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Complete this unfinished poem, using your own words.
My mom and my dad are not what they seem.
Their __________ appearance is part of their _________
I know of ____________
My _______________________ freaks!
They landed on ___________ in ______________.
Posing as _______________________________
My parents deny this, but I know the truth
They’re here to _________________________
Early each morning, as the sun rises,
Mom and Dad put on ______________________
I knew right away ______________________________
| LO 4.1.2 |
Help? It is easier when you follow a formula, for example - allow every 2 lines to rhyme.
CHALLENGE
In your groups, work on the following:
| LO 2.1 |
| Learning Outcomes(LOs) |
| LO 1 |
| LISTENING The learner is able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. |
| Learning Outcomes(LOs) |
| LO 1 |
| LISTENING The learner is able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. |
| We know this when the learner: |
|
| LO 2 |
| SPEAKING The learner is able to communicate confidently and effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.1 communicates ideas and feelings expressively with confidence and with some assistance, using selected oral text types (e.g. stories, jokes, dramas); |
| 2.2 communicates ideas, facts and opinions clearly and with some accuracy and coherence, using a limited range of factual oral text types (e.g. discussions, short arguments); |
| 2.4.7 shows sensitivity to the rights and feelings of others. |
| LO 4 |
| WRITING The learner is 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 selected range of imaginative texts: |
| 4.1.2 to explore the creative and playful use of language by means of narrative and descriptive compositions, diaries, friendly letters, dialogues, poems, cartoons, limericks and songs; |
| 4.2 produces a selected range of factual written and multi-modal texts (texts using print and images) for various purposes, using visual and design elements where appropriate by means of eyewitness accounts, posters, advertisements, book reviews, recipes, and game instructions; |
| 4.4 uses the writing process with assistance and collaboratively to generate texts: |
| 4.4.1 selects and explores topics through brainstorming, using mind maps and lists; |
| 4.4.4 organises ideas coherently in simple, logical order to produce first drafts; |
| 4.4.5 reflects on drafts, considering purpose, audience, language usage and logical organisation, and revises appropriately; |
| 4.4.8 publishes final product, paying attention to presentation and basic elements of design. |
| LO 5 |
| THINKING AND REASONING The learner is able to use language to think and reason, and access, process and use information for learning. |
| We know this when the learner: |
| 5.1 uses language to think and reason: |
| 5.1.1 infers and deduces meaning, and explains the intentions of the author by interpreting written, visual and aural texts across the curriculum; |
| 5.1.4 expresses and develops a clear personal viewpoint; |
| 5.1.5 supports an argument with various kinds of evidence; |
| 5.1.7 uses appropriate language structures to express complex thought; |
| 5.3 processes information: |
| 5.3.1 records information in an accessible format (e.g. lists, mind maps, notes, summaries); |
| 5.3.3 changes information from one format into another (e.g. mind map into paragraph, list into summary); |
| 5.3.4 reflects critically by sharing and challenging ideas; |
| 5.3.5 compares different points of view, and identifies differences and similarities. |
| LO 6 |
| LANGUAGE STRUCTURE AND USE The learner is 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; |
| 6.1.3 uses the dictionary and thesaurus to increase vocabulary and improve spelling; |
| 6.4 develops awareness and use of style: |
| 6.4.2 distinguishes between formal and informal language; |
| 6.6 uses meta-language (e.g. talks about simple, compound and complex sentences). |
Slanguage
Just ensure that the language ‘offered’ by the children, is socially acceptable language !
| ‘spaced out’ : to be preoccupied / on a high | ‘barf’ : to throw up or vomit | ‘grass’ or ‘pot’ : dagga | ‘split’ : to leave suddenly |
| ‘hangup’ : to have a problem | ‘pooped’ : exhausted | something is cool : accepted, good or fine | ‘fuzz’ : the police |
| ‘rip-off’ : to be cheated out of something | ‘stoned’ : to be on drugs o: Taboo LanguageA very, very useful task. Do not be afraid to investigate this type of language. The children will, naturally, find it very enjoyable to be able to discuss this ‘taboo’ subject.r narcotics | ‘bread’ : slang for ‘money’ or cash | grub : food |
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