COVER PAGE

NAME: EXULTANT PHALA

GROUP 1

• ENGLISH POE
• TASK 1
• TASK 2
• TASK 3
 PLANETS AND SOLAR SYSTEM PRESENTATION

• TOPIC : PLANET ROLL CALL

Theme: The poem is about the
Grade 6
planets in the solar system. It allows
learners to be able to count and
describe the planets. They will be
able to illustrate and also describe
how the sun and moon appears to
move slowly across the sky.
Students learn the names of the
planets and each other’s traits.

Skills:
• Listening
• Viewing
Lesson objectives
Learners will be able to :
• Understands visual features, keys, symbols
• Interprets information in the visual text
• Follow instructions
• Practice reading
• Reads aloud with appropriate Pronunciation, fluency, pacing and
expression
• Spells words vocabulary
• Describe and identify planets

( Department of Basic Education (2011).Curriculum and

Assessment Policy Statement (CAPS), Grades 4-6 English first
additional languages. Retrieved…. From
http://www.thutong.doe.gov.za. p.)
Introductory activity (A short
Activity)

Activity
1.What is on the
picture?
2.Do you ever
see it at night?
Why or why
not?
3.Does anything
live there?
4. Draw the
planet you like
 Screenshots
Link
https://youtu.be/d8y8kc317EE
Reference
Homeschool. 2017. The video
clip(the planets and the solar)
Newcastle:
HomeschoolPublishing.
[website]. Available on
WEBsite at:
http://search.m.youtube.com
db=e000xww&AN=539843&site
= [Accessed 31 October 2017].

The teacher will view it to the students

using a projector and where they don’t
understand, she will pause and explain
RECAP ACTIVITY
THE POEM

(Cox, A. 2008. Planet Roll Call

Newcastle: Cambridge Scholar
Publishing. [website]. Available on
EBSCOhost at:
http://search.ebscohost.com.ezproxy.
iielearn.ac.za/login.aspx?direct=true&
db=e000xww&AN=539843&site=ehostlive [Accessed 31 October
2017])
While-listening activity

Look at the picture and answer

the questions that follows
1.How many planets are in the solar system?
_____________
2. ____________ is the smallest planet
3. ____________is the largest planet
4. Planet __________ is our home, the planet
we live
5. Which planet would you like to visit?
___________
 Resources
Post listening activity • Cardboard box
• Pencil
• Glue
(Working in groups ) • Crayons
• Instruments

1. In groups of 4 members, arrange planets starting

from the sun and give names of the planets as
well. Each group will present their work to the
class
)marks 10(
Online activity
 Task 2
Author :

Short story
THE DOLL
Lesson objectives

Learners will be able to :

• Understands visual features, keys, symbols
• Interprets information in the visual text
• Follow instructions
• Practice reading
• Reads aloud with appropriate Pronunciation, fluency, pacing and
expression
• Spells words vocabulary
• Describe and identify words from the text

( Department of Basic Education (2011).Curriculum and Assessment

Policy Statement (CAPS), Grades 4-6 English first additional
languages. Retrieved…. From
http://www.thutong.doe.gov.za. p.)
 Pre-reading activity
Before reading your short story

1. Looking at the title, what do you think the

story is about?
2. Have you ever had a doll before? Why or
why not?

Worksheet based on the story

1. What is the tittle of the story?

2. Who wrote the story?
3. Who are the characters, name them.
4. How do you think Nheti feels about the doll her dad
bought for her? Happy /sad?
5. How do you feel about the story?

(8 marks)
2 POST ACTIVITIES

Activity 1

1. How old was Nheti when she received a new doll?

2. Who were Nheti’s friends, name them
3. What was she expecting from her father on her birthday?
4. Is Nheti happy about her new doll? Why or why not?
5. How do you feel about Nheti’s story? Share your own feelings?
(8 marks)

Activity 2

1. In 2 paragraphs, Write the summary of the story (The Doll). (remember write the
summary in your own words)

(10 marks)
MEMORANDUM

Activity 1

1. 7 years old (1)

2. Zaza and Sonto (2)
3. She was expecting to get a nice white doll with a very long golden hair (2)
4. No. Because us not the doll she was expecting from her dad (2)
5. A learner’s own suggestion. (1)

)marks 8(
Activity 2
Activity 2
Marking rubric Poor (0-3 marks) Good (5-8 marks) Excelent (9-10 marks)

Important Nothing has been Good aspects identified All the aspects have been
aspects Identified included
Summary (paragraphs) No paragraphs has been The summary is good The summary is in
shown but only 1 paragraph is paragraphs, not point
identified form

)marks 10(
TASK 3
 
A MEMO to my mentor teacher

To : Mr Taylor
From : Miss Tabudi Phala
Date : 22 November 2022
Re : Memo – writing
_________________________________________________________________
Thus, carefully selected books can deepen and enlarge a child’s perception and
understanding of himself/herself and of What he/she sees and hears in the
world around him/her. According to my perspective, the novel (longer) of
Sbonelo Snoop is suitable/ is the best book to be chosen for grade 6 learners to
read because when I check carefully, the text is large and easy to read, and the
pictures are engaging. Children who are five years and older would be best
suited to understand the story as it does tend to be a bit wordy.
The story looks interesting and the boy is of the learner’s age. Choosing the right book
for students isn’t the easiest teaching task. There are many factors to consider which
includes, their reading levels, interests, backgrounds, previous experiences with reading,
aspirations and even fears. Book choice is essential in classrooms where curiosity is
valued.

Elements
Any vocabulary that is essential to comprehending the novel should be introduced. Connect the
book to what children are learning by activating or building background knowledge, if necessary.
Look at the cover or read the back of the book and have children make predictions about what
might happen in the novel. The novel can also be introduced by showing the learners the picture
of the cover page of the book and let them have a discussion on what the book might be about or
ask them what’s happening on the cover page. That can actually build a prior knowledge to
students and start revealing their own ideas which can suddenly become a discussion about the
novel.
Before doing an activity, teaching content, or reading a story in class, pre-teaching vocabulary is
always helpful, especially for ELLs. This will give them the chance to identify words and then be
able to place them in context and remember them. You can pre-teach vocabulary by using English
as a second language (ESL) methods such as:
a. Role playing
b.Using gestures
c. Showing real objects
d.Pointing to pictures
e. Doing quick drawings on the board

A teacher can use different strategies to integrate language and vocabulary development when
teaching the novel. The teacher can use a word wall strategy, encourage reading, use visuals,
word learning strategy. I prefer using “create vocabulary notebook “because it helps students to
check if they don’t understand words. Students are encouraged to broaden their past knowledge
and improve their English language competence by using vocabulary notebooks.

Give distribute notebooks so that people can record new words and their definitions. Students
might be encouraged to consider adding synonyms and antonyms to each new word.
Ask your learners to draw images or develop charts to demonstrate how they used a term in a
few sentences to add some excitement to their vocabulary notebooks. They get a chance to use
that word a few times and reinforce its definition.
Example: students can write words that they don’t understand from the novel and define them
in their vocabulary notebook, words from the novel may include: detective, investigate,
mysteries,…
 
The teaching strategies that a teacher can use include, learning through play – Students
learn best and are most engaged when they are having fun. With this concept in mind,
more attention has been given to the benefits of making a lesson playful. Most students
can learn better when the lesson is interesting.
Visualization strategy – The reading technique is helpful in helping your students picture
what they are reading in their minds. It almost seems as though your pupils are creating
mental movies or videos based on their prior knowledge, creativity, and the text’s
content. Just by showing them a picture, that can create a discussion in class and that can
help them to have a prior knowledge about the story. The discussion can make the story
enjoyable and interesting.
List of resources to be used
a. Novel (Sbonelo Snoop)
b.Pictures
c. Digital learning resources (video tape, animation)
d.Textbook
The teacher can create a safe environment to learn and explore and have a discussion to
create awareness about gender stereotypes in the novel. you can help children by affirming
unconventional choices, reassuring them that it’s OK to be different and encouraging a
culture of acceptance. Give children real-life examples that counter stereotypes, both in
activities and from the novel. I’d ask the a question like “Who gets asked to do what? Is it
always ‘three strong boys’ who move the chairs? Or ‘two trustworthy girls’ who take a
message? “ and let them have a discussion about it. The question is about between girls
and boys. Learners need to understand gender stereotypes than undermining each other.
 Paraphrase referencing

• Schofield, K. (1999). The Purposes of Education, Queensland State Education: 2010

Accessed 2002, Oct 28.
 Sargent, M. (1994) The New Sociology for Australians (3rd ed.), Longman Cheshire,
Melbourne

Reference list

• Department of Basic Education (2011).Curriculum and Assessment Policy Statement (CAPS),

Grades 4-6 English first additional languages. Retrieved…. From
http://www.thutong.doe.gov.za. p.)
• Homeschool. 2017. The video clip(the planets and the solar) Newcastle:
HomeschoolPublishing. [website]. Available on WEBsite at:
http://search.m.youtube.comdb=e000xww&AN=539843&site= [Accessed 31 October 2017].
• Schofield, K. (1999). The Purposes of Education, Queensland State Education: 2010
Accessed 2002, Oct 28.
• Sargent, M. (1994) The New Sociology for Australians (3rd ed.), Longman Cheshire,
Melbourne