2.1 To be able to summarise information  (Page 3/3)

We know this when the learner:

3.1 reads a text:

3.1.1 identifies purpose, audience and context;

3.2 understands some elements of poetry and of the terms used to describe this language:

3.4 reads for information:

3.4.1 reads information texts;

3.4.2 reads diagrams, graphs and charts of increasing complexity;

3.4.4 summarises information.

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 to communicate information:

4.1.1 writes longer texts of several paragraphs, describing processes and procedures, giving explanations, advantages, disadvantages, arguing for and against;

4.1.3 does a survey and writes it up (e.g. as a report);

4.4 writes creatively:

4.4.2 shows development in the ability to write stories, poems and play-scripts (e.g. by working with design);

4.6 treats writing as a process:

4.6.1 drafts, reads and discusses own writing critically;

4.6.3 uses knowledge of grammar, spelling, etc., to edit.

Memorandum

ACTIVITY 1

The idea is that they do the first summary in order to learn for the second and it is the second that will be marked. Let them understand this.

• You might like to play them some Bach or Vivaldi and show them pictures so that they can picture the period in which they lived. They might also like to consider what was happening in History during their life-time and to tell the class what they found out?

ACTIVITY 2

This is a research project and should be done thoroughly – so they need to understand their parameters and also the full detail of the assignment. This is something that can be presented at a parent evening with proceeds of the food sold going to a charity of the class is choice. Go through exactly what it is they should research and exactly how they should present it.

ACTIVITY 3

They have been working in groups but do need to rate their success and to assess where the difficulties lay and see if they can correct them – otherwise we are consolidating mistakes, see? If there is a difficult learner, call him/her aside and explain the value of group work privately.

ACTIVITY 4

National pride can be chauvinistic and blind – it can be fervent and zealous. It can mislead and scam. The learner must perhaps look at examples of national pride around the world, and question it and commit somehow. After all, we want South Africans to be proud.

• However, it is the work that is done on the rough draft that is significant. Here is where you can stress the value of editing.

ACTIVITY 5

It is generally not easy for learners to talk about their feelings but here is a chance for them to open up. Allow them space but also explain that tolerance of the rest of he group is healthy and vital to the success of this ACTIVITY. Perhaps it is a good idea if you explain that everybody has to talk in a quiet tone. Then you will create the right atmosphere for this personal ACTIVITY.

ACTIVITY 6

Once learners have identified musical instruments (and added others), perhaps they might like to make an instrument of their own. This could be so creative, innovative and if you add that they should re-cycle something in the process it has added value, see?

• Perhaps you can find an example of all the instruments and play them so that they HEAR the different sounds. It is also a good idea to show them how an orchestra works and to TAKE them to hear an orchestra playing?

ACTIVITY 7

Impromptu’s are valuable but scary for learners so they need much reassurance. Turn this into a fun exercise by allowing them to laugh but explaining that the laughter comes from compassion for the speaker and not laughing at the speaker!