1.2 Chapter 2: the tree house  (Page 2/2)

Body parts are discussed and educators can assess the learners’ auditory perception, spatial orientation and sequencing skills.

Learners read and illustrate the sentences, poems and rhymes and are taught the writing patterns and the corresponding letters viz. v , w , n , and m .

These sounds are also taught.

Integration of themes

• A Healthy environment

The Wops family live in the forest, have no amenities like electricity and spacious homes.

They live a life dependant on nature; fruit and berries, etc. They therefore look after their habitat. We should follow their example and care for our environment.

• Social Justice

Although the Wops have no earthly riches they are warm, friendly and helpful. People do not have to be rich to gain our friendship. Be sensitive towards people who have different cultures and who lead different kinds of lives.

• Human rights

Everyone has the right to have shelter and food. Children should be cared for by their parents.

Educator questions the learners.

• It is important for them to memorise the way to Willy's house in correct sequence, as the next activity for them to do is to place the pictures in the right order.
• The learners use their completed pages to re-tell the way to the Wops.

Educator’s page

• The picture of the Wops in the forest can now be discussed in detail.
• The teacher will ask the learners leading questions, e.g. Who do you see in the forest? What are they doing? What do you think Willy is like? What does Mummy like doing? etc.

Problem-solving group work

• Learners are divided into groups of ± 6 with a group-leader.
• The group-leader will make sure each learner has a turn to make a contribution.
• They must invent as many problems as possible that Willy, who is only ± 1 1/2 rulers tall, will have to face if he were to visit us in our homes and at school.
• They have to identify the three most important problems.

Finding solutions

• The group brainstorms ideas how to overcome these problems. What solutions do they suggest?
• They must identify the best solution for each problem.

Reporting back to the class

• The group-leader and /or others, report back to the class

1) what their biggest problem was that they identified, and

2) what solutions (plans) they came up with.

• Learners can dramatise each problem situation and the solution to each problem.

Leaner section

Content

Chapter 2: the tree house

The Wops live in tree houses in the forest. These houses are sheltered by the leaves and are hardly visible. You have to look very carefully if you want to see them. When you go for a walk in the forest on a summer's day and look up into the tree-tops, you might think you see a bird's nest. But if you look closely, you will see smoke coming from a chimney and also tiny footprints on the ground under the tree.

Willy and his family live in a pretty little house. Daddy Wop built it himself. He used a saw to cut several long planks, and he nailed them together. Walter the friendly warthog helped Daddy to drag the planks through the forest to their tree. Willy likes to ride on Walter. He sits between his horns and then Walter takes him on long rides through the forest.

You have to walk a long way to get to Willy's house in the tree. First you must cross a deep, deep river. (The Wops built a raft, which they have hidden in a place other people don’t know about.) Then you must walk along a narrow path up a high, high hill. On the other side of the hill a winding trail leads down into the forest. In the forest you will find a tall, tall tree. Willy's tree house is in that tall, tall tree but you have to climb up a long, long rope ladder.

Willy loves the tree house and at night, as he lies in his snug little bed, he listens to the wind whistling through the leaves, the water flowing over the pebbles in the river and the wise old owl hooting up in the tree. Next time I'll tell you more about the wise old owl.

• How well did you listen?

• Looking for the Wops.

• I can cut out and paste.

• I can tell the story to get to Willy's house.

• Find the ones that are the same. Circle them.

Assessment

Learning Outcome 1: LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs form a variety of cultures, and shows understanding;

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

Assessment Standard 2.2: We know this when the learner communicates ideas using interesting descriptions and action words.

Assessment Standard 2.7: We know this when the learner tells a familiar short story that has a beginning, middle and ending, using pictures for support if necessary.

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

Assessment Standard 3.1: We know this when the learner uses visual clues to make meaning:

3.1.2 uses illustrations to interpret the meaning of stories, and tells a story;

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language to think and reason:

5.2.1 understands and uses language for logic and reasoning.