Directorate: Curriculum GET LESSON PLAN

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Subject Term 3
Language
Grade 4 Week 2
Listening and Speaking
• Introductory activities: prediction
• Identifies characters
• Recalls main idea
• Answers oral questions

Reading and Viewing

Pre-reading: predicting from title and pictures
• Uses reading strategies: making predictions, uses phonic and contextual clues
• Discusses new vocabulary from the read text
• Identifies and comments on the characters
• Gives and explains own feelings about the text
• Reads aloud with clear pronunciation, phrasing, tempo,
Wo • Uses a dictionary

Writing and Presenting: My first pet

• Chooses appropriate content for the topic
• Uses the story structure as a frame
• Includes characters
• Uses appropriate grammar, spelling and punctuation.
• Uses a range of vocabulary related to topic
• Records words and their meanings in a personal dictionary

Language Structures and Conventions

• Sentence level work: complex sentences
• Word level work: adverbs
• Spelling and punctuation: word division, dictionary use
Introduction Theme:
• In the previous lesson, we learned how to follow Instructions.
• In this lesson we will listen to a short story, read a short story and then write our own
story
• We will look at the adverbs and complex sentences
Consolidati • Learners should be able to write their own narrative essay
on • The learners can read and respond to a story
• Learners should be able to identify and use adverbs and complexes sentences in a
text or sentence.
Paper based resources: Digital resources:
DBE Workbook https://wcedeportal.co.za/curriculum-
Magazines supporthttps://wcedeportal.co.za/partners/#103031
Textbook
Dictionary 1. https://www.youtube.com/watch?v=_CIC1OXl2u0
2. https://www.youtube.com/watch?v=b--Ndkp9_40
3. https://www.youtube.com/watch?v=NxiiOXycvlI
4. https://www.youtube.com/watch?v=94aFcx6oliY
5. https://www.youtube.com/watch?v=eN2NMvUrtP0

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 Skills
Teaching Methodologies/ Resources / LTSM
(WHAT I am going to
(HOW I am going to (WHAT I am going to use to
teach/guide/suppor
teach/guide/support…) teach/guide/support…)
t)
Listening & • Set the scene: Do you love Worksheets provided.
Speaking: animals? Does anyone
have pets? Would you like
one? Where can we look 1. https://www.youtube.com/watc
for pets? h?v=_CIC1OXl2u0
• Revise new vocabulary 2. https://www.youtube.com/watc
• Show them the pictures h?v=b--Ndkp9_40
and the title of the story
3. https://www.youtube.com/watc
• Let them predict what the
text is about
h?v=NxiiOXycvlI
• Create opportunity for 4. https://www.youtube.com/watc
learners to pose relevant h?v=94aFcx6oliY
questions (what do they 5. https://www.youtube.com/watc
see in the picture? How h?v=eN2NMvUrtP0
does the girl look,etc.)
Ensure that they use proper
terminology in their
questioning
• Create opportunity to
share what they found out
through their questioning.

Reading & Viewing: Let learners:

1.Make inferences about the

TEACHER’S text by reading the text and
ACTIVITIES saying what they think without
the information being stated
explicitly.

2. Skim for words about the

text and underline them.

3. Scan for words that they

don’t know and circle them.

4. Guide them in making

inferences and inferences by
using contextual clues.

5. Give them a chance to

discuss their opinions on the
text freely.

Writing & Presenting: Learners had to write a

descriptive essay during the
previous lesson. Now they do
the final steps in the writing
process:

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 1) Proofreading
2) Editing
3) Publishing

Language • Explain adverbs

Structures & • Explain complex sentences
Conventions: • Provide the learners with
visual aids to assist in the
learners in their
understanding.

Same as for the • Help your child to organize Access to websites: such as
teacher. their thoughts Vodacom e-school
• Ensure that they tell their Magazines
story in the right order. Newspapers
• Provide praise and Dictionary
encouragement. DBE Workbook
• Skimming is to read the text
quickly to get the general
idea.
• Scanning is to find words or
information quickly.
• Ask oral questions about
the text to test if the learner
understood what they
PARENT’S read.
ACTIVITIES • When sharing their opinion
about the story, let them
start by saying

• I like/dislike the story

because….
• I learnt that …
• Have them answer
in full sentences as
far as possible
Learner activities:

Listening and Speaking: Choosing a pet

1. Look at the pictures and headings.

2. Try to predict what you think the story will be about.

3. What do you see? Do you know what a pet is? Do you have one? Where did you get it
from?

Reading
LEARNER’S 1. Compare your predictions about the text with what you read.
ACTIVITIES
2. Can you describe the animal shelter?

3. Can you tell us what happens at an animal shelter?

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 4. Did you find it easy to read the map?? Why or Why not?

Writing

Complete pg. 130 in your DBE Book.

Language

Complete the activity on verbs on pg. 123.

Activity 1: Listening and Speaking:

Look at the title and the pictures and say what you think this story will be about.

Choosing a pet

1. Who do you think are the main characters in the story?

_______________________________________________________________________________________________

2. How old do you think they are?

_______________________________________________________________________________________________

3. What do you think the story will be about?

_______________________________________________________________________________________________

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Activity 2: Reading and Viewing: Read the story below and answer the questions that
follows: Choosing a pet

The moon was bright. It was just after midnight on Friday night and Mary Ann lay awake
in her bed. She was thinking about the little puppy she was going to buy when she and
Nomsa went to the animal shelter in the morning. Mary Ann was the only girl in her class
who did not have a pet because she has always lived in a flat. When her family moved
into a house, Mary Ann started saving her pocket money to buy a puppy. She now had
R25 to pay for a puppy.

At last it was morning and Mary Ann jumped out of bed. She washed and dressed and
then waited impatiently for her friend, Nomsa, who was coming to visit. Nomsa promised
that she would go with Mary Ann to the animal shelter to help choose a pet.

Eventually, Nomsa’s bus arrived. She jumped off, ran quickly through Mary Ann’s gate,
and greeted Mary Ann’s family cheerfully. The two girls began to walk eagerly to the
shelter. They were both exited and chattered loudly as they walked. They crossed the
road carefully at the robots and went into the animal shelter.

Mary Ann was exhausted, and she sat on top of a pile of dog food to rest. She saw six
little puppies fast asleep in a basket. The girls leaned forward, and stroked the puppies
softly, wondering which one to choose.

“So, young lady, do you want to buy a puppy?” asked the manager.

“Yes! I have saved the money I got for my birthday and from helping my mom with the
dishes,” she said. Her eyes were gleaming.

“This will be my first pet”, she said excitedly to the manager.

Eventually, Nomsa’s bus arrived. She jumped off, ran quickly through Mary Ann’s gate,
and greeted Mary Ann’s family cheerfully. The two girls began to walk eagerly to the
shelter. They were both exited and chattered loudly as they walked. They crossed the
road carefully at the robots and went into the animal shelter.

Mary Ann was exhausted, and she sat on top of a pile of dog food to rest. She saw six
little puppies fast asleep in a basket. The girls leaned forward, and stroked the puppies
softly, wondering which one to choose.

“So, young lady, do you want to buy a puppy?” asked the manager.

“Yes! I have saved the money I got for my birthday and from helping my mom with the
dishes,” she said. Her eyes were gleaming.

“This will be my first pet”, she said excitedly to the manager. “I have never had a pet
before.”

“Well, let me tell you about these puppies, “said the manager. “The pups with the red,
green and yellow collars have already been sold. So now you only have a choice of two

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pups. You will have to choose between the pup with the pink collar and the pup with the
blue collar.”

“Oh,” said Mary Ann. “What about the pup with the purple collar? Is it also sold?”.

“Oh, that puppy,” replied the manager. “You won’t want to buy him,” she said. “He was
born with damaged hips and won’t be able to run or play with a ball.”

Mary Ann’s eyes searched the animal cages. She looked around at the fluffy white dogs,
the small brown dogs, the big, friendly yellow dogs and the cats and the kittens.

Answer the following questions:

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Activity 4: Language Structures and Conventions:

Adverbs

Go back to the story “Choosing a pet”. Read through it again and find the following
word that are in the table below. Colour them in yellow. Find the verbs (action words)
it describes and colour them in green. Then make sentences with the words below.

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Complex Sentences

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