “What
a splendid meal,” thought Mathilda Mouse.
“This food is fit for a princess.”

WEEK 5 - WEDNESDAY
Mathilda gave her cousin a hearty welcome I am surprised that Missy turned up her nose
and offered her the grain and the mealies at the food Mathilda cooked for her. That is
and the cheese, but Missy turned up her not a kind thing to do. If I were Mathilda, I
nose and said: “I cannot understand, Cousin would be thinking that my cousin was being
Mathilda, how you can eat such boring food. quite rude!
Come with me and I will show you how to
live.
When you have been in the city for one week

you will wonder how you could have lived
here.”
The two mice set off for the city. They I can connect to Missy and Mathilda’s thirst
jumped off the taxi at the main taxi rank. and hunger after their trip to the city. I
“Look!” said Missy. “That is the Happy always feel thirsty and hungry after a long
Hamburger stand and that is the shopping journey in a hot taxi!
mall.” It was noisy and there were lots of
people. Mathilda was afraid of the big cars
and the loud city noise. Eventually they
arrived at Missy’s home in the city. “You
must be dying of thirst,” said Missy.
“Let’s have something to eat”. She took Mathilda can see that Missy eats delicious
Mathilda mouse into a very grand dining sweets all the time, in a very fancy and big
room. There they found the remains of a fine dining room. If I were Mathilda, I might be
dinner and soon the two mice were eating feeling a little bit jealous that my cousin has
jelly and cake and sweets and chocolate. access to such delicious food every day!
Suddenly they heard a meow! “What is
that?” asked Mathilda Mouse. “Oh, just one
of the cats of the house,” answered Missy.
“Only!” said Mathilda. “I do not like that Oh! The cats make Mathilda feel homesick
music at my dinner.” right away, because she is scared of getting
At that moment a huge, hungry cat pounced eaten by a cat! If I were Mathilda, I would
on Mathilda Mouse. She had the fright of prefer my little, safe house as well.
her life. She managed to pull herself loose
from the cat’s heavy paw, and she started to
run. She did not stop. “Good bye, Missy,” she
called as she ran out into the street. “I will
eat grain for the rest of my life. At least I am
safe… I live without fear!” She panted. She
ran all the way back to her village. She ran
to her house. As she jumped into the hole
under the garden shed, she said to herself,
“There is no place like home!”

WEEK 5 - WEDNESDAY
Where does Mathilda live? She lives in a rural place / on a farm / in a

village / in a small town.
Where does Missy live? She lives in a big city.
Why did Mathilda run home, back to her • Because she was scared of the cats.
house? • Because she was homesick.
• Because the good food of the city
wasn’t worth the risk of being eaten by
cats!
1. Explain to learners that in this cycle, they will learn about: connecting words that show
purpose
2. Point out the following example of this: She cooked dinner so that her cousin would feel
welcome.
3. Introduce this LSC as follows: Some connecting words join two sentences to show the
purpose or reason for something. The words ‘so that’, ‘to’, ‘in order to’ are all examples
of this.

WEEK 5 - THURSDAY
DBE WORKBOOK 112

1, PAGE

STRATEGY
PURPOSE • Making connections helps learners think critically about the

feelings and experiences of characters in the text. Learners
connect the story to their own lives, and realise that stories are
about experiences of people in the real world!
a. Which character do you connect to: Mathilda or Missy? Why?
b. How would you feel if you were Mathilda Mouse when Missy turned her nose up at
your food?
c. Mathilda says ‘there is no place like home.’ Why do you think Mathilda feels that
way?

you read.
9. Instruct learners to take turns reading the story to each other.
Mathilda Mouse lives on a small farm with --

her mother, far, far away from the city. They
live happily there because it is easy to get
food on the farm. They have a neat little
house in the hole under the garden shed.
Mathilda mouse and her mother always
have enough to eat because the farmer
usually drops lots of healthy grain and
mealies when he works.

WEEK 5 - THURSDAY
One day Mathilda heard that her cousin Mathilda must want her cousin to enjoy her
Missy, a mouse from the city, was coming to visit and feel welcome at her little house!
visit them. Mathilda mouse and her mother I can make a connection. When someone
were excited about the visit. They prepared comes to visit me from far away, I also enjoy
the most delicious food for their cousin. cooking a special meal for my visitors, so that
They collected grain and even found some they know they are welcome in my home!
old cheese that the farmer had dropped.
“What a splendid meal,” thought Mathilda
Mouse. “This food is fit for a princess.”
Mathilda gave her cousin a hearty welcome If I were Mathilda, I would feel a little bit
and offered her the grain and the mealies upset by Missy’s comments! It isn’t nice to
and the cheese, but Missy turned up her call someone’s house boring! This reminds
nose and said: “I cannot understand, Cousin me of this one time when my friend came
Mathilda, how you can eat such boring food. to visit me from her home in the city. She
Come with me and I will show you how to laughed when we drove through my small
live. When you have been in the city for one town, because the only restaurant was
week you will wonder how you could have Fat Cake City. She said, “You should come
lived here.” visit me – there are hundreds of amazing
restaurants!” I wanted to visit her and eat
at all of the good restaurants. But, I also felt
upset because I felt like she didn’t appreciate
the good things about my town at all!
The two mice set off for the city. They I can make a connection to how proud Missy
jumped off the taxi at the main taxi rank. feels about the city she lives in! That reminds
“Look!” said Missy. “That is the Happy me of my sister, who lives in a very big city.
Hamburger stand and that is the shopping She loves to show me all the restaurants,
mall.” It was noisy and there were lots of museums, art galleries, and malls whenever
people. Mathilda was afraid of the big cars I go visit her! Missy also reminds me of my
and the loud city noise. Eventually they sister because my sister really likes the city
arrived at Missy’s home in the city. “You more than a small town!
must be dying of thirst,” said Missy.
“Let’s have something to eat”. She took --

Mathilda mouse into a very grand dining
room. There they found the remains of a
fine dinner and soon the two mice were
eating jelly and cake and sweets and
chocolate. Suddenly they heard a meow!
“What is that?” asked Mathilda Mouse. “Oh,
just one of the cats of the house,” answered
Missy.

WEEK 5 - THURSDAY
“Only!” said Mathilda. “I do not like that There are cats in the house! Missy is
music at my dinner.” comfortable with the cats, because she is
At that moment a huge, hungry cat pounced used to them! She loves the city, even with
on Mathilda Mouse. She had the fright of the danger of the cats. But, Mathilda is
her life. She managed to pull herself loose terrified of the cats! She prefers her safe,
from the cat’s heavy paw, and she started to quiet life – even though there isn’t the same
run. She did not stop. “Good bye, Missy,” she excitement! I can make a connection. That
called as she ran out into the street. “I will is just like I prefer living in a small town,
eat grain for the rest of my life. At least I am because it is safer! Sometimes, I think about
safe… I live without fear!” She panted. She all of the restaurants and shops in the city
ran all the way back to her village. She ran and it seems exciting. But, when I think
to her house. As she jumped into the hole about how busy and dangerous it can be,
under the garden shed, she said to herself, I feel thankful for my own little home, just
“There is no place like home!” like Mathilda. However, my sister is more
like Missy – she would never give up the
excitement of the big city!
Which character do you connect to: I connect more to…because…

Mathilda or Missy? Why?
How would you feel if you were Mathilda I think I would feel…
Mouse when Missy turned her nose up at
your food?
Mathilda says ‘there is no place like home.’ • Because she loves her little house.
Why do you think Mathilda feels that way? • Because both Missy and Mathilda both
prefer their own homes – even though
their homes are very different.
• Most people feel safe and comfortable
with what they are used to!


WEEK 5 - THURSDAY

(I DO) connections.
2. Explain that when we make connections, we think about how
something from the story is like something from our own lives.
We think about how what the characters do, think and feel is
similar to things we have done, thought, and felt.
5. Read out loud while learners follow along: Mathilda Mouse and
her mother were excited about this visit!
6. Explain that you know that Mathilda is excited that she will have
a visitor to her house. You can make a connection with the way
Michael is feeling. That means you think about a time when you
felt excited to have a visitor at your house:
a. I connect to feeling excited about a visitor because I love
when my mother’s friend Doreen comes over to visit!
b. That reminds me of Christmas time, when lots of family
comes to visit. I love Christmas because all the visitors make
me happy.
Work with 1. Read out loud while learners follow along: “What a splendid
learners meal,” thought Mathilda Mouse. “This food is fit for a princess.”
(WE DO) 2. Ask learners: How is Mathilda feeling?
3. Listen to learners ideas, like: She is feeling proud of the meal she
just made for her visitor. She is excited for her friend to come
taste the delicious food she has made!
4. Ask learners: Can you make a connection? When is a time in your
own life you felt the same way as Mathilda?
5. Listen to learners ideas, like:
a. I can connect to Mathilda. I felt proud of all the hard work
I put into making a card for my grandfather’s birthday. I
couldn’t wait for her to see it!
b. That reminds me of when I helped my mother make a special
dinner for my father’s birthday. We put all of our favourite
foods into the meal. We were so excited for him to come
home and eat the meal we worked so hard on!

WEEK 5 - THURSDAY
Pair work 1. Write the following questions on the board:
(YOU DO) a. How can you connect to this? (What does this remind you of
from your own life?)
b. How was your connection similar to your partner?
c. How was your connection different from your partner?
2. Explain that now, learners will think about a connection they can
make.
3. Read out loud while learners follow along: “There is no place like
home!”
4. Explain that both Mathilda and Missy felt comfortable at their
own homes. Mathilda felt so good when she got back to her
house after being in the big city.
5. Ask learners: Can you think of a time when you felt glad to
be home, or you felt like your house was the best and most
comfortable place in the world?
6. Give learners a minute to think about their idea.
7. Then instruct learners to turn and talk about the questions
written on the board.
9. Call on 2-3 learners to share their answer to each question.
following notes to remind them of how to make a connection:
Make connections
To make a connection, we:
Think about what a character does, thinks or feels.
Think about how this is like something from our own lives.
Say: That reminds me… or That’s like when I…

WEEK 5 - FRIDAY
DBE WORKBOOK 1, 112
PAGE
STRATEGY Make connections
PURPOSE • Summarising shows that the learner has understood the main
points of the story. Asking learners to summarise or retell the main
points of a story is the best way to check their understanding.
• Making connections helps learners think critically about the
feelings and experiences of characters in the text. Learners connect
the story to their own lives, and realise that stories are about
experiences of people in the real world!
POST-READING
a. Explain that today we will be summarising the main point/s of the text. This means that
b. Explain that we will also be making a connection to the text. This means we will be
explaining how an action, thought, or feeling from the text reminds us about something
from our own lives.
c. Ask learners: How can you tell a friend about the story in 3-5 sentences?
d. Instruct learners to use the frame to answer the question:
This text is about…
I can connect to the text when… That reminds me…
I think the message of this text is…
Overall, I think the text…
e. Explain that learners will not be able to say everything about the text – they will need to
f. Give learners time to think about the most important parts of the text. Explain that
about.
g. Instruct learners to turn and talk with a partner. Partners will take turns presenting and
listening.
h. Call the class back together. Call a few learners up to the front of the classroom to
i. Come up with a class summary, like: This text is about two little mice: one who is from
the city and one who is from the country. I can connect to the text when Missy prefers
her home in the city and Mathilda prefers her home in the country. That reminds me of
how I like my country home but my sister prefers to live in the city. I think the message of
this text is most people prefer their own home! Overall, I think the text would be better
if it was about people than mice.

WEEK 5 - FRIDAY
TEXT LANGUAGE
TEXT TYPE PURPOSE
STRUCTURE FEATURES
PERSONAL To inform and • Address, date and • Usually informal

LETTER maintain a salutation. in style but can
relationship. • Structure of vary, e.g. letter of
message will condolence will
be more formal.
vary depending
on purpose e.g. • Language
catch up on news, features will
congratulate, vary according
sympathise. to purpose of
• May use similar message.
language to a
personal recount.
• Closing,
signature.
READ THE SAMPLE 1. Explain that this cycle, learners will write a personal (friendly)
TEXT letter.
2. Explain that the purpose of an friendly letter is to communicate
ideas, feelings or thoughts to someone who we know and have a
relationship with.
3. Explain that a personal (friendly) letter has a special format that
we must follow. This is different from other types of writing that
we do.
Write the following format on the board:
4. Make sure that learners understand the format of a personal
(friendly) letter:
a. A friendly letter only has one address: the sender’s address.
This is so that if the reader wants to reply, they know where
to send their reply to.
b. The sender’s address is in the top right hand corner.
c. The date is written underneath the sender’s address in the
top right hand corner
d. The greeting or salutation (Dear …) is written on the left hand
side.
e. The letter ends with a farewell. We do not end of the letter
with something as formal as ‘Yours sincerely’. Instead, we
write something more personal like, ‘Love’ or ‘Warm wishes’
on the left side, followed by the sender’s name directly
underneath on the next line. We do not need a signature!

WEEK 5 - FRIDAY
READ THE SAMPLE f. There must be empty line spaces under the date, under the
TEXT greeting, under each paragraph and before the farewell.
5. Explain that we can use informal language, i.e. everyday language
that we use when talking to friends, but the grammar must still be
perfect (e.g. spelling and sentence structure).
READ THE SAMPLE 82 Sunny Road

TEXT Port Elizabeth
6001
02 May 2019
Dear Bongiwe,
I am writing this letter to tell you about my weekend. On the weekend, I

went to visit my cousin Unathi in a small town called Hogsback.
In Hogsback it is very quiet. Houses are very far away from each other
and there are very few cars on the roads. In Hogsback there are many
beautiful mountains everywhere, and at night you can see the stars
shining bright!
I enjoyed my time in Hogsback, but I missed Port Elizabeth! I missed all

of the loud noises and the bright city lights.
How was you weekend?
Best,
Fatima
DISCUSS 1. What is this a letter about?

2. How do you know that this is a friendly letter?
3. Who is the sender?
4. Who is the recipient?
5. Why do you think Fatima wrote this letter?

WEEK 5 - FRIDAY
How to write a friendly (informal) letter
1. I use informal language, just like I am talking to a friend!

2. I use the following format:
24 Pembroke Road
Sandringham
Johannesburg
South Africa
2561
18 November 2018(date)
(skip a line xxx)
Dear Pamela (greeting / saluation, recipient’s name)
xxx (skip a line)
Paragraph 1
xxx (skip a line)
Paragraph 2
xxx (skip a line)
Paragraph 3
xxx (skip a line)
Love (farewell greeting / saluation)
Luzuko (sender’s name)

NOTES

GRADE 6 - TERM 2
6
WEEK
THEME:
URBAN & RURAL
‘It doesn’t matter much where you live. It only matters how well you live
when you’re there.’
- Unknown
151
WEEK 6
TERM 2: WEEK 6
OVERVIEW
THEME Urban and rural
urban, rural, country, city, comfortable, shocked, construction, struck,

THEME
used to, peace, subsistence, exchange, grocery store, purpose, daily,
VOCABULARY
vending machine, modern, fashion, wealthy, bustling
LSC Connecting words and phrases showing purpose and addition

STRATEGY
WRITING GENRE Friendly (personal) letter
Pretend that you are either Mathilda Mouse or Missy Mouse. Write a
WRITING TOPIC

WEEK 6 - MONDAY
TOPIC Pretend that you are either Mathilda Mouse or Missy Mouse. Write a
GENRE Personal (friendly) letter
PLANNING Make a list

STRATEGY

PLANNING 2. Show learners that you think before you write..
STRATEGY (I DO) 3. Orally share some of your ideas about completing the writing
topic, like:
First I will need to choose which mouse I will pretend to be. I think
I am more of a city person, so I will write as if I am Missy Mouse. I
will write to my cousin Mathilda about all of the wonderful things I
am doing in the big, bustling city!
4. Have the writing topic written on one side of the chalkboard.

5. Write the planning frame below on the other side of the
chalkboard.
6. On the other side of the chalkboard, show learners how you make
a list by answering the questions.
Letter: Country mouse / city Letter: Country mouse / city

mouse mouse
1. Who will you pretend to be: 1. Missy.
Mathilda or Missy? 2. I miss her! I want her to visit!
2. Why are you writing this letter 3. Had lots of good food from a
to your cousin? new bakery. Shopped at the
3. What are some things you mall.
have done since you last saw 4. I tried doughnuts for the first
your cousin? time! I love all the new and
4. What things are you enjoying different kinds of food in the
about the city / the country? city.
5. What is one experience 5. Went to a play at the theatre!
you had recently which was It was amazing.
especially fun? 6. There are always new things
6. How does this experience happening!
show why you love the city / 7. How is the country? Are you
country/ bored yet?
7. What is a question you have
for your cousin.

WEEK 6 - MONDAY
LEARNERS USE 1. Instruct learners to think before they write about which mouse
THE PLANNING they will pretend to be.
STRATEGY 2. Instruct learners to close their eyes and to think about what the
(YOU DO) mouse they have chosen might want to tell their cousin about life
in the country, or life in the city (depending which mouse they
have chosen to be!)
ideas.
to use this frame to plan their instructions, just like you did.
ideas!
7. As learners work, walk around the room and hold mini-
conferences.

WEEK 6 - MONDAY
pairs.

WEEK 6 - TUESDAY
Here is a house for a robin, hold your hands open, like a

nest
THEME subsistence, exchange, grocery store, purpose, daily

VOCABULARY
QUESTION OF THE DAY
Question How does your family get food?
Options buy food from the grocery store / farm food in the garden / both
Follow up questions
Question How many families buy food from the grocery store?
Answer __ families buy food from the grocery store.
Question How many families farm food in the garden?
Answer __ families farm food in the garden.
Question How many families do both?
Answer __ families do both.
Question How do most families get food?
Answer Most families __.
Question How do fewest families get food?
Answer Fewest families __.
Question How does your family get food?
Answer My family buys food from the grocery store.
Answer My family farms food in the garden.
Answer My family does both.

WEEK 6 - TUESDAY
words.

pairs.

WEEK 6 - WEDNESDAY
LSC Connecting words and phrases showing purpose
LSC 1. Write the following connecting words on the board:

MODELLING Purpose: so that, in order to, to
(I DO) 2. Explain that we already know and use lots of connecting words,
like: and, but, then, next, however, because
3. Explain that today we will learn about some new connecting
words and phrases that help make our writing and speaking
better!
4. Explain that a connecting word can either connect two sentences
and make them into one, or a connecting word can come at the
beginning of a sentence but make the sentences relate to each
other in a way that sounds better!
5. Write the following sentence on the board: She cooked dinner.
She wanted her cousin to feel welcome.
6. Explain that the the purpose of cooking dinner is making her
cousin feel welcome. Explain that when we use the purpose
connecting words, we join the sentences together. Sometimes,
we have to change the words in the sentence so that it will make
sense! We can use a purpose connecting word, like: so that, in
order to, to.
a. So that: She cooked dinner so that her cousin would feel
welcome. [Explain that sometimes when we connect two
sentences we must eliminate some words. In this case, we
had to remove ‘She wanted’ from the beginning of the second
sentence.]
b. In order to: She cooked dinner in order to make her cousin
feel welcome.
c. To: She cooked dinner to make her cousin feel welcome
LSC 1. Write the following sentence on the board: She called her
Ask learners for mother. She said ‘happy birthday!’
help 2. Explain that the purpose of the first sentence is to complete the
(WE DO) action in the second sentence.
3. Brainstorm some ideas with learners and write them on the
board, like:
a. She called her mother in order to say ‘happy birthday!’
b. She called her mother so that she could say ‘happy birthday!’
c. She called her mother to say ‘happy birthday!’

WEEK 6 - WEDNESDAY
LSC 1. Write the following sentences on the board:
Pair work • She drank coffee. She wanted to stay up late!
(YOU DO) • She lifted weights. She needed to get strong.
2. Instruct learners to turn and talk in small groups (4 learners) and
to use connecting words to connect these sentences better!
3. After 3-5 minutes, give each group a piece of chalk. Explain that
they must choose one learner from their group to come and write
one of their new sentences that includes a connecting word.
4. After each group has written one sentence on the board, call
learners back together.
5. Go through each sentence with the class. Discuss the connecting
word that has been used. Correct any mistakes that you find.
TOPIC Pretend that you are either Mathilda Mouse or Missy Mouse.
Write a letter describing how life is at home to your cousin!
Letter: Country mouse / city Letter: Country mouse / city

mouse mouse
1. Who will you pretend to be: 1. Missy.
Mathilda or Missy? 2. I miss her! I want her to visit!
2. Why are you writing this letter 3. Had lots of good food from a
to your cousin? new bakery. Shopped at the
3. What are some things you mall.
have done since you last saw 4. I tried doughnuts for the first
your cousin? time! I love all the new and
4. What things are you enjoying different kinds of food in the
about the city / the country? city.
5. What is one experience 5. Went to a play at the theatre!
you had recently which was It was amazing.
especially fun? 6. There are always new things
6. How does this experience happening!
show why you love the city / 7. How is the country? Are you
country/ bored yet?
7. What is a question you have
for your cousin.
a sentence.
2. They must also arrange the sentences in order of how they must
be completed, using the writing frame.
learners:

WEEK 6 - WEDNESDAY
WRITING FRAME Senders Address
Date
Dear (recipient)
Paragraph one: Explain why you’re writing this letter. (It can be very
short.)
Include point 2
Paragraph two: Tell your cousin mouse about some of the things you
have been doing in the city / country and why you like these things!
Include points 3-4
Paragraph three: Tell your cousin about a really good experience you
have had since you last saw them. Explain how this is a good example of
why you love the city / country.
Include point 5-6
Ask your cousin a question and encourage them to write back to you!
Point 7
Love
Your name

3. Remind learners that they will write a letter using the frame.
4. Instruct learners to write the date and heading: Friendly Letter:
Draft
their ideas.
7. Tell learners that they can add more information or details if they
have time.
who are struggling.

WEEK 6 - WEDNESDAY
pairs.

WEEK 6 - THURSDAY
Here is a house for a robin, hold your hands open, like a

nest
THEME vending machine, modern, fashion, wealthy, bustling

VOCABULARY
QUESTION OF THE DAY
Question Would you like to explore a big, bustling city like Tokyo?
Options yes / no
Follow up questions
Question How many learners would like to explore a city like Tokyo?
Answer __ learners would like to explore a city like Tokyo.
Question How many learners wouldn’t like to explore a city like Tokyo?
Answer __ learners wouldn’t like to explore a city like Tokyo.
Question Would more learners like to explore a city like Tokyo or not?
Answer More learners would / wouldn’t like to explore a city like Tokyo.
Question Would fewer learners like to explore a city like Tokyo or not?
Answer Fewer learners would / wouldn’t like to explore a city like Tokyo.
Question Would you like to explore a big, bustling city like Tokyo?
Answer Yes, I would.
Answer No, I wouldn’t.

WEEK 6 - THURSDAY
words.

pairs.

WEEK 6 - FRIDAY
EDITING 1. Do all your paragraphs have one clear topic?

CHECKLIST 2. Do you use informal language, like you are talking to the person
(Write this on the you are writing to?
board before class
3. Have made sure that even though you use informal language,
begins)
your spelling is still correct?
4. Is your letter laid out in the correct format for an informal letter?
• Does it have the sender’s address in the top right hand corner,
followed by the date?
• Is there a greeting and a farewell?
• Are there empty line spaces under each element of the
layout?
5. Do all your sentences start with capital letters and end with
appropriate punctuation marks?

draft.
questions is yes.
6. Instruct learners to add any sentences or details that will help
their letter to be more interesting.
7. Instruct learners to move sentences around if needed, so that the
paragraphs each have one topic.
editing.
PUBLISH 1. Instruct learners to read through their corrections.

2. Instruct learners to rewrite their letter, correcting any mistakes.
3. Instruct learners to rewrite the new letter under the heading:
Friendly (personal) letter
4. Tell learners that they may illustrate their instructions by adding a
drawing to their letters, but it is not a requirement.

and then swop.
homework.

WEEK 6 - FRIDAY

WEEK 6 - FRIDAY
pairs.
WEEK 6: CONCLUSION
want to learn.
o Theme vocabulary
o LSC

o Theme content
o Attitude to EFAL

GRADE 6 - TERM 2
7
WEEK
THEME:
RESEARCHING
‘Research is what I’m doing when I don’t know what I’m doing.’
- Wernher von Braun
167
WEEK 7
TERM 2: WEEK 7
OVERVIEW
THEME Researching
THEME Internet, knowledge, fall behind, research, resource, information, basic,

VOCABULARY detailed, section, useful
LSC Adverbs of degree
COMPREHENSION Make evaluations

STRATEGY
WRITING GENRE Questionnaire / survey
Write a questionnaire to find out more information about your friends

WRITING TOPIC
in the class. Your questionnaire must have at least 4 questions.
example: an encyclopedia.
5. Try to find some pictures of different resources where learners
can find information or a printout from a website.
6. Do some research in preparation for this theme, for instance,
What are some different types of research?

WEEK 7 - MONDAY

text.

I am a digital citizen, Point to yourself
Whenever I’m online! Pretend to type on a computer
I must be safe and protect, -
Private information of mine! -
My phone number and home Hold your hand to your ear like a
address, telephone
Are just for me to know! Point to yourself
I can play and search all day Pretend to type on a computer
I just click Google: go! Pretend to click with your finger
THEME Internet, knowledge, fall behind, research, resource

VOCABULARY
QUESTION OF THE DAY
Question What Internet resource would you like to use to learn about 21st
Century Skills?
Options Read an article / watch a video
Follow up questions
Question How many learners would like to read an article?
Answer __ learners would like to read an article.
Question How many learners would like to watch a video?
Answer __ learners would like to watch a video.

WEEK 7 - MONDAY
Question What internet resource would more learners like to use?
Answer More learners would like to __.
Question What internet resource would fewer learners like to use?
Answer Fewer learners would like to __.
What Internet resource would you like to use to learn about 21st
Question
Century Skills?
Answer I would like to read an article.
Answer I would like to watch a video.

words.

LISTEN TO…
1. This week, learners will listen to a story: What are 21st Century Skills?
2. FIRST READ: Read the story out loud to learners. Read with fluency and expression.
As you read, embed meaning in the story by using your voice, facial expressions, and
actions.
3. SECOND READ: Read the story out loud to learners. As you read, share your thoughts
4. THIRD READ: Read the story out loud to learners. As you read, stop and ask questions.
SECOND READ: THIRD READ:

Text
Share Thoughts (Model) Ask Questions
Mr Khosa was a great -- 1. What does Mr Khosa

teacher. He taught Grade 5-7 teach? (He teaches
Human and Social Sciences. Grade 5-7 Human and
The students loved Mr Social Sciences.)
Khosa, because his lessons 2. Why do the students
were always so interesting. love Mr Khosa?
(Because his lessons are
interesting.)

WEEK 7 - MONDAY
But lately, Mr Khosa felt I can make an evaluation 1. What do you think 21st
like he was falling behind. that Mr Khosa is hard- Century Skills are? (I
He had just been to a working and cares about think 21st Century Skills
conference in Johannesburg. being an excellent teacher. are…)
At this conference, people I can make this judgement 2. Why did Mr Khosa
talked about ‘21st Century because the text tells me feel like he was falling
Skills’. He did not know what he that he doesn’t want behind? (He felt like
they were talking about! Mr to let his students down. he was falling behind
Khosa did not want to fall Mr Khosa decides to buy because people at a
conference were talking
behind in his knowledge, a new computer to make
about something he
and he did not want to let sure he can stay up-to-date knew nothing about!)
his students down. He had on information he needs
never used a computer to be a good teacher. This
before, but he decided it was is evidence that Mr Khosa
time. cares about his work!
Mr Khosa phoned his son, I can make the evaluation 1. Why does Mr Khosa
Eric, who worked for an that Mr Khosa is a bit decide he wants to buy
IT company. ‘Eric,’ said Mr nervous about using a a computer? (Because
Khosa, ‘it is time for me to computer and the Internet he doesn’t want to fall
buy a computer and start for the first time! I make this behind in his knowledge
/ Because he wants to be
using the Internet. Can you evaluation because I know
able to use the internet!)
help me?’ that it is sometimes scary to
‘Oh wow!’ yelled Eric. ‘That try something new. I think
is great news, dad! Of course that is why Mr Khosa asks
I can help you. Eric for help –
I will buy you a laptop, and I so he will have the help 2. How is Eric going to help
will see you this weekend.’ he needs to build his his father? (He will buy
confidence. him a laptop computer.
He will come help him to
set the computer up over
the weekend.)
That weekend, Eric set up I can make the evaluation 1. What is the internet?
his father’s new laptop, and that Eric is kind and patient. (The internet is millions
connected it to the Internet. I can make this evaluation of computers connected
to one another, all
Then, he showed his dad because Eric bought his
sharing information.)
how to connect to the father a laptop. He also used
2. What evaluation can you
Internet. ‘Dad, the Internet time over his weekend to
make about Eric? What
is millions of computers help his father learn how
kind of person do you
connected to one another, to use it. He doesn’t get
think Eric is? (I can make
all sharing information,’ frustrated by how little his
the evaluation that Eric
explained Eric. father knows.
is…because…)

WEEK 7 - MONDAY
‘We use a search engine He doesn’t judge him for not
like Google to type in key knowing anything about the
words and questions that internet. Instead, he explains
we want to answer. Google what to do clearly!
then searches the Internet,
and brings us answers. We
can read some answers,
and we can watch videos
to see other answers.’ Eric
explained.
‘What do you want to find I can make the evaluation 1. What did Mr Khosa
out?’ asked Eric. that Mr Khosa is feeling want to research on the
‘I would like to know about confident and excited about internet? (He researched
21st Century Skills,’ said Mr his new computer! I can 21st Century Skills.)
Khosa. remember at the beginning 2. Why do you think Mr
Eric showed his dad how of the story, he felt like he Khosa felt like we was
to type his key words into was falling behind. But now, going to love his new
Google. Then, he showed the text tells me he feels like computer and the
him how to click on an expert. I can make the Internet? (Because he
evaluation that Mr Khosa could easily do research /
resources to help answer
will use the Internet to make Because he could find out
his question. Mr Khosa read
sure he doesn’t fall behind new information about
many articles and watched anything / Because he
many videos on 21st Century again!
can read and watch
Skills. After a few hours videos to learn new
of research, he felt like an things / Because now he
expert. Mr Khosa had a will not fall behind in his
feeling that he was going to knowledge. Etc.)
love his new computer and
the Internet!
A NOTE FOR THE TEACHER: 21st Century Skills refers to the skills children will need to do well
in any job. These are skills like: communication, collaboration, creativity, and critical thinking.
These skills are often referred to as ‘the four C’s’, because they are so important. Many jobs
that will be available to the children you are teaching now don’t even exist yet! 21st Century
Skills are the general skills children will need to have to be successful in any job that comes
their way!

WEEK 7 - TUESDAY
DISCUSS…
1. This week, learners will discuss a story: What are 21st Century Skills?
a. This story is about…
b. I can make the evaluation that…
c. I enjoyed / didn’t enjoy this story because …
d. This story teaches us…
e. This story helps us learn about research because…
Sounds /br/ /ng/

3. Write the following sounds on the chalkboard: br, ng.
/s/ - /e/ - /nd/ - /ing/ = sending
/br/ - /i/ - /ng/ = bring
/th/ - /i/ - /nk/ - /ing/ = thinking
/br/ - /ai/ - /n/ = brain
/br/ - /a/ - /nd/ = brand
/br/ - /i/ - /m/ = brim
t ai ng
d br tr
ay ch ir
n s i
MODEL

WEEK 7 - TUESDAY
4. Show learners how to build one or two words, like: bray or train
a. The first sound
meaning)
animals, different, school, far, been, never, soon, car, space,
garden
TITLE Workbookpedia
DBE WORKBOOK 128

1, PAGE
STRATEGY
1. Ask a learner to read the title: Workbookpedia

2. Explain the meaning of the title, e.g. Explain that the ending ‘pedia’ comes from the
word: Encyclopedia. Encyclopedias are books that have lots of information in them.
Sometimes when people make websites with lots of basic information, they like to use
the same ending as these big books!

WEEK 7 - WEDNESDAY
WEEK 7: WEDNESAY / DAY 3: ORAL ACTIVITIES
address, telephone
THEME information, basic, detailed, section, useful

VOCABULARY
QUESTION OF THE DAY
Question What kind of information do you think is more useful?
Options basic information / detailed information
Follow up questions
Question How many learners think basic information is more useful?
Answer __ learners think basic information is more useful.
Question How many learners think detailed information is more useful?
Answer __ learners think detailed information is more useful.
Question What kind of information do more learners think is more useful?
Answer More learners think __ is more useful.
Question What kind of information do fewer learners think is more useful?
Answer Fewer learners think __ is more useful.
Question What kind of information do you think is more useful?
Answer I think basic information is more useful.
Answer I think detailed information is more useful.

WEEK 7 - WEDNESDAY
EXPLAIN Explain that both kinds of information can be important. When we are
doing research, it can be useful to start by reading basic information and
then to find more detailed information to help answer all the questions
we have.

words.

TITLE Workbookpedia
DBE WORKBOOK 128

1, PAGE
ACTIVITY FIRST READ

STRATEGY
PURPOSE Making evaluations is a key thinking and comprehension skill. Learners

must realise that they must always evaluate what they read, and be
able to support or justify their evaluations. Remember that it takes
confidence to share an evaluation, so it is important to encourage and
praise learners as they start to make evaluations.

3. Allow learners a few minutes to try and read the text on their own, in silence.
you read.
5. Read the text with fluency and expression to learners. Figure out the correct answers as
you go!

WEEK 7 - WEDNESDAY
Text First Read
The tortoise I can make the evaluation that this website is

The tortoise is a reptile with four scaly legs meant to give us some very basic on tortoises
and a wrinkly neck and head. It moves and turtles.
slowly along with its shell house on its back.
There are different types of tortoises.
Their shell I can make the evaluation that a shell is

Tortoises and turtles are reptiles that have a very important characteristic of both
a hard shell covering their bodies. Tortoises tortoises and turtles! I make this evaluation
live on land and turtles live in the sea. because there is a whole category (a heading
Because their shells are so heavy, they and information) just about shells.
can only move slowly on land. Turtles and
tortoises can live for more than 100 years.
How turtles lay their eggs I wonder if tortoises lay eggs in the same way
Turtles lay their eggs on land. They dig a as turtles? It is difficult for me to understand
hole in the sand and lay their eggs in the what the difference is between turtles and
hole. Then they cover the eggs with sand tortoises? The text tells me that tortoises live
and return to the sea. When the babies on land and turtles in the sea. But, I don’t
hatch, they walk to the sea. know what else is similar or different about
them! I can make the evaluation that I will
need to do more research to figure out what
makes a turtle different from a tortoise!
Where turtles live It says a turtle spends most of its like in the
A turtle spends most of its life in the sea. sea. That means they must spend some time
Turtles move slowly on land, but in water on land. I am wondering how much time a
they can swim very fast. They eat jellyfish, turtle can spend on land? Is it much different
other sea animals and seaweed. from a tortoise? I can make the evaluation
that some important information is missing
from this website! If I were researching
turtles and tortoises, I would need to
use other websites to get more detailed
information. I can make the evaluation that
this website is very basic.
Follow up questions Possible responses
Where do turtles lay their eggs? On land, in the sand.
Where do tortoises lay eggs? We don’t know! This website is missing

information about where a tortoise lays eggs.
We don’t know if it is the same as a turtle or
not!

WEEK 7 - WEDNESDAY
Why would we need to use other resources • We need to use other resources
to gather information about turtles and because this website just gives us basic
tortoises? information.
• We need to use other resources
because there is information that is
missing / unclear on this website.
• We need to use other resources
because after reading this website, we
still have lots of questions.
• It is not clear what makes turtles and
tortoises different from each other. We
need to use other resources to answer
this question.
1. Explain to learners that in this cycle, they will learn about: adverbs of degree
2. Point out the following example of this: In the text we read: A turtle spends most of
its life in the water. ‘most of’ is an adverb of degree – it tells us about the frequency or
intensity of something.
3. Introduce this LSC as follows: Adverbs describe verbs, they help to create a clearer
image of something. Sometimes, adverbs describe the frequency or intensity of an
action. These words include: never; rarely; always; often; most of the time; occasionally;
etc.

WEEK 7 - THURSDAY
TITLE Workbookpedia
DBE WORKBOOK 128

1, PAGE

STRATEGY
PURPOSE Making evaluations is a key thinking and comprehension skill. Learners

must realise that they must always evaluate what they read, and be able
to support or justify their evaluations.
Remember that it takes confidence to share an evaluation, so it is
evaluations.
a. What do we know is different about turtles and tortoises from this website?
b. If you could add a section to the text, what section would you like to add?
c. Make an evaluation about this text. Do you think it is useful? Why or why not?
4. Instruct learners to turn to the text on page 128.
you read.
9. Instruct learners to take turns reading the text to each other.
Text Second Read
The tortoise I can make the evaluation that this text must
The tortoise is a reptile with four scaly legs have been written for someone who really
and a wrinkly neck and head. It moves slowly doesn’t know very much about a tortoise
along with its shell house on its back. There at all! I make this evaluation because the
are different types of tortoises. information is very basic – it does not give us
lots of details.

WEEK 7 - THURSDAY
Their shell I read here that shells make turtles and
Tortoises and turtles are reptiles that have tortoises move slowly on land. I am
a hard shell covering their bodies. Tortoises wondering if they also move slowly in
live on land and turtles live in the sea. the sea, or only on the land? Also, I am
Because their shells are so heavy, they wondering who lives in fresh water: turtles
can only move slowly on land. Turtles and or tortoises? This section only talks about the
tortoises can live for more than 100 years. land and sea! I can make the evaluation that
some information is missing here.
How turtles lay their eggs I think that this section should rather tell me
Turtles lay their eggs on land. They dig a hole about both turtles and tortoises. The heading
in the sand and lay their eggs in the hole. could be changed to ‘How turtles and
Then they cover the eggs with sand and tortoises lay their eggs’. Then, there could be
return to the sea. When the babies hatch, a paragraph about turtles and a paragraph
they walk to the sea. about tortoises. Or, if this section stays as
it is, there must be another section that is
called ‘How tortoises lay their eggs’ too! I can
make the evaluation that this would help
to make the website more clear and useful
to someone who is wondering about turtles
and tortoises!
Where turtles live This section of the website has the heading
A turtle spends most of its life in the sea. ‘Where turtles live’. But, the section also
Turtles move slowly on land, but in water gives me information about what turtles eat.
they can swim very fast. They eat jellyfish, I wish this section gave me more information
other sea animals and seaweed. on where turtles live. I think there must
rather be a separate section to tell us about
what turtles eat.
Now, I find out that turtles can move quickly

in water – but this information feels like it is
in the wrong place! Why didn’t it tell me this
when I found out they were slow on land (in
the section on shells!)
Again, I make the evaluation that this website

could be organised a little better.
What do we know is different about turtles We know that turtles live in the sea and
and tortoises from this website? tortoises live on land.
If you could add a section to the text, what I would add a section about…
section would you like to add?

WEEK 7 - THURSDAY
Make an evaluation about this text. Do you • I think it is useful because…

think it is useful? Why or why not? • I don’t think it is useful because…
• I think…is useful. I think…is not useful.


WEEK 7 - THURSDAY

(I DO) evaluations.
2. Explain that we when we make an evaluation, we make a
judgement about the text. We think about our own thoughts and
opinions about events, actions and characters in the text.
5. Read out loud while learners follow along:
Their shell
Tortoises and turtles are reptiles that have a hard shell covering
their bodies. Tortoises live on land and turtles live in the sea.
Because their shells are so heavy, they can only move slowly on
land. Turtles and tortoises can live for more than 100 years.
6. Explain that you can make an evaluation about this part of the
text. This means that you can make a judgement or form an
opinion about what is happening in the text!
7. Model how to make an evaluation, like:
a. Based on the heading, I can make the evaluation that this
section of the text is meant to give me information about the
shell.
b. The second sentence (Tortoises live on land and turtles live in
the sea.) is about where turtles and tortoises live – it is not
about their shell. Therefore, I can make the evaluation that it
doesn’t belong in this section! It should be moved.

WEEK 7 - THURSDAY
Work with 1. Explain that now, we will make an evaluation together to practice!
learners 2. Read out loud again while learners follow along:
(WE DO)
Their shell
Tortoises and turtles are reptiles that have a hard shell covering
their bodies. Tortoises live on land and turtles live in the sea.
Because their shells are so heavy, they can only move slowly on
land. Turtles and tortoises can live for more than 100 years.
3. Ask learners: Which other sentence do you think might not fit into
this section?
4. Give learners a minute to turn and talk and discuss this with a
partner.
5. Call learners back together. Call on a learner to answer the
question.
6. Explain that the last sentence (Turtles and tortoises can live for
more than 100 years.) does not fit in this section. We can make
this evaluation because this sentence does not relate to shells at
all!
Building our evaluation:

1. Explain that when we make evaluations, we have to think about
lots of different things in the text and put them together. This
helps us to make better judgements and form more supported
opinions about what is happening in the text.
2. Explain that when we think about the evaluations we have made
on the ‘Their shells’ section, we can make a stronger judgement
about the text. We have made the evaluation that two of the
sentences in this section belong somewhere else because they do
not relate to shells.
3. Ask learners: What evaluation can you make about this section of
the text based on our evaluations so far?
4. Listen to learner responses, like:
a. I can make the evaluation that this section of the text isn’t
really about shells.
b. Etc.

WEEK 7 - THURSDAY
Pair work 1. Explain that now, learners will make their own evaluation about
(YOU DO) the text.
2. Explain that learners will examine the whole text – not just one
section.
3. Ask learners: What is something that allows us to make the
evaluation that this text is confusing or unclear?
4. Instruct learners to turn and talk and discuss this with a partner.
5. Instruct learners to look for a piece of evidence that shows that
this is a logical evaluation of the text.
7. Call on a learner to share their answer to the question. Discuss the
evidence that can show that this text is confusing or unclear. For
example:
a. It says that tortoises live on land and turtles live in the sea.
But, it also shows a picture of a sea turtle under the ‘tortoise’
section of the text.
b. There is a picture under the tortoise section of a tortoise that
lives in the wetlands in fresh water, but we don’t know if they
are really turtles or tortoises.
c. We don’t ever learn how a tortoise lays eggs and if it is the
same or different as turtles!
d. Etc.
following notes to remind them of how to make an evaluation:
Make evaluations
Form opinions based on what is happening in the text!
I must:
• Think about what a character does or says.
• Decide what I think about this! Develop an opinion.
• Think about the text as I go and look for evidence that my
judgement is correct (or incorrect!)

WEEK 7 - FRIDAY
TITLE Workbookpedia
DBE WORKBOOK 128

1, PAGE
STRATEGY Make evaluations

understanding.
• Making evaluations is a key thinking and comprehension skill.
Learners must realise that they must always evaluate what
they read, and be able to support or justify their evaluations.
Remember that it takes confidence to share an evaluation, so it is
evaluations.
POST-READING
1. Explain that today we will be summarising the main point/s of the text. This means that
2. Ask learners: How can you tell a friend about the story in 3-5 sentences?
3. Instruct learners to use the frame to answer the question:
This text is about…
I think this text is useful because…
However, I think this text could be improved…
I think the purpose of this text is…
In my opinion, this text is…
4. Explain that learners will not be able to say everything about the text – they will need to
5. Give learners time to think about the most important parts of the text. Explain that
about.
6. Instruct learners to turn and talk with a partner. Partners will take turns presenting and
listening.

WEEK 7 - FRIDAY
7. Call the class back together. Call a few learners up to the front of the classroom to
Come up with a class summary, like: This text is about turtles and tortoises. I think this
text is useful because it gives us some information about turtles and tortoises. However,
I think this text could be improved if it had sections about turtles and sections about
tortoises, so that it would be more clear! I think the purpose of this text is to help
someone who doesn’t know anything about turtles and tortoises learn something basic.
In my opinion, this text is not well written.
INTRODUCE THE 1. Explain that this cycle, learners will write a questionnaire / survey.
GENRE 2. Explain that when we write a questionnaire, we write questions we
want other people to answer. We also give answers for someone to
choose. These questions are meant to help us gather information.
3. Explain that we write each question next to a number. We provide
the answers underneath each question.
4. Explain that when we write a questionnaire,, we must:
a. Write questions. Write each question next to a number.
b. Provide a few answers for the reader to choose.
c. Provide space for the reader to record (mark) their answer.
READ THE Note:

SAMPLE TEXT The sample text that is included below this table is important to
explain a survey to learners. Because of this, a copy of this survey is
included in the Weeks 8-9 Reading Worksheets. Ask learners to look at
the survey in the reading worksheet as you explain.
DISCUSS 1. How many questions are in the survey?

2. What is Mr Khosa trying to gather information about?
3. How many answers does he let people choose from?
4. Make an evaluation about whether you think this survey is useful
or not?
Questionnaire / survey
1. Write questions.
2. I use numbers (like a list).
3. I provide the answers.

Mr Khosa’s Questionnaire on Using the Internet
WEEK 7 - FRIDAY
1. Mr Khosa loved using the Internet so much, that he decided to ask his learners if they ever
used the Internet. He made the following questionnaire for them to answer:
Name and
Surname
Class
Please answer these questions by ticking the correct block/s
You may tick more than one block for each question
How do you I hear I learn I read I read I watch I watch a
find out new people about it on about about it a video video on the
information? talking TV it in a on the on What’s Internet
about it newspaper Internet App
or
magazine
Have you Never I have used I have used I have used I use it at I use it every
ever used the it once it twice it three least once day
Internet? If so, times a week
how often?
If you use the I do not I use a I use a I use a I use a I use a
Internet, what connect smart tablet laptop desktop computer at
device do you to the phone computer computer an internet
use? Internet café
Mr Khosa gave this questionnaire to 30 learners.
a. Then, he counted their answers.
b. The totals were as follows:
How do you I hear I learn I read I read I watch I watch a
find out new people about it on about about it a video video on the
information? talking TV it in a on the on What’s Internet
about it newspaper Internet App
or
magazine
30 18 5 4 12 6
Have you Never I have used I have used I have used I use it at I use it every
ever used the it once it twice it three least once day
Internet? If so, times a week
how often?
14 8 2 0 3 1
If you use the I do not I use a I use a I use a I use a I use a
Internet, what connect smart tablet laptop desktop computer at
device do you to the phone computer computer an internet
use? Internet café
14 1 0 0 0 5
2. Mr Khosa thought about this information, and what it meant. He decided it meant:
a. Many learners did not know about using the Internet.
b. Many learners did not have access to the Internet.

NOTES

GRADE 6 - TERM 2
8
WEEK
THEME:
RESEARCHING
‘Research is creating new knowledge.’
- Neil Armstrong
189
WEEK 8
TERM 2: WEEK 8
OVERVIEW
THEME Researching
THEME Internet, knowledge, fall behind, research, resource, information,

VOCABULARY basic, detailed, section, useful, questionnaire, frequently, frequency,
overweight, chemicals, healthy, unhealthy, reason, fizzy, sugary

STRATEGY
WRITING GENRE Questionnaire / survey
Write a questionnaire to find out more information about your friends

WRITING TOPIC

WEEK 8 - MONDAY
WEEK 8: MONDAY / DAY 1: WRITING - PLANNING
TOPIC Write a questionnaire to find out more information about your friends
GENRE Questionnaire / Survey
PLANNING Mind-map
STRATEGY

STRATEGY (I DO) 3. Orally share some of your ideas about completing the writing
topic, like:
I would like to find out more information about which kinds of

things my friends like to read. I will think about questions I can ask
to gather more specific information about topic. My questionnaire
will allow me to do research and gather more information!
4. Have the writing topic written on one side of the chalkboard.

5. Write the planning frame below on the other side of the
chalkboard.
6. On the other side of the chalkboard, show learners how you make
a mind-map by brainstorming questions that you have about the
topic you choose!
7. Explain that you will write the questions using ‘you’, like you are
really asking a friends the question!
8. After you have brainstormed some questions, explain that you will
choose 4 questions that you want to ask on your questionnaire.
You will brainstorm some possible answers for these questions!

WEEK 8 - MONDAY
Questionnaire …
Mind map 1
7. Why ...? 1. Which kind ...?
I want to find
6. Internet? 2. When ...?
out more about...
5. What ...? 4. Where ...? 3. How often ...?.
Mind map 2
1. Which kind books do
7. Why do they read?
my friends read?
• to learn
• fiction
• for fun
• non-fiction
6. Do they read on the 2. When do my friends

I want to find
Internet? read?
out more about what
• yes • morning
my friends read.
• no • afternoon
• evening
5. What do they like to 4. Where do they like to 3. How often do my

read? read? friends read?
• books • home • less than once per
• comics • school week
• newspaper • 1 - 3 times per week
• magazine • 4 - 6 time per week
• everyday

WEEK 8 - MONDAY
LEARNERS USE 1. Instruct learners to choose something they want to know more
THE PLANNING information about.
STRATEGY 2. Next, tell learners to turn and talk with a partner, to share their
(YOU DO) ideas.
4. Instruct learners to write their topic in the middle of a mind-map.
5. Instruct learners to think of questions they could ask their friends
to get more information about this topic.
to use this frame to plan their instructions, just like you did.
ideas!
8. As learners work, walk around the room and hold mini-
conferences.

WEEK 8 - MONDAY
WEEK 8: MONIDAY / DAY 1: GROUP GUIDED, INDEPENDENT AND PAIRED READING
pairs.

WEEK 8 - TUESDAY
address, telephone
THEME questionnaire, frequently, frequency, overweight, chemicals

VOCABULARY
QUESTION OF THE DAY
Question Explain that today, you want to do some research about how much
exercise the learners in our class do. The question today is like a question
that would appear on a questionnaire!
Ask learners: How often do you exercise?
Options never / rarely / sometimes / often / daily
Follow up questions
Question How many learners never exercise?
Answer __ learners never exercise.
Question How many learners rarely exercise?
Answer __ learners rarely exercise.
Question How many learners exercise sometimes?
Answer __ learners exercise sometimes.
Question How many learners exercise often?
Answer __ learners exercise often?
Question How many learners exercise daily?
Answer __ learners exercise daily.

WEEK 8 - TUESDAY
Question How often do most learners exercise?
Answer Most learners exercise __.
Question How often do fewest learners exercise?
Answer Fewest learners exercise __.
Question How often do you exercise?
Answer I never exercise.
Answer I rarely exercise.
Answer I sometimes exercise.
Answer I exercise often.
Answer I exercise daily.

words.

pairs.

WEEK 8 - WEDNESDAY
LSC 1. Explain that today, we will talk about adverbs of degree. Explain
MODELLING that these adverbs can help us think about the answers we
(I DO) provide for some of the questions in our questionnaires!
2. Explain that degree tells us about the intensity or frequency of
something.
3. The words we will learn this week tell us about the frequency.
This means the words are used to tell us how often something
happens.
4. Write the following adverbs on the board: almost, rarely,
sometimes, really, frequently, often, always, never, daily, weekly,
monthly, usually, hardly, ever
5. Go through the words. Explain the meaning of any unknown
words to learners.
6. Remind learners that last term, we learned about adverbs. We
learned that adjectives usually end with -ly.
7. Explain that we can use these words to give good answers for the
questions we ask in our questionnaire.
8. For example, if the question is:
9. How much do you read?
10. I can give the answers: never / rarely / sometimes / frequently /
daily
11. These answers give lots of different options so that people
answering my questionnaire can choose an answer that describes
how much they really do read!
LSC 1. Explain that adverbs of degree that help us think about frequency
Ask learners for can only be used to answer questions about how often something
help is happening.
(WE DO) 2. These questions normally start with words like when and how!
3. Ask learners: What is a question we can think of that asks about
frequency.
4. Brainstorm an ideas with learners, like: When do you drink tea?
5. Work with learners to brainstorm answers for this question, like:
Never / rarely / sometimes / daily / almost always

WEEK 8 - WEDNESDAY
LSC 1. Explain that next, learners will write an extra question for their
Pair work survey.
(YOU DO) 2. They must write a question that relates to their topic.
3. The question should begin with words:
When…?
How often…?
4. Then, the learner must use adverbs of degree to provide possible
answers for this question!
5. Give learners a few minutes to write their question and answers.
6. Instruct learners to turn and talk and read their question and
answers to a partner.
7. Call learners back together. Call on a few learners to read their
question and answers to the class. Help the learner correct any
mistakes they have made.
8. Explain that when learners draft their questionnaires this
week, they must include adverbs of frequency where they are
appropriate and make sense!
TOPIC Write a questionnaire to find out more information about your friends
PLANS Before class begins, rewrite your plan on the board:

Mind map plan
7. Why ...? 1. Which kind ...?
I want to find
6. Internet? 2. When ...?
out more about...
5. What ...? 4. Where ...? 3. How often ...?.

WEEK 8 - WEDNESDAY
Mind map example
1. Which kind books do

7. Why do they read?
my friends read?
• to learn
• fiction
• for fun
• non-fiction
6. Do they read on the 2. When do my friends

I want to find
Internet? read?
out more about what
• yes • morning
my friends read.
• no • afternoon
• evening
5. What do they like to 4. Where do they like to 3. How often do my

read? read? friends read?
• books • home • less than once per
• comics • school week
• newspaper • 1 - 3 times per
• magazine week
• 4 - 6 time per week
• everyday
WRITING FRAME 1. Next, tell learners that they must turn at least 4 of their questions
into a questionnaire.
2. Under each question they write, they must provide answers.
3. Explain that learners will actually exchange questionnaires with
each other. There must be space under each question / answer for
other learners to tick off their answer.
4. Write an example on the board for learners, like:
What kind of books do you like to read more?
Fiction Nonfiction
Explain that for some questions, we should write the answers in a

logical order, in order of degree or frequency, like:
Morning / afternoon / evening

Never / sometimes / always
5. Write the following blank frame on the chalkboard, and explain

to learners that some questions may have 2 answers, and some
questions may have three or four answers.

1. Question?
WEEK 8 - WEDNESDAY
Answer 1 Answer 2
2. Question?
Answer 1 Answer 2 Answer 3

3. Remind learners that they will write their questionnaire using the
frame.
4. Instruct learners to write the date and heading: Questionnaire:
Draft
their ideas.
7. Tell learners that they can add more questions and answers if they
have time.
who are struggling.

WEEK 8 - WEDNESDAY
pairs.

WEEK 8 - THURSDAY
address, telephone
THEME healthy, unhealthy, reason, fizzy, sugary

VOCABULARY
QUESTION OF THE DAY
Question What do you think makes cooldrinks bad for you?
Options because they are sugary / because they are fizzy / because they have
chemicals
Follow up questions
Question How many learners think it’s because they are sugary?
Answer __ learners think it’s because they are sugary.
Question How many learners think it’s because they are fizzy?
Answer __ learners think it’s because they are fizzy.
Question How many learners think it’s because they have chemicals?
Answer __ learners think it’s because they have chemicals.
Question What do most learners think makes cooldrinks bad for you?
Answer Most learners think __ makes cooldrinks bad for you.
Question What do fewest learners think makes cooldrinks bad for you?
Answer Fewest learners think __ makes cooldrinks bad for you.

WEEK 8 - THURSDAY
Question What do you think makes cooldrinks bad for you?
Answer Because they are sugary.
Answer Because they are fizzy.
Answer Because they have chemicals.
EXPLAIN Explain that cooldrinks are unhealthy because they are sugary and have
chemicals. It is not the fizziness that makes them unhealthy!

words.

pairs.

WEEK 8 - FRIDAY
EDITING 1. Are the questions I ask clear?

CHECKLIST 2. Do I provide answers that make sense for the question?
(Write this on the 3. Are my answers provided in a logical order?
board before class 4. Did I leave space for people to answer the questions?
begins) 5. Did I spell all words correctly?
6. Does every sentence start with a capital letter?
7. Does every question end with proper punctuation?

draft.
questions is yes.
6. Instruct learners to add any words or details that will help their
questions to be more clear.
editing.
PUBLISH 1. Instruct learners to read through their corrections.

2. Instruct learners to rewrite their questionnaire, correcting any
mistakes.
3. Instruct learners to rewrite the instructions correctly, under the
heading: A questionnaire about…
4. Explain that next, learners will swop these questionnaires so
friends can really fill them out!
SHARE 1. Instruct learners to swop their notebooks with a partner.

2. They must read their partners questionnaire and answer the
questions using tick marks!
3. Learners must swop books with at least five classmates.
4. Give learners time to move around the room and fill in each
others’ questionnaires.
5. Instruct learenrs to go back to their seats and look at the results of
their survey.
6. Write the following on the board:
I learned…
I found out...
I was surprised by…
7. Instruct learners to write 2 sentences about the results
underneath their questionnaire.

WEEK 8 - FRIDAY

WEEK 8 - FRIDAY
pairs.
WEEK 8: CONCLUSION
want to learn.
o Theme vocabulary
o LSC

o Theme content
o Attitude to EFAL

GRADE 6 - TERM 2
9 and
WEEKS
10 THEME:
ASSESSMENT WEEKS
207

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Grade 6

2 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

Monday Tuesday Wednesday Thursday Friday

Theme Speaking Activity Oral Activities Shared Reading: Shared Reading:

Independent or Independent or Independent or Independent or Independent or

LESSON PLAN: TERM 2 3

Monday Tuesday Wednesday Thursday Friday

Theme Speaking Activity Oral Activities Shared Reading: Shared Reading:

4 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

Using a Name Jar

LESSON PLAN: TERM 2 5

1. Seating learners in the classroom

2. Working in partners or pairs

3. Working in question of the day groups

4. Working in small discussion groups

6 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

1. Bread and Cheese

3. One two three…

LESSON PLAN: TERM 2 7

3. One minute dance party

8 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

LESSON PLAN: TERM 2 9

Introduce the theme

Activate background knowledge

K (what I know) W (what I want to know) L (what I have learnt)

6. The K-W-L chart has three columns, titled:

10 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

CORE METHODOLOGIES - ORAL

Build and monitor learners’ knowledge

LESSON PLAN: TERM 2 11

4. PATS is an acronym for Point, Act, Tell and Say.

12 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

CORE METHODOLOGIES - ORAL

Document vocabulary in personal dictionaries

LESSON PLAN: TERM 2 13

2. Write the ‘question of the day’ elements on the board.

When do you think most accidents happen?

in the morning at night on Saturdays

4. Next, model filling out the graph as follows:

14 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

CORE METHODOLOGIES - ORAL

Nomsa: I think most accidents happen in the morning.

Buhle: I think most accidents happen on Saturdays.

6. Discuss the follow up questions as follows:

LESSON PLAN: TERM 2 15

16 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

CORE METHODOLOGIES - LISTENING & SPEAKING

LESSON PLAN: TERM 2 17

18 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

CORE METHODOLOGIES - LISTENING & SPEAKING

Read 1 Read 2 Read 3

Text Read the text. Read the text.

4. For the first read, read the text fluently.

LESSON PLAN: TERM 2 19

20 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

CORE METHODOLOGIES - LISTENING & SPEAKING

LESSON PLAN: TERM 2 21

22 GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE

Shared Reading & Teaching the Comprehension Skill