2.1 Prejudice in the world

2.4.7 shows range of interaction skills in discussion, persuading other.

LO 3 Reading and Viewing

The learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.

We know this when the learner:

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

3.2 reads aloud and silently for a variety of purposes consolidating the appropriate reading strategies developed in earlier grades.

LO 4 Writing

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

We know this when the learner:

4.1 writes a range of imaginative texts:

4.1.1 to express imagination, ideas and feelings about self and others;

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

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

4.4 uses the writing process collaboratively and independently to generate texts:

4.4.5 reflects on multiple drafts considering purpose, audience, language usage, bias, complex organisation and a few simple elements of style, and revise appropriately.

LO 5 Thinking and Reasoning

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

We know this when the learner:

5.1 uses language to think and reason:

5.1.1 applies thinking and reasoning skills in a variety of contexts across the curriculum;

5.1.6 draws on own experience in order to substantiate point of view;

5.1.7 questions and infers to solve problems and develop thinking about complex issues, ideas and emotions;

5.2 use language to investigate and explore:

5.2.4 locates and accesses information from a wide variety of sources;

5.3 processes information:

5.3.3 extracts and synthesises information, using listening, reading, writing and viewing skills;

5.3.5 summarises information or ideas by selecting generalising, categorising and editing, and reflects critically on the product.

5.3.6 formulates thoughts orally and in writing in increasingly complex ways, using knowledge of language.

LO 6 Language Structure and Use

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

We know this when the learner:

6.1 works with words:

6.1.2 creates personal spelling list and dictionary of words across the curriculum and discusses which words give problems;

6.1.5 uses word families and words of the same field to develop vocabulary in context.

Memorandum

ACTIVITY 1: A look at prejudice in the world

• We are so often caught up in the belief that South Africa is the ONLY country that suffers (or suffered) from prejudice. This is, of course, not true. “People is people”, after all! So, it is healthy to have a look outside our borders and to see how the rest of the world acts and reacts. The bonus mark is for good expression.

Explain how sometimes in an examination, a bonus mark is awarded.

• Their findings will lead to a healthy class discussion but keep it on the topic and remind them to remain objective and not emotional. (Just a thought: Dickens was a social reformer who criticised so many social ills, like child labour, hours of work, industrial relations, street children, prostitutes etc – how much have we changed and how much have our attitudes changed?)

ACTIVITY 2: My thoughts on prejudice in the world

• By now they should be expressing themselves more maturely and have more intelligent things to say about prejudice. Point out the growth in content and in expression. Explain how airing one’s views is healthy and that fairness plays a role in a discussion on prejudice.

ACTIVITY 3: Book review

• DO encourage reading: Still the best means of educating anyone. Perhaps read a few paragraphs from a book to motivate them? Their book reviews can be filed in the class so
• that there is a record of a book which they might like to consult before reading it. In any case, let them show and tell in front of the class. A young person recommending a book is more powerful than an educator trying the same! This YOU need to mark to assess the value.