Grade 4

FIRST ADDITIONAL
LANGUAGE
LESSON PLAN
ENGLISH

Term 2 2021
 GRADE 4-6 EFAL ROUTINE.............................................................................................................3
TABLE OF CONTENTS
GRADE 6 EFAL ALTERNATIVE ROUTINE....................................................................................................... 4
GRADE 4-6 EFAL CLASSROOM CULTURE..................................................................................................... 5
Using a Name Jar............................................................................................................................................5
Seating Arrangements and Group Management............................................................................................5
Attention Getters............................................................................................................................................6
Transition Activities................................................................................................................................ 7
GRADE 4-6 EFAL CORE METHODOLOGIES................................................................................................... 9
ORAL ACTIVITIES: LSC / L&S................................................................................................................. 10
Introduce the theme..................................................................................................................................10
Activate background knowledge................................................................................................................10
Build and monitor learners’ knowledge.....................................................................................................11
Build vocabulary.........................................................................................................................................12
Document vocabulary in personal dictionaries..........................................................................................13
Question of the day....................................................................................................................................14
Rhyme / Song.............................................................................................................................................16
LANGUAGE STRUCTURES AND CONVENTIONS..........................................................................................17
Introduce the LSC in context......................................................................................................................17
Teach and practise using the LSC......................................................................................................... 18
LISTENING & SPEAKING........................................................................................................................... 19
Listening Lesson.........................................................................................................................................19
Speaking Lesson.........................................................................................................................................20
READING & VIEWING............................................................................................................................... 23
Shared Reading & Teaching the Comprehension Skill........................................................................... 24
Shared Reading: Pre-Read..........................................................................................................................24
Shared Reading: First Read.........................................................................................................................26
Shared Reading: Second Read....................................................................................................................27
Teach the Comprehension Strategy...........................................................................................................29
Shared Reading: Post-Read................................................................................................................. 35
GROUP GUIDED READING........................................................................................................................ 37
INDEPENDENT OR PAIRED READING AND COMPREHENSION................................................................... 40
Independent or Paired Reading Activities............................................................................................ 40
WRITING & PRESENTING......................................................................................................................... 42
Process writing: Teach the Genre...............................................................................................................42
Process Writing: Planning...........................................................................................................................43
Process Writing: Drafting............................................................................................................................44
Process Writing: Editing.............................................................................................................................45
Process Writing: Publishing & Presenting............................................................................................ 47
WRITING STRATEGIES.............................................................................................................................. 48
Strategy: Writers think before they write...................................................................................................48
Strategy: Writers turn and talk...................................................................................................................48
Strategy: Writers may create a framework................................................................................................49
Strategy: Writers use resources to write words.........................................................................................49
Strategy: Writers read what they write......................................................................................................50
Strategy 8: Hold mini-conferences...................................................................................................... 50
LESSONS.................................................................................................................................................51
Week 1 - Misunderstandings.....................................................................................................................51
Week 2 - Misunderstandings.....................................................................................................................73
Week 3 − Going shopping...........................................................................................................................89
Week 4 − Going shopping.........................................................................................................................111
Week 5 − Incredible insects......................................................................................................................127
Week 6 − Incredible insects......................................................................................................................147
Week 7 − Butterflies.................................................................................................................................165
Week 8 − Butterflies.................................................................................................................................185

2 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4-6 EFAL ROUTINE

ROUTINE
• This routines is designed for 30-minute lessons – this can be adjusted per school
• This routine assumes that EFAL is taught every day – this can be adjusted per school

Monday Tuesday Wednesday Thursday Friday

Week 1 Day 1 Week 1 Day 2 Week 1 Day 3 Week 1 Day 4 Week 1 Day 5
L&S / LSC L&S L&S / LSC R&V R&V
Theme Speaking Activity Oral Activities Shared Reading: Shared Reading:
Introduction Second Read Post-Read
Oral Activities
L&S R&V R&V / LSC R&V W&P
Listening Activity Phonics Review Shared Reading: Teach Teach the Genre
Shared Reading: First-Read Comprehension
Pre-Read LSC in Context Strategy
Monday Tuesday Wednesday Thursday Friday
Week 2 Day 1 Week 2 Day 2 Week 2 Day 3 Week 2 Day 4 Week 2 Day 5
W&P L&S / LSC W&P L&S / LSC W&P
Planning Oral Activities Teach LSC Oral Activities Edit, Publish &
Drafting Present
R&V R&V R&V R&V R&V
Group Guided Group Guided Group Guided Group Guided Group Guided
Reading / Reading / Reading / Reading / Reading /
Independent or Independent or Independent or Independent or Independent or
Paired Reading & Paired Reading & Paired Reading & Paired Reading & Paired Reading &
Comprehension Comprehension Comprehension Comprehension Comprehension
Theme
conclusion:
• Build and
monitor
knowledge
• Summarise
theme
learning (no
formal time
allocation)

LESSON PLAN: TERM 2 3

 GRADE 6 EFAL ALTERNATIVE ROUTINE
ROUTINE

• This routines is designed for 30-minute lessons – this can be adjusted per school
• This routine assumes that EFAL is taught every day – this can be adjusted per school

Monday Tuesday Wednesday Thursday Friday

Week 1 Day 1 Week 1 Day 2 Week 1 Day 3 Week 1 Day 4 Week 1 Day 5
L&S / LSC L&S L&S / LSC R&V R&V
Theme Speaking Activity Oral Activities Shared Reading: Shared Reading:
Introduction Second Read Post-Read
Oral Activities
L&S R&V R&V / LSC R&V W&P
Listening Activity Phonics Review Shared Reading: Teach Teach the Genre
Shared Reading: First-Read Comprehension
Pre-Read LSC in Context Strategy
Monday Tuesday Wednesday Thursday Friday
Week 2 Day 1 Week 2 Day 2 Week 2 Day 3 Week 2 Day 4 Week 2 Day 5
W&P L&S / LSC W&P L&S / LSC W&P
Planning Oral Activities Drafting Oral Activities Publish &
continued Present
R&V W&P R&V W&P R&V
Group Guided Teach LSC Group Guided Editing Group Guided
Reading / Drafting Reading / Reading /
Independent or Independent or Independent or
Paired Reading & Paired Reading & Paired Reading &
Comprehension Comprehension Comprehension
Group 1: 15 mins Group 3: 15 mins Group 5: 15 mins
Group 2: 15 mins Group 4: 15 mins Group 6: 15 mins
Theme
conclusion:
• Build and
monitor
knowledge
• Summarise
theme
learning (no
formal time
allocation)

4 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4-6 EFAL CLASSROOM CULTURE

CLASSROOM CULTURE
Classroom culture essentially refers to the atmosphere and practices in a classroom. Ideally,
for the effective implementation of this programme, teachers should strive to create well-
organised, efficiently run classrooms, where learners are clear on the routines, rules,
behavioural expectations and consequences. Ideally, many of these practices should be
negotiated with learners in order to make them truly effective.

Then, it is important to acknowledge that learning a new language takes trust and confidence.
It is very difficult for learners to orally try out new language if they think they may be cut
down, reprimanded for errors, or even worse, laughed at or ridiculed. Because of this, it
is important for language teachers to create safe spaces for learning – places of respect,
tolerance and fun.

Some fundamental classroom management strategies are included below. These are strategies
that are used all the time in this programme, so it is important to master them.

Purpose:
To improve time-on-task, curriculum coverage, effectiveness of teaching, learner behaviour
and collaboration between learners. To reduce disruptions to learning. To give all learners
the chance to speak independently, even in a large class. To introduce an element of play
to learning. To create an environment that is a safe space for learning, where learners feel
confident to try out new language without fear of ridicule.

Using a Name Jar

1. It is very important to direct questions to all learners in the class, rather than asking
learners to raise their hands to answer.
2. Buy or collect ice-cream sticks, or throat depressors. These can be bought from most
stationers and are not expensive.
3. Write each learner’s name on a stick, and put all the sticks into a jar, labelled: Grade 4P
to ask.
4. Have another empty jar, labelled: Grade 4P asked.
5. Then, whenever you have a question to ask, pull a stick out of the name jar labelled to
ask, and ask that learner.
6. Then, put the stick in the jar labelled asked.
7. Once all the sticks have been transferred to the ‘asked’ jar, you can move them back to
the ‘to ask’ jar, and start again.

LESSON PLAN: TERM 2 5

 Seating Arrangements and Group Management
CLASSROOM CULTURE

1. Seating learners in the classroom

a. Seat learners in mixed abilities – you do not want struggling learners to sit together,
and strong learners to sit together. Mix learners up so that the whole classroom is a
mixed-ability space.
b. Seat learners strategically to avoid conflict or excessive noise. Do not seat learners
who bother each other together. Do not seat learners who cannot stop talking
together. Avoid problems by separating these learners.
c. It is a good strategy to change the seating arrangements from time to time, to avoid
learners becoming frustrated or bored. It is recommended that seating arrangements
change at least once per term.
d. You need to assign 3 different types of groupings for EFAL. Please make sure that
learners know these groupings, and that they remember them. This will make your
life easier. The 3 groupings are:
• Partners or pairs
• Question of the day groups
• Small discussion groups

2. Working in partners or pairs

a. Many activities in this programme require learners to ‘turn and talk’ and work with a
partner.
b. Again, a more ‘mixed-ability’ approach can be useful for helping struggling learners,
but it is also good to allow learners to work with a same-ability partner.
c. Train learners to respond as soon as they hear the instruction: ‘turn and talk’ – they
should immediately turn to their partner.

3. Working in question of the day groups

a. The question of the day is an activity that is done four times per cycle.
b. Divide your class into 8 groups – this will ensure that each group does the question
of the day at least twice in a term.
c. Make these groups of convenience, i.e.: learners who sit in one part of the
classroom.

4. Working in small discussion groups

a. In the learning programme, there are a few activities that require learners to work in
small discussion groups.
b. These should be groups of 3-4 learners, seated close together. Do this so that when
you tell learners to work in their ‘small groups’ they can form these groups quickly
and efficiently, without moving too much.
c. If learners are seated in rows, an easy way to form small groups is to have two
learners in the front row turn around and face the two learners just behind them in

6 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 the second row. They can make a group of four quickly and efficiently.

CLASSROOM CULTURE
d. Do not leave this up to learners. Decide how to form small groups in your classroom,
and train learners to get into these groups quickly and quietly.
e. If you see that the dynamics of a group are not working, make changes to the group
– do not force learners to work together.

Attention Getters

Instead of shouting or waiting for learners’ attention, teach learners a few fun and effective
attention getters. Use these attention getters to get all learners involved in an activity and
listening to you, then keep their attention and begin the lesson.

1. Bread and Cheese

a. Train learners to know that when you say: Bread and cheese
b. They must respond: Everybody freeze
c. Learners must keep absolutely quiet and still when they say this, and must wait for
your next instruction.

2. I need 3….
a. Use this activity to revise recently taught LSC.
b. Say in a loud voice: I need 3….
c. Learners must respond by quietening down and listening to you.
d. Then say: Peter, I need 3 adjectives to describe a car.
e. Peter must respond with 3 appropriate adjectives, for example: fast, shiny, powerful.
f. Repeat a few times with different parts of speech.

3. One two three…

a. Train learners to know that when you say: One two three, eyes on me
b. They must respond: One two, eyes on you!
c. Learners must point at you when they say this, and must wait for your next
instruction.

4. Beanbag throw
a. Have a beanbag or soft ball in your classroom.
b. Get learners attention by saying: The topic of the day is what you did on the
weekend.
c. Then, throw the beanbag to a learner.
d. They must say what they did on the weekend, and must then throw the beanbag to
the next learner.

LESSON PLAN: TERM 2 7

 Transition Activities
CLASSROOM CULTURE

In order to keep learners’ attention, and to reinforce language learning through a total physical
response, it is important to implement transition activities throughout EFAL lessons. Some
examples of these activities follow.

1. Teacher Says
a. Tell learners to stand up.
b. Explain that you are going to do different movements, using verbs that have been
taught to learners, for example: rotate; compare; arrange.
c. If you first say ‘teacher says’, then learners must do the action.
d. If you do not say ‘teacher says’, then learners must stand still.
e. If a learner does the action when you did not say ‘teacher says’, then that learner is
out and must sit down.
f. The winner is the last learner standing.

2. My chair and me
a. Tell learners to stand up next to their chairs. There must be some space around
them.
b. Give learners instructions to follow – they must do this quickly and quietly.
c. These instructions are all related to the chair and they practise the use of verbs and
prepositions. Only use verbs and prepositions that have been taught.
d. Give instructions like:
• Sit on your chair
• Stand on your chair
• Step over your chair
• Hold your hand above your chair
• etc.

3. One minute dance party

a. Train learners that when you say: One minute dance party!
b. They stand up and prepare to dance.
c. Play some music on your phone for exactly one minute.
d. When the music stops, learners must freeze.
e. Then, give your next instruction.

8 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4-6 EFAL CORE METHODOLOGIES

CORE METHODOLOGIES
The core methodologies used in this programme are based on best teaching practice. They are
also designed to address the challenges South Africa is experiencing in terms of reading and
comprehension.

In this document, the core methodologies are arranged per component, as follows:
• Language Structures and Conventions
• Listening & Speaking
• Reading & Viewing
• Writing & Presenting

This means that the core methodology descriptions do not follow the sequence of the cycle
routine. This has been done to showcase the sequence and logic within each component.

LESSON PLAN: TERM 2 9

 ORAL ACTIVITIES: LSC / L&S
CORE METHODOLOGIES - ORAL

Introduce the theme

Instructions
1. Ask learners to turn to the theme text in the DBE workbook.
2. Give learners a few minutes to read the text title and look at the illustrations.
3. Call learners to attention, and tell them the theme title.
4. Ask learners: What do you think this theme is about? What interests you about this
theme?
5. Listen to learners’ responses.

Purpose
• This will help you understand what learners already know about the theme, and will give
you a sense of their levels of interest.

Activate background knowledge

Instructions
1. At the start of each theme, activate learners’ background knowledge by using a graphic
organiser.

2. Tell learners that there are many different kinds of graphic organisers that they can use.
• Explain that in Term 1, we will use a K-W-L chart as a graphic organiser for all themes.

3. Explain to learners that a graphic organiser helps us to keep track of our learning, which
is actually an important part of learning! Keeping track helps us to remember things.
4. Draw a K-W-L chart on the board, and instruct learners to draw their own K-W-L chart in
their exercise books.
5. Learners should use a double-page spread for this chart, and should start by writing the
theme title.

Theme: Accidents

K (what I know) W (what I want to know) L (what I have learnt)

6. The K-W-L chart has three columns, titled:

K - What I know
W - What I want to know
L - What I have learnt

10 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 7. Ask learners to think about what they already know about this theme.

CORE METHODOLOGIES - ORAL

• Remind them that they may have started learning about this theme in another
subject. It is important for learners to make these connections, and to integrate their
learning from different subjects or sources.
• Tell learners to turn and talk, and discuss this with a partner.
• After a few minutes, tell learners to write key words, phrases or even draw pictures
for all their ideas in the K column.

8. Next, ask learners to think about what they want to know about this theme.
• Tell learners to Turn and talk, and discuss this with a partner.
• After a few minutes, tell learners to write key words, phrases or even draw pictures
for all their ideas in the W column.

9. Finally, ask individual learners to share some of their ideas, and write these on the class
K-W-L chart on the board.
• Tell learners that they may add any of the class ideas to their own W column.

10. Tell learners that throughout the theme they will return to their K-W-L charts to
document what they have learnt, and to add ideas about what they still want to learn.

Build and monitor learners’ knowledge

Instructions
1. Explain to learners that throughout the theme, it is important for learners to return to
their graphic organisers, to build and monitor their knowledge on the theme.

2. Ask learners to think about what they have learnt about this theme.
• Tell learners to turn and talk, and discuss this with a partner.
• After a few minutes, tell learners to write key words, phrases or even draw pictures
for all their ideas in the L column.

3. Next, ask learners to think about what else they still want to know about this theme.
• Tell learners to turn and talk, and discuss this with a partner.
• After a few minutes, tell learners to write key words, phrases or even draw pictures
for all their ideas in the W column.

4. Finally, ask individual learners to share some of their ideas, and write these on the class
K-W-L chart on the board.
• Tell learners that they may add any of the class ideas to their own L column.
• Tell learners that they may add any of the class ideas to their own W column.

LESSON PLAN: TERM 2 11

 5. As you work through this process, and especially at the end of the theme, make the
CORE METHODOLOGIES - ORAL
following points clear to learners:
• Being aware of what we have learnt helps us to remember what we learn.
• The more we learn and know about a theme, the easier it will be for us to
understand and learn new things about the theme.
• For this reason, it is important for us to monitor or keep track of our own knowledge.

Purpose
• The more background knowledge learners have on a theme or topic, the more likely they
are to understand the texts that they will read.
• For this reason, it is important to activate learners’ background knowledge, and to make
them aware that they must bring their existing knowledge to the theme.
• Critical thinkers understand that all knowledge on a theme or topic is connected. We
need to train learners to understand this, and to keep track of everything they know
about a theme or topic.
• Learners must understand that they must try to make connections between all the
knowledge that they have on a theme – even if it is from a different subject or source – it
is all relevant.
• A graphic organiser like a K-W-L chart helps to organise information and ideas.
• It also helps learners to monitor and remember their learning by visualising the chart.

Build vocabulary
Instructions
1. Teach learners the vocabulary included in lesson plans.
2. Some of this vocabulary is drawn directly from the texts. Some of the vocabulary will
enable learners to talk and write about the texts.
3. Use the ‘PATS’ methodology to teach new vocabulary.

4. PATS is an acronym for Point, Act, Tell and Say.

• P - POINT to a picture or real item, if possible.
• A - ACT out the theme word, if possible.
• T - TELL learners what the theme word means. This could either be code-switching,
where you give the meaning of the word in the home language, or it could be a
simple explanation of the word.
• S - SAY the word in a sentence, and have the learners repeat the word after you.

5. It is not always possible to do all four actions for each theme word – just do what is
appropriate.
6. Once you have taught the theme vocabulary for the week, learners must add the new
theme vocabulary to their personal dictionaries, together with their own definition, and/
or picture and sentence.

12 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Purpose

CORE METHODOLOGIES - ORAL

• Vocabulary is an essential building block of comprehension.
• BICS, basic interpersonal communication skills, is the language that learners need to
communicate in social settings. This is not sufficient for the language of learning and
teaching.
• In this programme, the vocabulary that is taught to learners is CALP, cognitive academic
language proficiency. This will help learners to make meaning of academic texts and
learning.

Document vocabulary in personal dictionaries

Instructions
1. Train learners to take out their personal dictionaries at the start of all EFAL lessons.

2. As new vocabulary is taught using PATS, encourage learners to record the words in their
dictionaries, together with their own definitions.
• These definitions may include different forms, such as: code-switching; a short
written explanation; a sentence that uses the word in context; a diagram or drawing.
• Encourage learners to find the best way of recording definitions for themselves.

3. Tell learners to also record new words and their meanings during other parts of the EFAL
programme, such as shared reading lessons.
4. Explain to learners that they should also record new English vocabulary words from other
subjects in their personal dictionaries – again, this shows learners the links between
knowledge.
5. Train learners to use their personal dictionaries as a resource whenever they are
required to produce original language, whether in spoken or written form.

Purpose
• The personal dictionary is a core part of the learners’ language development.
• For learners to understand and make meaning of a text and a theme, it is essential that
they understand the key words or vocabulary they will encounter. These words need to
be explicitly taught.
• In addition to the main vocabulary, learners also need to have relevant words so that
they can discuss and write about the texts they read.
• Learners must be responsible for building their own ‘bank of words’.
• Learners must practice and use their new vocabulary as a way of explicitly understanding
ideas and growing their schemas.

LESSON PLAN: TERM 2 13

 Question of the day
CORE METHODOLOGIES - ORAL
Instructions
1. Divide the class into 4 or 8 x ‘question of the day’ groups.
• These groups should be mixed ability groups.
• They should be groups of convenience, i.e.: groups of learners who sit close together
in class.
• Train learners to know which group they belong to for this activity.

2. Write the ‘question of the day’ elements on the board.

• Do this before the lesson begins.
• Write the question of the day and the answer frame on one side of the board.
• Draw a graph below this, with the answer options filled in.

3. For example:

When do you think most accidents happen?

I think most accidents happen…

Graph

in the morning at night on Saturdays

4. Next, model filling out the graph as follows:

• Read the question and answer options out loud to the learners.
• Explain the meanings if necessary.
• Point to and read the options from which learners may choose.
• Explain which option you prefer.
• Write your vote in the correct column by drawing an X.
• Say your answer aloud, using the answer frame.

5. Call up the relevant ‘question of the day group’, and let them complete the activity as
follows:
• Train learners to stand in a line, and to answer one after the other.
• The first learner draw an x in the relevant column, then says her/his answer aloud.
• Repeat the learners’ answer, so that learners hear their choices articulated, with the
vocabulary words repeated many times.
• Ensure that learners also incidentally learn correct language structures, just by
hearing correct sentences – do not explicitly teach this grammar, unless learners ask.

14 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 • If a learner makes a grammatical error, just repeat the sentence in the correct form,

CORE METHODOLOGIES - ORAL

do not explain unless the learner asks.
• For example, in the answers below, learners hear the correct gender pronouns,
which can be difficult as gender is not identified in African language pronouns:

Nomsa: I think most accidents happen in the morning.

Teacher: She thinks most accidents happen in the morning.

Buhle: I think most accidents happen on Saturdays.

Teacher: He thinks most accidents happen on Saturdays.

6. Discuss the follow up questions as follows:

• Count the number of crosses in each column and write down the total.
• Ask one learner to answer the first follow up question: How many learners think
most accidents happen in the morning?
• Ask one learner to answer the second follow up question: When do fewest learners
think accidents happen?
• Ask one learner to answer the third follow up question: When do most learners think
accidents happen?
• Ask one learner to answer the fourth follow up question: When do fewest learners
think accidents happen?
• Ask a few individual learners (who were not in the question of the day group) to
answer the question: When do you think most accidents happen?

Purpose
The ‘question of the day’ is a valuable and important activity for many reasons:
• It takes the average person 16-20 authentic interactions with a new word before they
internalise it and are ready to use the word on their own. This activity reinforces new
theme vocabulary for learners, by giving them the opportunity to use and repeat the
target vocabulary words in complete oral sentences.
• It models correct grammar and syntax for learners in an authentic context.
• It creates regular opportunities for learners to hear and speak English in a real context.
• It requires listening, thinking, doing, speaking and seeing, which activates learners’ total
physical response.
• The question of the day asks learners an opinion-based question or a prediction type
question. This means that all answers are correct. These types of questions allow
learners to interact with new words without anxiety about making a mistake.
• Sometimes, additional information is shared at the end of the question of the day. This
information encourages learners to think beyond the language classroom, to use all of
their knowledge on a subject, and to make connections. These questions develop the
learners’ critical thinking skills.

LESSON PLAN: TERM 2 15

 Rhyme / Song
CORE METHODOLOGIES - ORAL
Instructions:
1. The specific rhyme or song which you are to do with the learners is listed in the lesson
plan.
2. Over time, the learners will get to know these rhymes and songs, and they will sing them
automatically.
3. However, when they are first introduced, you need to teach learners the words, action
and tune (if there is one).

4. The first time you do this with learners, teach them the rhyme or song line-by-line as
follows:
a. Sing or say the rhyme or song, and then explain the meaning of it to learners, using
code-switching if necessary.
b. Sing or say the first line, and then let learners repeat after you.
c. Sing or say the second line, and then let learners repeat after you.
d. Sing or say the first two lines together, and then let learners repeat after you.
e. Continue on in this manner until you have taught learners the whole rhyme or song.

5. For the rest of the cycle, repeat the rhyme or song with the learners.
6. Always include appropriate actions with the rhyme or song. These actions help
kinesthetic learners to remember the rhyme or song, and they build meaning.
7. Allow learners to request to sing their favourite rhymes or songs if you have any free
time – this is a fun way of reinforcing the new language that they have learnt.

Purpose:
To consolidate learners’ knowledge of new vocabulary. To learn through play.

16 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

LANGUAGE STRUCTURE & CONVENTIONS

CORE METHODOLOGIES - LANGUAGE STRUCTURE & CONVENTIONS

Introduce the LSC in context
Instructions:
1. After completing the first read of the shared reading text, you will introduce the learners
to a particular language structure or convention (LSC).
2. This is documented in the lesson plan, at the end of the Shared reading: First read lesson.
3. First, briefly explain the LSC to learners.
4. Next, show learners the examples of the LSC in the text.
5. Tell learners that you will engage more thoroughly with the LSC later in the cycle, in
preparation for the writing task.

Purpose:
• When teaching a language structure or convention to learners, it is important for them to
see that it has a real purpose. Showing learners the examples of the LSC in the text is an
ideal way of illustrating this.
• It is also important to alert learners to the fact that they will be required to use this LSC
correctly in their own writing, so that they take real notice of the examples.

LESSON PLAN: TERM 2 17

 Teach and practise using the LSC
CORE METHODOLOGIES - LANGUAGE STRUCTURE & CONVENTIONS
Instructions:
1. Write the notes and activity on the board before the lesson.
2. Remind learners of the LSC you introduced them to, by showing them the examples in
the text.
3. Remind learners that they will use this LSC in their writing this cycle, so it is important
that they understand how it is used in a text.

4. Explicitly teach the use of the LSC using the gradual release method:
• I do – model the use of the LSC for learners
• We do – complete an example together with learners
• You do – instruct learners to complete the rest of the examples independently

5. Do this as follows:
• Explain the LSC to learners once again, and model how to use it, by completing the
first example in the activity. (I do…)
• Next, complete the second example in the activity together with learners. Read the
example, and ask a learner to complete it. If the learner struggles, provide prompts.
If the learner still cannot answer, ask another learner to explain, or to complete the
example. (We do…)
• Finally, tell learners to complete the rest of the activity on their own, in their exercise
books. (You do…)

6. In the last few minutes of the lesson, go through the answers with learners. Allow
learners to check their own answers and make corrections, as this is a valuable learning
strategy.
7. If you have access to an approved textbook, check the Curriculum Tracker in the
Management Document, and assign practice activities for homework.

Purpose
• Again, it is important for learners to understand that language structures and
conventions can help them to access meaning in a text, and to write more proficiently. It
is meaningless to teach this out of context.
• For this reason, it is important to show learners examples in a text, and to ensure that
they use the LSC in the writing task for the cycle.
• It can also be difficult for learners to fully understand the LSC after one explanation.
• For this reason, the gradual release method is used. The repeated explanation and
modelling of the use of the LSC, whilst transition from observation to independent work
is an effective scaffold for learning.

18 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

LISTENING & SPEAKING

CORE METHODOLOGIES - LISTENING & SPEAKING

Listening Lesson
Instructions:
1. Be well prepared to read the text.
• In the 30-minute lesson, you will read the text three times.
• It is important that you model fluent, expressive reading to learners.
• The text is written in a table in the lesson plan. The table has 3 columns, and the text
is in the first column. The three columns each have a particular function:

Read 1 Read 2 Read 3

Text Read the text. Read the text.

Read the text and explain. Model ‘thinking aloud’. Ask oral comprehension
questions.

2. Prepare learners for the lesson by telling them to have their personal dictionaries ready,
and to listen carefully. They made add new words to their personal dictionaries at any
time.
3. Remind learners of the theme, and then begin reading.

4. For the first read, read the text fluently.

• As you read, embed meaning by using vocal expression, actions, gestures and facial
expressions.
• You may also explicitly build meaning by pausing to explain something, or even by
code-switching.

5. For the second read, read the text fluently and then model ‘thinking aloud’ about the
text.
• As you read, embed meaning, but do not explain or code switch.
• After reading each part of the text, share your thoughts on the text. Do this by
‘thinking aloud’. There are cues on how to do this in the second column.
• This is a critically important skill to model properly. Learners must see that good
readers always think about what they are reading.
• Make sure that there is a clear distinction between what you are reading, and what
you are thinking.

LESSON PLAN: TERM 2 19

 6. Finally, on the third read, read the text fluently and then ask learners questions about
CORE METHODOLOGIES - LISTENING & SPEAKING
the text.
• Again, embed meaning as you read.
• After reading each part of the text, ask the question in the third column.
• Direct and distribute these questions in order to include many learners in the lesson.
• If a learner provides a partial answer, ask prompting and probing questions to try
and complete the answer.
Purpose:
The listening lesson is very important for the following reasons:
• Learners acquire new vocabulary and language in context by hearing the repeated
readings with embedded meaning.
• Learners see how the teacher ‘thinks’ about the text, and in time, will start to develop
their own critical thinking about texts.
• Learners have the opportunity to answer questions orally and individually on the text.
• Learners become familiar with the structure and tone of different text genres, which
helps them to develop their knowledge and understanding of text types.
• Learners develop a love for text, by hearing engaging texts read to them by a fluent,
expressive reader.

20 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Speaking Lesson

CORE METHODOLOGIES - LISTENING & SPEAKING

Instructions:
1. Divide the class into ‘small discussion’ groups.
• These groups should be mixed ability groups.
• Groups should have between 3-5 members, but ideally 4 members.
• These groups should be set up based on proximity – arrange groups so that learners
can easily and quickly get into these groups. For example, the teacher could form
groups of four by asking learners at every second desk to turn around and face their
partners.
• Train learners to know which group they belong to for this activity.

2. Prepare groups for their discussions by training them to a simple procedure and rules, as
follows:
• Explain that every learner in the group will take a turn to answer each discussion
question.
• Talking and listening may be controlled by a ‘talking stick’ or some other strategy.
• Explain that the person who is holding the ‘talking stick’ gets to talk. Once he or she
is finished, the stick is passed to the next person.
• At first, groups should move the ‘talking stick’ in a routine manner: each group
member should answer question 1, then each group member should answer
question 2, and so on.
• Once learners have mastered this, you should train them to start doing this in a more
‘conversational’ manner, with learners responding to, building on or asking questions
about each other’s points. When doing this, it is important to ensure that each group
member still gets a chance to share their points.
• Make it clear to learners that there should be no judgement of answers to open-
ended questions – differing answers and opinions should be welcomed and
respected.
• Finally, encourage learners to use as much English as possible for their discussions,
but for the more challenging and complex questions, allow them to hold some
multilingual discussion first, in order to develop their critical thinking skills, and to
build new knowledge. At the same time, encourage learners to learn and use some
of the new English vocabulary required.

LESSON PLAN: TERM 2 21

 3. Implement the discussion as follows:
CORE METHODOLOGIES - LISTENING & SPEAKING
• Remind learners of the ‘listening text’ that you read to them the previous day.
• Then, read the discussion frame aloud, and briefly explain it to learners.
• If necessary, share your own ‘model answers’ to the discussion frame. However, try
to avoid doing this, as learners are likely to copy your answers.
• Tell groups to begin the discussion.
• As learners discuss, walk around the room and listen to different groups, giving
instructions or assistance where needed.

4. When there are 10 minutes left in the lesson, call all learners back together.
5. Go through each point in the discussion frame, asking for feedback from the class. This
can be done in different ways:
• You can ask each member in one group to respond to a different point. This way, you
get to hear every learner in one group speak. If you do this, make sure to rotate the
groups, so that you always hear a report back from different groups.
• You can ask one person from each group to report back on a different point. If you do
this, make a note of which learners speak, so that you call on different learners every
time you do this.

6. If answers are incorrect, ensure that you correct them, quickly and clearly.
7. If answers are incomplete, ask prompting questions to expand the answers.
8. Remember to give some feedback to learners after they respond.
9. Thank the learners for their answers and contributions.

Purpose:
• The Listening & Speaking component of a language programme should provide learners
with opportunities for meaningful conversations in a supported, scaffolded manner.
• Having a discussion about a text that learners know and understand well is one way of
providing this scaffolding, as it ensures that learners have the knowledge and language
to engage in a discussion.
• Providing learners with a discussion frame and giving a clear explanation of this frame
provides additional support and scaffolding.
• Ensuring that the classroom is a safe place for learners to try out new language without
fear of ridicule or shame is another very important support mechanism. In order for
learners to practice their language skills and build confidence in the language, they must
feel safe and secure.
• Finally, allowing learners to code-switch or hold multilingual discussions about the more
challenging aspects of the discussion leads to the development of critical thinking skills
and new knowledge. If learners are interested and engaged in a topic, it is then easier to
encourage them to learn the English vocabulary required to support their points.

22 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

READING & VIEWING

CORE METHODOLOGIES - SHARED READING

Shared Reading & Teaching the Comprehension Skill
Overview:
1. This component of language clearly has its own routine. The routine of these lessons is
as follows:
• Week 1 Tuesday / Day 2 - Shared Reading: Pre-Read
• Week 1 Wednesday / Day 3 - Shared Reading: First Read
• Week 1 Thursday / Day 4 - Shared Reading: Second Read
• Week 1 Thursday / Day 4 - Teach the Comprehension Strategy
• Week 1 Friday / Day 5 - Shared Reading: Post-Read

What follows is a description of the core methodology of each of the five Shared Reading
lessons: Pre-Read; First Read; Second Read; Teach the Comprehension Strategy and Post-Read.
Read these descriptions to get a clear understanding of the flow of each lesson, as well as how
the lessons work together.

LESSON PLAN: TERM 2 23

 Shared Reading: Pre-Read
CORE METHODOLOGIES - SHARED READING
Instructions:
1. Tell learners to turn to the correct text in the DBE Workbook.
2. Learners will also need their exercise books and personal dictionaries for this lesson.

3. Start by telling learners to take a minute to look at the text features.

• This includes features such as the title, the layout, paragraphs, diagrams, pictures,
sub-headings, captions, and so on. (You should incidentally teach learners about new
text features as they appear.)
• Ask learners: What do these features tell us about the text we are about to read?
• At first, you may have to provide some further prompts, such as:
o Do you think this is a fiction or non-fiction text? Why?
o What kind of fiction or non-fiction text do you think this is? Why?

4. Read and explain the meaning of the title.

5. Next, instruct the learners to scan the text.

• Explain that scanning is not reading every word. It is allowing your eyes to run over
the text quickly to find certain words or pieces of information.
• Instruct learners to scan the text and make a list of any words that they do not
understand.
• Also instruct learners to make a list of any words they think are important in telling
us what the text is about.
• Point out that some words may appear in both of their lists.
• Train learners to document these words in their exercise books as follows:

Text: Schoolgirls save boy’s life

Words I don’t understand Important words

unconscious fallen
handling knocked head
wound unconscious
cut
bleeding
ambulance
first aid
wound

24 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 6. Call learners to attention and discuss the lists of words they do not understand as

CORE METHODOLOGIES - SHARED READING

follows:
• Ask learners to tell you which words they do not understand.
• As learners list the words, make a class list on the board.
• Identify the words that are important for learners to understand.
• Find the word in the text, and read the sentence aloud.
• Then, explain the meaning of the word in context.
• Remind learners to include these words in their personal dictionaries.

7. Call learners to attention and discuss the lists of words they think are important as
follows:
• Ask learners to tell you which words they think are important.
• As learners list the words, make a class list on the board.
a. Help learners to make connections between these words. If they are struggling,
model this for them by ‘thinking aloud’ to show your thought process.
b. In the lesson plan, a suggested list of important words is provided, together with
ideas of how they are linked. This helps to make meaning of the text.

8. Finally, ask learners predictive questions, like:

a. What do you think this text is about?
b. What do you think we will learn from this text?
c. Why? (What evidence do you have?)
d. Do you think you will enjoy this text? Why?

Purpose:
The Pre-Read teaches learners a ‘routine approach’ to engaging with new texts. This is a skill
that learners can use with all texts that they are required to read independently. By going
through this pre-reading routine, learners will begin to have an idea of what kind of text they
are going to read, as well as what the text is about. This means that the learners are building
their understanding of the text before they actually read it.

LESSON PLAN: TERM 2 25

 Shared Reading: First Read
CORE METHODOLOGIES - SHARED READING
Instructions:
1. Tell learners to turn to the correct text in the DBE Workbook.
2. Learners will also need their personal dictionaries for this lesson.

3. Tell learners to follow in their DBE Workbook, listen carefully and think as you read the
text.
• Read each paragraph or section fluently and clearly.
• As you read, use gestures, actions and facial expressions. Change tone of voice
(expression) to enhance meaning.
• Where necessary, stop and explain a word or phrase to learners.
• If you need to code switch, you may do so. This helps to give learners a basic
understanding of the text.

4. At the same time, during the First Read, model ‘thinking about the text’ for learners.
• In the lesson plan, the text is written in two columns.
• In the second column, you will see ‘thinking aloud’ prompts.
• Read the text in Column 1, and then say the text in Column 2.
• Pause before saying the Column 2 text and use a different tone of voice to show
learners that you are sharing your thoughts about what you have read. Learners
must clearly be able to see when you are reading, and when you are ‘thinking aloud’.
• You will notice that the ‘thinking aloud’ focusses on one or two main comprehension
strategies. This is to lead learners to a deeper understanding of the text by showing
them how to use these comprehension strategies.

5. Finally, give learners the opportunity to answer questions.

• The first two questions are recall questions to gauge a straightforward understanding
of the text.
• Ask different learners to answer these questions.
• Thereafter, there are 1-2 questions that demand more critical thinking.
• Allow learners the chance to turn and talk and discuss their answers with a partner.
• Then call on a few learners to share their answers.
• Show learners that there can be more than one correct answer to these questions,
and that learners may have different ideas and opinions.

26 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Purpose:

CORE METHODOLOGIES - SHARED READING

The first read is important for many reasons, including:
• Modelling fluent, expressive reading for learners
• Ensuring that learners gain a basic understanding of the text
• Helping learners to build enjoyment of and appreciation for texts
• Modelling ‘thinking aloud’ about the text, to show learners that good readers always
think about what they are reading
• Modelling the use of specific comprehension strategies, for example: visualising or
making connections

Shared Reading: Second Read

Instructions:
1. Tell learners to turn to the correct text in the DBE Workbook.
2. Learners will also need their personal dictionaries for this lesson.
3. Write the follow up questions on the board before the lesson.
4. Read through and explain these questions to learners.
5. Explain to learners that you are going read the text once again.
6. Tell learners to follow in their DBE Workbooks, listen carefully and think as you read the
text once again.
7. If the text includes dialogue, you may want to include some learners in this second ‘read
aloud’, by allocating different characters to different learners.

8. Read each paragraph or section fluently and clearly.

• As you read, embed meaning by using gestures, actions, facial expressions and vocal
expression.
• Where necessary, stop and explain a word or phrase to learners. For the Second
Read, you should no longer code-switch.

9. This repeated reading helps learners to move from a basic understanding of the text, to
a deeper level of understanding and meaning making.
10. Once again, model ‘thinking about the text’ for learners.
• In the lesson plan, the text is written in two columns.
• In the second column, you will see ‘thinking aloud’ prompts.
• Read the text in Column 1, and then say the text in Column 2.
• Pause before saying the Column 2 text and use a different tone of voice to show
learners that you are sharing your thoughts about what you have read. Learners
must clearly be able to see when you are reading and when you are ‘thinking aloud’.
• You will notice that the ‘thinking aloud’ shows learners how to think about the text
in a deeper manner, to ensure that learners really start to think more critically about
the text.

LESSON PLAN: TERM 2 27

 11. Next, give learners the opportunity to answer questions written on the chalkboard.
CORE METHODOLOGIES - SHARED READING
• Allow learners the chance to turn and talk and discuss their answers with a partner.
• Then call on a few learners to share their answers.
• Show learners that there can be more than one correct answer to these questions,
and that learners may have different ideas and opinions.

12. Finally, ask learners to formulate a question about the text.

• Ask learners to independently think of a question that they can ask about the text.
• If necessary, remind learners of some of the question words or phrases, for example:
who; what; when; where; how; why; in your opinion; do you think; list; etc.
• It is a good idea to create an ‘Anchor Chart’ of ‘question words’ for your classroom.
This chart is always there to remind learners of the kinds of questions they can ask.
• Tell learners to turn and talk, and share their questions with each other.
• Then, ask a few learners to share their questions with the class.
• Give other learners the opportunity to answer these questions.

Purpose:
• The repeated reading of the text gives learners the opportunity to reinforce their
knowledge of the new vocabulary and content.
• It also allows learners to more deeply understand the text, by listening to the teacher
‘thinking aloud’ about the text.
• By giving learners the opportunity to formulate their own questions about a text, it
encourages them to think about the text in a critical way.
• Thinking of and posing their own questions also also helps to build learners’ confidence.

28 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Teach the Comprehension Strategy

CORE METHODOLOGIES - COMPREHENSION

Instructions:
1. On Day 4 of the first week of the cycle, you will explicitly teach the comprehension
strategy that has been modelled and practiced throughout the week.

2. This is done using the gradual release method:

• I do – first, you will model the use of the comprehension strategy for learners
• We do – next, you will complete an example of using the strategy together with
learners
• You do – finally, learners will complete an example of using the strategy
independently

3. Do this as follows:
• Start by sharing a brief explanation of the comprehension strategy, as included in the
lesson plan.
• The lesson plan also includes three examples of using the comprehension strategy to
work through with the learners.
a. Model how to use the comprehension strategy, by completing the first example
in the lesson plan. This will involve reading part of the text again, and showing
learners how to (visualise; make an inference; make a connection; etc). This is
called: I do…
b. Next, complete the second example in the lesson plan together with learners.
Read part of the text, and ask learners to (visualise; make an inference; make a
connection; etc). This is called: We do…
c. Finally, give learners the third example of using the comprehension strategy to
complete in pairs or on their own. This is called: You do…

4. Towards the end of the lesson, ask a few learners to share their answers with the class.
5. Use this opportunity to clarify any misunderstandings around the comprehension
strategy.
6. Finally, end the lesson by asking learners to write down or re-read a simple reminder of
the comprehension strategy.

Purpose:
• Ultimately, the aim is to develop learners who instinctively use all the comprehension
strategies every time they read. The explicit teaching and practicing of strategies is a step
in that direction.
• The table below provides the purpose/s of each comprehension strategy.

LESSON PLAN: TERM 2 29

CORE METHODOLOGIES - COMPREHENSION
Strategy 1: Predict

Explanation When learners predict, they say what they think a text is about.
Learners can predict what the text will be about by looking at the text
features. They can also make predictions by scanning the text, and
identifying important words. They must then try to connect these words
to form a basic understanding of what the text will be about.

Purpose Prediction prompts learners to try and get a sense of what a text is
about, and to think about the text, even before read it. Teaching learners
a ‘routine approach’ to prediction is a valuable skill that learners can use
to try and understand all new texts.

Steps 1. Ask learners to look over the whole text.

(For predicting 2. Ask learners: What kind of text do you think this is? How is it laid
with text out? (Are there paragraphs, stanzas, sections, a greeting, headings,
structures) columns, etc?)
3. Ask learners: What do you think we might read about?
4. If learners cannot answer, ask further prompting questions, or
provide the answers.

Steps 1. Ask learners to scan the text and identify two lists of words:
(For predicting a. words they do not understand
by scanning the b. words that they think are important
text) 2. Go through the list of words that learners do not understand, and
explain them in context.
3. Then, go through the list of important words, and show learners how
to connect these words to make meaning and predictions about the
text.

Strategy 2: Visualise

Explanation When learners visualise, they must think about what is happening in
the text like a scene from a movie. They must try to see the text as it
happens.

Purpose Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the text as a
whole, rather than just page by page. This also helps to give meaning
to the words on the page – by turning them into a movie in our minds.
Visualisation can also help learners to remember the details in a text.

30 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 CORE METHODOLOGIES - COMPREHENSION
Steps 1. Read the text on the page.
2. Tell learners what you visualised. (Model the skill.)
3. Instruct learners to close their eyes. Explain that learners must listen
to the text and try to picture it, or make a movie in their minds.
4. Read the text again.
5. Ask learners: What did you visualise? (What happened in your
movie?)
6. Listen to and discuss learner answers. Make sure learners’ answers
are relevant to what is happening in the text.

Strategy 3: Search the text

Explanation Search the text questions ask learners to recall information or events
from the text. Learners need to understand what kind of information
they are being asked to recall. They must then think about where in the
text they would find that information.

Purpose These questions help learners to check that they have a basic
understanding of the text. Teaching learners how to answer these
questions shows them:
• How to identify the kind of information the question is asking for
• How to locate the information in the text

Steps 1. Read the text.

2. Ask learners a question about the text, like: What did person x do?
3. Ask learners: What kind of information is this question asking for? (an
action – we need to identify what person x did)
4. Ask learners: When did we read about person x’s actions? Was it at
the beginning, the middle or the end of the text?
5. Ask learners to locate the part of the text where the action took
place.
6. Ask learners to read that part of the text, and to try and identify what
person x did.

Strategy 4: Summarise

Explanation When learners summarise, they think about the most important points
of a text. They explain the main points in a few, concise sentences.
Summarising can be done orally or in writing.

Purpose Summarising shows that the learner has understood the main points of
the text. Asking learners to summarise the main points of a text is the
best way to check their understanding.

LESSON PLAN: TERM 2 31

CORE METHODOLOGIES - COMPREHENSION
Steps 1. Read the text.
2. Remind learners: When we summarise, we identify the most
important parts of a text.
3. Explain: Today we will summarise the text we just read. That means
we will identify only the main points of the text.
4. Tell learners to use the following questions as a guide:
a. What is this text about?
b. What is the main purpose of the text? Why was it written?
c. What did you learn from this text?
d. What did you like about this text and why?
5. Always give learners time to think about the text.
6. Always instruct learners to turn and talk and discuss their summary
with a partner.
7. Next, instruct learners to write their summary down.
8. Give learners a frame to help them to structure summaries.

Strategy 5: Think about the text (I wonder?)

Explanation When learners wonder about the text, they are thinking about an aspect
of the text.

Purpose By modelling how to think/wonder about a text, we teach learners two

things:
1. Firstly, we teach learners that good readers do not just read the
words, they always think about what they are reading.
2. Secondly, we show learners the kinds of thoughts that good readers
have about a text.
By doing this, we show learners how to think creatively and critically
about a text. In time, learners will start to do this for themselves.

Steps 1. Read the text on the page.

2. Think of a question or idea that a good reader might have about the
text. (Ideas are provided in the First Read and Second Read columns
in the lesson plans.)
3. Say: I wonder …
4. Let learners think about this.
5. Learners do not need to answer – the point is to encourage them to
think more deeply about the text.

32 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 CORE METHODOLOGIES - COMPREHENSION
Strategy 6: Make connections

Explanation When learners make connections, they compare the text to one of three
things:
1. To their own lives or experiences - sometimes, learners gain a deeper
understanding by thinking about how something from the text is like
something in their own lives.
This is called a text-to-self connection.
2. To another text - sometimes, learners gain a deeper understanding
of a text by connecting it to a related text. These texts may deal with
similar issues, or have characters who face the same challenges, or
they may be about the same topic.
This is called a text-to-text connection.
3. To the world - sometimes, learners must connect the situations or
challenges in a text to a more global context. They must relate the
text to what has happened or is happening in the world.
This is called a text-to-world connection.

Purpose Making connections helps learners go beyond the text itself and relate
the issues in the text to a deeper understanding of their own lives and
the broader world.

Steps 1. Read the text on the page.

2. Ask learners relevant connection questions, like:
a. When was a time that you felt x?
b. Do you remember when we read about x? Can you make a
connection between these two texts?
c. This text makes me think about something that is taking place in
the world / South Africa / our town right now. Can anyone think of
what that is?

Strategy 7: Make inferences

Explanation Making an inference involves using what you know together with what
is written in the text, to make a good guess about what isn’t explicitly
written in the text. This is what is meant by ‘reading between the lines’.
Sometimes, the author does not write down every single detail of the
story. The author leaves parts of the story unfinished, for readers to work
out for themselves. If something is not explicitly stated or described in
a text, learners need to make an inference or a good guess about this.
They do this by putting what they have read together with their own
experiences and prior knowledge.

Purpose Making inferences is a key thinking and comprehension skill. Learners

need to work out parts of a story by making inferences. Learners may
miss important information if they do not know how to make appropriate
inferences.

LESSON PLAN: TERM 2 33

CORE METHODOLOGIES - COMPREHENSION
Steps 1. Read the text on the page.
2. Ask learners: What do you know about this? What does the text
say?
3. Ask learners: What else can we work out about this? Is there
something that the text does not say?
4. Listen to and discuss learners’ answers. Make sure learners’ answers
are logical.
5. If learners struggle, give them an example of an inference. Use the
following sentence frame to help: Based on … I can infer that …

Example Text:
We saw Thuli, who got married about a year ago, shopping for nappies
and baby clothes.
Inference:
Based on the fact that Thuli got married recently, and that she is buying
nappies and baby clothes, we infer that she might be pregnant.

Strategy 8: Evaluate

Explanation When learners evaluate a text, they make a judgement about an aspect
of the text, based on the evidence in the text. Learners can make
evaluations about:
• Characters, people or events
• Facts versus opinions
• The author’s perspective, opinions and motivations
• What they like or find interesting
• What they dislike or find boring

Purpose Making evaluations is a key thinking and comprehension skill. Learners

must realise that they must always evaluate what they read. They must
then be able to support or justify their evaluations.

Steps 1. Read the text on the page.

2. Ask learners an evaluation question and ask them to support their
answer. For example: Do you think x did the right thing? Why or why
not?
3. Listen to and discuss learners’ answers. Make sure that learners’
answers are logical.
4. If learners struggle, share your own evaluation as an example: I
think x did the right thing because x
5. Remember that it takes confidence to share an evaluation, so it is
important to encourage and praise learners as they start to make
evaluations.

34 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Shared Reading: Post-Read

CORE METHODOLOGIES - SHARED READING

Instructions:
1. During the Post-Read, you will do one of the following activities:
• Complete a written comprehension
• Oral recount and summary
• Visualise

Instructions for a written comprehension:

1. Before the lesson, write the title of the text as a heading on the chalkboard.
2. Next, write the comprehension questions on the chalkboard, together with the sentence
starters for the answers. (Where applicable.)
3. Instruct learners to open their exercise books and write the heading.
4. Tell learners that today, they are going to think about and write the answers to these
questions.
5. Read through the questions with learners and explain if required.
6. Tell learners they do not need to write down the questions, only the answers.
7. Walk around and help learners who struggle.
8. In the last few minutes of the lesson, go through the answers with learners.
9. Allow them to correct their own work, as this is a powerful learning mechanism.

Instructions for the oral recount or written summary:

1. Write the summary frame on the chalkboard before the lesson.

2. Explain to learners that when we summarise a text, we share what we think are the most
important points about the text. This can also include:
• Why we think the text was written
• What we learnt from the text
• What we liked about the text, and why

3. Read through and explain the summary frame to learners.

4. Tell learners to complete this activity as an oral recount or a written summary – this is up
to you.
5. Remind learners that they can skim and scan the text again, before coming up with their
oral recounts or written summaries. This can help them remember what the text was
about.
6. Give learners 10-15 minutes to think about their own recounts, or to write their own
summaries in their exercise books, using the summary frame.
7. Then, tell learners to turn and talk, and share their recounts or summaries with a partner.
8. Finally, create a class recount or summary together – ask different learners to answer
each part of the frame.

LESSON PLAN: TERM 2 35

 9. Write down the class summary.
CORE METHODOLOGIES - SHARED READING
10. Ask learners to go back to their own summaries, to see if they missed any important
details. Give learners time to correct their summaries.

Instructions for a visualisation activity:

1. Settle the learners at their desks, with their exercise books or blank paper, pencils and
crayons.
2. Tell learners that they are going to visualise something from the text. Remind learners
that when they visualise something, they think about what it looks like, smells like, feels
like, and sounds like.
3. They also visualise how they feel about this character, event or item from the text.
4. Ask learners to close their eyes and relax.
5. Read the text to them once more.
6. Then, ask learners to open their eyes, and draw what they have visualised from the text.
Learners can add labels to explain details of the visualisation.
7. Then, learners must use the sentence starter/s to write a sentence or two about what
they have visualised.
8. Finally, allow learners to turn and talk, and to share their visualisations with a partner.

Purpose:
• The post-read activities give learners the opportunity to consolidate their understanding
of the text.
• Learners also get to use new language and vocabulary in an authentic context.
• Finally, these activities also give learners the chance to practice using the new
comprehension skill that they have learnt.

36 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GROUP GUIDED READING

CORE METHODOLOGIES - GROUP GUIDED READING

Assigning Group Guided Reading groups and text selection:
1. In the first two weeks of school, listen to every learner read individually.
2. Assign learners to same-ability groups.
3. Use the rubric below to sort learners according to their abilities.
4. Ideally, try to have 5 groups, with no more than 12 learners per group.
5. However, if you have a very large class, you may have to have more groups and manage
your time differently.
6. This rubric divides learners based on their technical reading skills.
7. If there are many learners at the same level, you may want to use reading
comprehension as a further way to divide the group.

8. In a Grade 4 class of 54 learners, there may be:

• 4 learners at level 1 – you may have to find time to work with these learners on a
more regular basis.
• 1 group x 10 learners at level 2
• 2 groups x 10 learners at level 3
• 1 group x 10 learners at level 4
• 1 group x 10 learners at level 5

I think this I think this I think this I think this I think this
learner reads at: learner reads at: learner reads at: learner reads at: learner reads at:
Level 1 Level 2 Level 3 Level 4 Level 5
• This learner • This learner • This learner • This learner • This learner
knows no or knows just a knows many knows many knows many
very few sight few common common sight common sight common
words. sight words. words. words and can words.
• This learner • This learner • This learner decode most • This learner
does not seem does not needs help to previously can decode
to recognise recognise decode some unseen words. previously
many letter- some letter- previously • This learner unseen words.
sound sound unseen words. occasionally • This learner
relationships, relationships, needs help to reads with
and struggles and struggles decode more fluency and
to decode to decode challenging expression.
most many words. • This is one
phonetically previously • This learner of the best
regular words, unseen words. reads with readers in the
even common some fluency. class.
words.

LESSON PLAN: TERM 2 37

 What to do with each group during Group Guided Reading:
CORE METHODOLOGIES - GROUP GUIDED READING
1. Call a group to read to you.
a. Make sure they all bring their reading worksheet or learner book.
b. Seat the group in a circle.

2. Revise the week’s phonic words and sight words.

3. When working with struggling readers, spend as much time as required on the decodable
texts.
4. If the group does not need this, then allow learners to quickly read through the
decodable texts, and then move on quickly to the Group Guided Reading Text.
5. Talk about the title of the text. Explain what it means.
6. Next, give learners a few minutes to skim the text in silence.
7. Then, ask each learner to read part of the text aloud, on his or her own.

8. Listen carefully as each learner reads.

• If the learner is stuck on a word, give him or her some time to try and figure it
out.
• Then, help the learner to sound out the word.
• If the word is irregular, and cannot be sounded out, tell the learner the word.
• Ask the learner to re-read the sentence.

9. If time allows, let each learner read part of the text again. This time, ask learners to work
on their fluency – to try and read at a good pace, and in a natural way, as if they were
speaking.

10. Next, go through the questions with learners.

• Give learners an opportunity to discuss and answer the questions.
• Use this time to further teach and practice the comprehension skill, or skills.
• Show learners that there may be different answers to the same question,
particularly when it comes to opinions.

11. Praise and encourage learners for their efforts as well as their successes.
12. Remember that confidence is a big part of reading – learners must feel safe and
confident in order to develop their reading skills.

What to do with struggling readers during Group Guided Reading:

1. Keep groups of struggling readers as small as possible, preferably 2-4 learners per group.
2. Call the group to come and work with you.
3. Practice sounding out the week’s phonic words with learners.

38 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 4. Next, practice reading the sight words with learners.

CORE METHODOLOGIES - GROUP GUIDED READING

• Ask learners to take note of the first sound in the word.
• Then, tell the learners to look at the spelling of the word.
• Finally, revise the meaning of the word with learners if applicable – this can help
them to remember the word.

5. Then, give learners a chance to try and read the decodable texts silently, on their own.
6. Tell them to ask you if they need help.
7. Finally, listen to each learner read a text on his or her own.

8. As each learner reads, do the following:

• Be kind and patient.
• Give the learner some time to try and work out the word alone.
• Then, help the learner to sound out the word.
• If the word is irregular and cannot be sounded out, then say the word and get the
learner to repeat it.
• Once the learner has managed to read all the words in a sentence, get him or her
to reread the sentence.
• Thank learners for their efforts, and praise learners for any improvements.
Note: If these decodable texts are still too difficult for some learners, use flashcards of different
sound to teach learners phonics, and to help them build and break down words.

Purpose:
Decoding is the technical part of reading. This is the skill that allows learners to read all the
words on a page. Decoding is usually taught in foundation phase, but has been included
to help learners who haven’t yet mastered the technical part of reading. It is useful to tell
struggling learners that:
• Reading is a code. With enough practice, anyone can learn the code.
• It is never too late to learn how to read.

LESSON PLAN: TERM 2 39

 INDEPENDENT AND PAIRED READING AND COMPREHENSION
CORE METHODOLOGIES - INDEPENDENT & PAIRED READING

Independent or Paired Reading Activities

Instructions:
1. In the second week of every cycle, there are five lessons for reading and viewing.
2. During these lessons, you will work with each group guided reading group.
3. Whilst you are busy with reading groups, learners should work to complete the week’s
activities for independent or paired reading and comprehension.
4. At the start of the first lesson, take some time to orientate learners to the week’s
activities.
5. Instruct learners to have the following items ready for this lesson: their reading
worksheets their personal dictionaries, and their exercise books.
6. Explain that learners must work independently or with a partner (this is up to you).
7. Orientate the class to the reading and comprehension activities that they must complete
during this time.
8. Do this by going through the notes at the start of the reading worksheets titled: How to
complete the reading worksheet activities.

9. Then, orientate learners to the specific texts for the theme.

• Give learners a brief overview of each text.
• Ensure that learners know that once they have read the texts, they must complete
the written activities that follow.
• Remind learners to write the answers in their exercise books.

10. Develop your own system for learners to check their answers once they have completed
the activities. You could do this in one of the following ways:
• Make copies of the memoranda that are in the Management Document and display
them in the classroom for learners to check their own work.
• Take some time to go through the activities with learners.
• It is good practice to allow learners to correct their own work, so they can see where
they made mistakes.

11. As learners complete their independent work, walk around from time to time, and take
note of common challenges.
• Call learners to attention and tell them that you have noticed that there are common
challenges.
• Help learners by re-explaining to learners and showing them how to correctly answer
the question.

40 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Purpose:

CORE METHODOLOGIES - INDEPENDENT & PAIRED READING

• From Grade 4 onwards, learners need to improve their independent reading skills that
allow them to ‘read to learn’.
• In order to do this, they must have good technical reading or decoding skills.
• They must also have an expanded vocabulary, that includes cognitive academic
terminology, to help them make meaning of texts.
• Then, having a strategy, such as a ‘routine’ way of working through a new text to try and
make meaning is a useful strategy for learners.
• Finally, learners need confidence to tackle new texts independently.
o This confidence can be built by equipping learners with decoding skills, an expanded
vocabulary, and a strategy to approach and work through new texts.
o It can also be built by ensuring that learners have many opportunities to read texts
of different genres independently, so that they become familiar with this process.

LESSON PLAN: TERM 2 41

 WRITING & PRESENTING
CORE METHODOLOGIES - PROCESS WRITING

Process writing: Teach the Genre

Instructions:
1. The writing process begins by teaching learners about the specific genre.
2. Make sure you understand the genre by reading through the lesson plan carefully.
3. Work through the steps in the lesson plan to explain the genre and task to learners.

4. This includes explaining:

• the purpose of the text
• the audience
• the structure
• the language features
• the appropriate register

5. Tell learners to write down the brief summary notes about the genre in their exercise
books.

Purpose:
• It is important for learners to learn about the different genres of writing, as throughout
their lives, they will have to engage with these genres for specific purposes.
• This engagement will occur when learners have to write or read genre specific
documents, as the same genres apply to both disciplines.
• There are standard forms and purposes for these genres that learners need to know.
• Understanding the structure, format and purpose of these genres will help learners to
make meaning both when reading texts, and when writing texts.
• Learners will essentially engage with and use the same genres for the rest of their
academic education, as well as for practical purposes in life.
• The length and complexity of writing tasks or texts will increase, but if learners have a
good understanding of the genre, this will be very helpful to them.

42 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Process Writing: Planning

CORE METHODOLOGIES - PROCESS WRITING

Instructions:
1. This lesson focuses on teaching learners how to plan their writing using one of the
following strategies:
• A writing frame
• A mind map

2. Tell learners that very few writers start their process without planning.
3. Start this lesson by modelling the planning process for learners, so that they know
exactly what to do. The lesson plan guides you on how to do this.

4. Write up your plan on the board to see, following this process:

• Explain to learners that writers always think about what they are going to write.
• Model this by explaining your thoughts out loud, so that learners can hear them.
• Use the planning template to create your own writing plan.

5. Next, give learners a few minutes to think about what they are going to write.
6. Allow learners to turn and talk, and share their ideas with a partner.
7. Remind learners that their personal dictionaries, the theme wall in the classroom, and
the class dictionary are all resources that may be used.
8. Finally guide and support learners as they use the planning template to complete their
own plans.

Purpose:
• Writing original texts takes skill and confidence.
• Equipping learners with standardised and effective planning strategies provides
meaningful support and scaffolding as they work through the process of producing
original texts.
• Learners must understand that most professional writers start the writing process by
planning.
• They must also understand that this planning process may involve:
o Understanding the purpose of the text, the audience, and the genre
o Thinking about what they want to write – this must be original
o Completing research to gather or verify information to include in the text
o Completing a plan using a strategy that will help them to write in the genre

LESSON PLAN: TERM 2 43

 Process Writing: Drafting
CORE METHODOLOGIES - PROCESS WRITING
Instructions:
1. Explain to learners that once they have completed their plan, they need to complete a
draft of their writing.
2. Before the lesson begins, rewrite your completed plan from the previous lesson on the
board.
3. Then, write the drafting frame on the board.

4. Briefly model how you use your completed plan to write a draft.
• Start by explaining the drafting frame.
• Next, model how you use your plan to create a draft by following the guidelines in
the drafting frame.
• Show learners that a draft is not the final piece of writing. Demonstrate that it is okay
to make mistakes, or to change your mind and rewrite something.
• Explain that a draft may look messy, but that is okay, as this is when you figure out
sentence structure, the best words to use, the order of your thoughts, etc.

5. Then, tell learners to start writing their own draft.

6. Remind them that a draft is meant to have changes and errors, that there is no need to
feel any fear or anxiety about committing their ideas to paper – they are supposed to
have doubts and to make changes.

7. As learners complete their draft, walk around the classroom, and hold mini-conferences.
• Plan which learners you will conduct mini-conferences with, and make a note of this.
Do this to ensure that with each writing task, you conduct mini-conferences with a
different group of learners.
• Implement mini-conferences with selected individual learners to go through their
plans, to identify and address any challenges, and to then support them as they
prepare to write their drafts.

8. As you hold mini-conferences, take note of any common challenges that learners seem
to be experiencing.
• Call learners to attention, and re-explain the area where learners are experiencing
challenges.

9. Tell learners to complete their drafts for homework, should they not finish in class.
10. Ensure that learners have copied down the drafting frame to work from.

44 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Purpose:

CORE METHODOLOGIES - PROCESS WRITING

• Again, building confidence is a critical element of teaching writing.
• It is important for learners to truly understand that the purpose of a draft is to put their
first thoughts and ideas down on paper, using their planning notes.
o Learners must understand that once they have done this, they should read and
consider making changes or improvements to this draft.
o This could involve adding descriptions or details, reworking the sequence of events,
changing the structure of a sentence, etc.
• Mini-conferences also play a vital role in getting learners to understand the writing
process.
o As you hold mini-conferences, really engage learners and their thoughts.
o Ask learners to explain their writing piece, and then ask questions for clarity, or to
prompt the learner’s thinking about their writing.
o Make sure that this is a positive, developmental experience for learners by always
praising a good aspect of their drafts, before challenging or probing aspects that can
be improved.

Process Writing: Editing

Instructions:
1. Before the start of the lesson, write your draft from the previous lesson onto the board.
Purposely make a few errors that link to the draft.
2. Also write the editing checklist onto the board.
3. Tell learners to open their exercise books to their completed draft.
4. Read through and explain the criteria to learners.
5. Next, show learners how to correct a common mistake on your own draft.
6. Also, pay attention to the criteria that refers to the LSC.
7. Ensure that the LSC is included and correctly used in your own draft – point this out to
learners, or add or correct the LSC if required.
8. Allow learners time to edit and correct their own writing, using the checklist.
9. Once they have self-edited, ask learners to swop with a partner and peer-edit each
other’s writing.

10. Again, as learners work on editing their own drafts, walk around and hold mini-
conferences.
• Plan which learners you will conduct mini-conferences with, and make a note of this.
Do this to ensure that with each writing task, you conduct mini-conferences with a
different group of learners.
• Implement mini-conferences with selected individual learners to go through their
drafts using the checklist, to identify and address any challenges, and to then
support them as they edit their drafts.

LESSON PLAN: TERM 2 45

 11. As you hold mini-conferences, take note of any common challenges that learners seem
CORE METHODOLOGIES - PROCESS WRITING
to be experiencing.
• Call learners to attention, and re-explain the area where learners are experiencing
challenges.
• This is a vital part of the editing lesson, as this is when you get to teach and explain
the parts of writing that learners struggle with.

12. Ask learners to complete the editing process for homework if required.

Purpose:
• Learners must understand that drafting and editing go together.
• They must feel confident to get their thoughts and ideas onto paper without fear or
anxiety during the drafting phase.
• They must then understand that the editing phase is used to correct and improve their
drafts, and that the editing checklist provided guidance.
• It is also important for learners to know that as they progress to higher grades, editing
checklists may focus on higher order skills.
• This does not mean that they should disregard the basics. Editing must always involve
checking and correcting:
o The format and structure of the document
o Punctuation
o Spelling
o Grammar and syntax

46 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Process Writing: Publishing & Presenting

CORE METHODOLOGIES - PROCESS WRITING

Instructions:
Explain to learners that these are the final step in the writing process.

Publishing:
1. Tell learners that it is important for us to finalise our writing, after the editing phase.
2. Tell learners to do this by rewriting their drafts as final pieces, ensuring that they incor-
porate all the edits that were made.
3. Remind learners that it is human nature to want to read work that is well presented, so
encourage learners to set out their writing properly, and to write as neatly as possible.

Presenting:
1. Once learners have completed the publishing of their texts, move on to presenting.
2. Tell learners to swop books and read each other’s writing.
3. Once each learner has read someone else’s writing, the learner must say two things that
they liked about the partner’s writing.
4. Walk around the class and listen as learners do this, offering input as required.

5. Then, in the last five minutes of the lesson, ask 1-2 learners to read their writing to the
class.
• If learners are too shy to read themselves, you can offer to read for them.
• Once each learner has read their piece, ask their partners to share their comments
on the writing – what did they like about it?
• End by giving these learners some feedback – both to the writers, and to the
partners who gave feedback.

6. Finally, collect learners’ books in order to assess their writing.

7. Even though you are not required to formally assess all writing tasks completed, please
read and comment on the learners’ published writing at the end of each writing cycle.

Purpose:
• Learners must see that writing has an audience and a purpose.
• Whenever possible and appropriate, try to provide learners with a wider and/or
authentic audience for their writing tasks.
o This could mean allowing learners to write for a real purpose: a letter of suggestion /
complaint or compliment to a real person or organisation; a script for a drama to be
presented to the school; a research report to inform a school or class policy; etc.
• Authentic and positive feedback will lead to improvements in learners’ writing. for this
reason, it is important to ensure that some kind of feedback process always takes place,
whether it is just the feedback from a writing partner, feedback from other learners in
the class, feedback from yourself, or feedback from a wider audience.

LESSON PLAN: TERM 2 47

 WRITING STRATEGIES
CORE METHODOLOGIES - WRITING STRATEGIES

Introduction
1. Confidence is a very important part of becoming a successful writer.
2. Start by calling your learners writers during writing lessons. Let them know that they are
not people ‘pretending’ to write, but that by expressing their own thoughts and opinions
in writing, they are indeed writers.
3. Routine, doing the same thing over and over again, can make learners feel more secure
and confident. Routines also give learners direction, so that they know what to do next.
For this reason, teach learners the process writing cycle, and always include all steps of
the cycle in your teaching.
4. In addition to the scaffolding and support provided by the routine, further scaffolding
and support can be provided by teaching learners the strategies that follow, and
encouraging them to use these strategies whenever they need extra support.
5. Teaching these writing strategies to learners, and using them over and over again, will
give learners direction and confidence when writing.
6. Train learners to recognise these key phrases, and to understand what they must do
when they hear them.

Strategy: Teacher models writing first

1. The teacher first demonstrates the task to the class (she shows the class exactly what
they are going to do).
By watching the teacher, the learners have a clear idea of the task.
2. Part of modelling writing is to explain the way good writers think about writing. The
teacher must verbalise all the thoughts she has as she goes through the writing process.

Strategy: Writers think before they write

1. Writing is the act of putting thoughts onto paper.
2. This means that writers must think first and decide what to write about before writing.
3. It also means that there are no correct or incorrect ‘answers’ when writing – every
writer has his or her own thoughts to write about.
4. Always build-in time for learners to think about what they want to write.

Strategy: Writers turn and talk

1. At different times in the lesson, learners can turn to a partner, and take turns to talk to
each other.
2. This can be used to share ideas about what to write about, to read their writing to each
other, or to check that they understand what to do.
3. Teach learners to face each other, take turns, and talk quietly as they turn and talk.

48 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

Strategy: Writers may create a framework

CORE METHODOLOGIES - WRITING STRATEGIES

Use this as a remediation strategy for learners who struggle with writing.
1. Once learners have created their plan, they may need to create a framework before they
write their draft.

2. This can be done as follows:

a. First, learners must think about the format and layout of the text, and then draw
pencil frames to indicate where they think each element of the draft will go on the
page. For example: If learners are writing an essay, the can mark where the heading
will go, and where each paragraph will go.
b. Next, learners should take the first point in their plans, and think about how to write
that as a sentence.
• Then, they must say the sentence out loud, and count how many words are in the
sentence.
• Next, learners should draw lines to represent each word in the sentence.
• Lines must be the approximate length of the words. Learners must say the word
as they draw each line.
• At the end of the sentence, the learner must add an appropriate end punctuation
mark.
c. When the lines are in place, the learner must fill in words that are known.
• Next, learners must be encouraged to write words phonetically, i.e.: to write
words as they hear them. This is known as ‘invented spelling’ and is proven to be
an effective developmental writing and reading strategy.
• At the very least, the phonetic word acts as placeholder so that the learner does
not forget their thought.
d. Then the learner can use resources like the personal or the class dictionary to check
and correct their spelling before asking for help.

3. This gives a structure to the learner’s writing, which builds confidence. Even learners
who really struggle can start the writing process in this way.

Strategy: Writers use resources to write words

1. Teach learners not to ask for help to write all unknown words. They should first use other
resources to find out how to write the unknown word. For example:
• Words on a word wall
• Texts in their reading worksheets
• Personal dictionaries
• Classmates
• Their own memories

LESSON PLAN: TERM 2 49

 Strategy: Writers read what they write
CORE METHODOLOGIES - WRITING STRATEGIES
1. Learners must be trained to read their sentences aloud to themselves or to a peer.

2. Doing this helps learners to identify:

• If the piece is properly sequenced, if it stays on topic, and if it makes sense
• If any words are missing
• If the sentence structure is incorrect
• If there are problems with the tense

3. Once the final piece is published, it is important to give learners an audience for their
writing, even if it is just a classmate.
4. Most importantly, set this up so that learners enjoy the reading process, and feel proud
of what they have written.

Strategy 8: Hold mini-conferences

1. Mini-conferences are a useful strategy to use with all phases of the writing process.
2. Once you have explained and modelled the task, you should conduct mini-conferences.
3. For every writing cycle, target a different group of learners for mini-conferences, so
that over a period of time all learners will get to experience this. Keep a record of which
learners you have worked with, to prevent duplication or missing a learner.

4. Conduct mini-conferences as follows:

a. Ask the learner to tell you their idea for the task.
b. Next, ask them to show you the different parts of the writing process that have been
completed. Ask the learner to tell you about each part.
c. Next, identify any challenges that the learner seems to be experiencing, and work
with them on that point.

5. Make mental notes of common challenges that learners seem to be experiencing. Then,
call the whole class to attention, and re-teach or explain the element that seems to be
challenging.
6. Remember to give every learner some positive feedback, as well as some points for
growth and improvement.

50 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4 - TERM 2

1
WEEK

THEME:
MISUNDERSTANDINGS
‘Do not make assumptions unless you know the whole story. If in doubt, ask
the person directly.’
- Unknown

51
WEEK 1
TERM 2: WEEK 1
OVERVIEW
THEME Misunderstandings
THEME private, conversation, overhear / overheard, misunderstanding, nosy,
VOCABULARY message, beware, curious, confused, urgent
LSC First person
COMPREHENSION I wonder…
STRATEGY Make connections
WRITING GENRE Dialogue
WRITING TOPIC Write about a misunderstanding between two characters.
CLASSROOM 1. Take down and carefully store the flashcard words and pictures
PREPARATION from the previous week.
2. Make sure that your learners’ DBE Workbooks and exercise books
are marked and in order.
3. Prepare your flashcard words and pictures for the week by cutting
them out, colouring them in and laminating them.
4. Try to find some reading material for your theme table, for
example: a story about a message or a misunderstanding.
5. Try to find some pictures of children playing ‘broken telephone’,
two people having a misunderstanding, someone eavesdropping
on a conversation, or someone that looks confused.
6. Do some research on the internet to find out some interesting
information to prepare for this theme, for example: Find out if a
misunderstanding has ever led to a war.

Broken telephone is a great game to play during this theme. Tell

children that you want to send a message to a child on the other side
of the room. Whisper a message into the first child’s ear. That child
must whisper into the next child’s ear, who whispers it into the next
child’s ear, and so on. Finally, the message gets to the last child, who
then says the message aloud. Then, you say the original message aloud
(don’t forget what it is). Compare what was said originally, to what is
finally heard. Tell learners that this is one way that misunderstandings
happen.

52 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - MONDAY
WEEK 1: MONDAY / DAY 1: INTRODUCE THE THEME & ORAL ACTIVITIES

PICTURE 1. Tell learners to turn to DBE Workbook 1 page 104

2. Instruct learners to look at the title, headings and pictures in the
text.

INTRODUCE THE 1. Tell learners the title of the theme.

THEME 2. Activate learners’ background knowledge about the theme.
3. Tell learners to create a theme page in their exercise books with
the title and a K-W-L chart.
4. Fill in the first part of the K-W-L chart.

SONG / RHYME Lyrics Actions

My dad said it’s raining cats and Wiggle your fingers from the top
dogs, down

So I ran outside to see! Use your arms to imitate running

There were no cats or dogs to Shake your forefinger

speak of,

There was just rain falling on me! Wiggle your fingers from the top
down

THEME private, conversation, overhear / overheard, misunderstanding, nosy

VOCABULARY

QUESTION OF THE DAY

Question Have you ever tried to overhear a private conversation like Thandi?

Graph 2 COLUMN GRAPH

Options yes / no

Follow up questions

Question How many learners have tried to overhear a private conversation?

Answer __ learners have tried to overhear a private conversation.

Question How many learners have never tried to overhear a private

conversation?

Answer __ learners have never tried to overhear a private conversation.

Question Have more learners tried to overhear a private conversation or not?

Answer More learners have / have never tried to overhear a private

conversation.

LESSON PLAN: TERM 2 53

WEEK 1 - MONDAY
Question Have fewer learners tried to overhear a private conversation or not?

Answer Fewer learners have / have never tried to overhear a private

conversation.

Question Have you ever tried to overhear a private conversation?

Answer Yes, I have.

Answer No, I have not.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

54 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - MONDAY
WEEK 1 MONDAY / DAY 1: LISTENING

LISTEN TO…

1. This week, learners will listen to a story: A Private Conversation

2. FIRST READ: Read the text out loud to learners. Read with fluency and expression.
As you read, embed meaning in the text by using your voice, facial expressions, and
actions.
3. SECOND READ: Read the text out loud to learners. As you read, share your thoughts
with learners. Use the notes in the Second Read column below.
4. THIRD READ: Read the text out loud to learners. As you read, stop and ask questions.
Use the questions in the Third Read column below.

SECOND READ: THIRD READ:

Text
Share Thoughts (Model) Ask Questions

I was lying on my bed I can make a connection 1. What was the narrator
reading a book. My bedroom to the person in this story. doing when she heard
door was slightly open, and The other day, I heard my her mother speaking on
I could hear my mother sister and her friend talking the phone? (She was
speaking on the phone. inside my sister’s bedroom lying on her bed reading
She was whispering, and with the door closed. It a book.)
it sounded like something sounded like they were 2. Who is the narrator’s
was wrong. I walked closer having a serious chat! I felt mother worried about?
to my bedroom door, so so curious about what they (Thandi.)
that I could hear her private were talking about. I put my
conversation. ear against the door to try to
‘I’m very worried about hear what they were saying.
Thandi,’ she said.

I was lying on my bed I think the person in this 3. Can you make a
reading a book. My bedroom story must feel so curious connection? Have
door was slightly open, and about what her mother you every felt curious
I could hear my mother is saying, just like I felt about someone else’s
speaking on the phone. curious. conversation? (I can
She was whispering, and make a connection! I felt
it sounded like something curious when…)
was wrong. I walked closer
to my bedroom door, so
that I could hear her private
conversation.
‘I’m very worried about
Thandi,’ she said.

LESSON PLAN: TERM 2 55

WEEK 1 - MONDAY
My name is Thandi! I I can make a connection. 1. Who does Thandi think
wondered why my mother Once I overheard my father her mother is talking
was worried about me. on the phone, talking about about? (She thinks her
I took a deep breath and getting a new job and mother is talking about
continued to listen to her moving to the city. I starting her!)
conversation, ‘I think she thinking about leaving my 2. Why was Thandi
is very ill. Her legs are very school and all of my friends. worried? (She was
skinny, and she has not been I got very upset. I ran to my worried that she was ill.)
eating,’ said my mother. bed and began to cry! I was
I looked at my legs. They so worried about moving,
were very skinny. I got a big just like Thandi is so worried
fright and I became very about being ill.
worried. I quickly pushed
open my bedroom door and
ran fast towards my mother,
‘Mom, am I ill?’

My mother put down the I can make a connection 1. What was the
phone and looked at me because in my story, there misunderstanding? (The
with confusion, ‘What? No, was a big misunderstanding misunderstanding was
Thandi, I don’t think you are too! When my father got off that it is the neighbour’s
ill,’ she said. the phone, I went to him, dog Thandi who is sick,
‘But mom, I heard you crying. I asked, ‘Dad, when but the girl in the story
saying that I am ill! I heard will we have to move?’ He is named Thandi and
you on the phone,’ I yelled. looked very confused, just she thinks her mother is
My mother burst out like Thandi’s mother. I said, talking about her!)
laughing, ‘No Thandi, I ‘I heard you on the phone!’ 2. Why did Thandi’s mother
wasn’t speaking about you. My dad looked annoyed. He laugh? (Because Thandi
I was speaking about our said, ‘No! I was talking about thinks she is talking
neighbours’ dog…her name my friend at work!’ I felt so about her, but she is
is also Thandi.’ relieved that we weren’t really talking about
I also laughed, ‘Oh! What moving, just like Thandi the neighbour’s dog!
a misunderstanding. Thank feels so relieved that she She laughs about the
goodness I am not ill,’ I said. isn’t ill! misunderstanding.)

3. Can you make a

connection? Have
you every had a
misunderstanding
like Thandi and her
mother? (I can make
a connection! I had a
misunderstanding with…
because…)

56 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - MONDAY
My mother stopped I can make a connection. 1. Why was Thandi’s
laughing and looked at My father was upset, just mother speaking quietly?
me seriously, ‘Yes, it was like Thandi’s mother. He (Because she didn’t want
a misunderstanding. But said, ‘You musn’t listen to to wake Thandi.)
Thandi, you shouldn’t be other people on the phone! 2. Why did Thandi think
listening to my private Look how upset a silly her mother was speaking
conversations. I was misunderstanding made quietly? (Maybe she
speaking quietly because I you?’ I apologised to him for thought her mother was
didn’t want to wake you.’ being nosy, just like Thandi talking about something
I nodded my head. ‘Sorry had to apologise. that was meant to be a
mom, it won’t happen secret.)
again,’ I replied.
My mother smiled, ‘Good…
because misunderstandings
can lead to problems.’

LESSON PLAN: TERM 2 57

WEEK 1 - TUESDAY
WEEK 1: TUESDAY / DAY 2: SPEAKING

DISCUSS…

1. This week, learners will discuss a story: A private conversation

2. Before class begins, write the following conversation frame on the board:
a. In this story…
b. I can make a connection to this story because…
c. I think…would enjoy this story because…
3. Break learners into their small discussion groups.
4. Complete the speaking activity as per the core methodology.

WEEK 1: TUESDAY / DAY 2: PHONICS REVIEW AND SIGHT WORDS

Sounds /ch/ /ai/

Activity 1. Explain to learners that some letters sound different in English.

2. Tell learners that they need to know how to say the sounds in
English, and how to blend sounds together to make words.
3. Write the following sounds on the chalkboard: ch, ai.
4. Say the sounds as they sound in English and instruct learners to
repeat the sounds. Do this three times.
5. Write the following words on the chalkboard and sound each
word out as follows:
/ch/ - /i/ - /ck/ - /en/ = chicken
/ch/ - /a/ - /se/ = chase
/ch/ - /o/ - /p/ - chop
/n/ - /ai/ - /l/ = nail
/r/ - /ai/ - /n/ = rain
/p/ - /ai/ - /n/ = pain
6. Ask learners to sound out and read each word after you.

Word find Write the following table on the chalkboard:

ch ai p
j a o
n r t

MODEL
1. Review all of the sounds in the table.
2. Tell learners to copy the table into their exercise books.
3. Tell learners to build as many words as they can using these
sounds. They must continue to do this over the next two weeks.
4. Show learners how to build one or two words, like: chair or pot

58 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - TUESDAY
Sight or high 1. Explain to learners that there are some words that cannot be
frequency words sounded out in English.
2. There are also some words that appear frequently in texts.
3. Tell learners they need to remember what these words look like,
and they must know how to read these words by sight.
4. Write the sight words on the chalkboard and tell learners to take
note of the following as you read the words:
a. The first sound
b. The spelling of the word
c. The meaning (unless it is a word that doesn’t really carry
meaning)
5. Read the words three times and tell learners to repeat after you:
old, too, Mr, Mrs, time, off, help, someone, back, asks, where

LESSON PLAN: TERM 2 59

WEEK 1 - TUESDAY
WEEK 1: TUESDAY / DAY 2: PRE-READING

TITLE Frog and Crow get the wrong message

DBE WORKBOOK 104

1, PAGE

ACTIVITY PRE-READING

COMPREHENSION Predict
STRATEGY

PURPOSE By getting learners to predict, you are getting them to think about the
story before they have even read it. Learners must use clues to try and
work out who the characters are, and what main events will take place.
By predicting, learners are developing their comprehension skills by
thinking about the story.

PRE-READING ACTIVITY

1. Ask a learner to read the title: Frog and Crow get the wrong message
2. Explain the meaning of the title, e.g. Frog and Crow get the wrong message about
something. This means someone tells them something that is incorrect!
3. Tell learners to look closely at the pictures, captions and title.
4. Conduct the Pre-Reading activity as per the core methodology.

60 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - WEDNESDAY
WEEK 1: WEDNESDAY / DAY 3: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

My dad said it’s raining cats Wiggle your fingers from the top down
and dogs,

So I ran outside to see! Use your arms to imitate running

There were no cats or dogs Shake your forefinger

to speak of,

There was just rain falling on Wiggle your fingers from the top down
me!

THEME message, beware, curious, confused, urgent

VOCABULARY

QUESTION OF THE DAY

Question What do you think is the best way to describe Crow and Frog?

Graph 3 COLUMN GRAPH

Options they are curious / they are nosy / they are confused

Follow up questions

Question How many learners think they are curious?

Answer __ learners think they are curious.

Question How many learners think they are nosy?

Answer __ learners think they are nosy.

Question How many learners think they are confused?

Answer __ learners think they are confused.

Question How do most learners describe Crow and Frog?

Answer Most learners think they are __.

Question How do fewest learners describe Crow and Frog?

Answer Fewest learners think they are __.

Question What do you think is the best way to describe Crow and Frog?

Answer I think they are curious.

Answer I think they are nosy.

Answer I think they are confused.

LESSON PLAN: TERM 2 61

WEEK 1 - WEDNESDAY

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 1: WEDNESDAY / DAY 3: FIRST READ

TITLE Frog and Crow get the wrong message

DBE WORKBOOK 104

1, PAGE

ACTIVITY FIRST READ

COMPREHENSION I wonder…
STRATEGY Make connections

PURPOSE • By modelling how to think/wonder about a text, we teach

learners two things. Firstly, we teach learners that good readers
do not just read the words, they always think about what they are
reading. Secondly, we show learners the kinds of thoughts that we
have about a text. By doing this, we show learners how to think
creatively and critically about a text. In time, learners will start to
do this for themselves.
• Making connections helps learners think critically about the
feelings and experiences of characters in the text. Learners
connect the story to their own lives, and realise that stories are
about experiences of people in the real world!

1. Hand out the DBE workbooks.

2. Instruct learners to turn to the story on page 104.
3. Allow learners a few minutes to try and read the story on their own, in silence.
4. Explain that you will read the story to learners. They must follow along as you read.
5. Read the story with fluency and expression to learners.
6. Read the Text first, and then say the comment in the First Read column.

62 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - WEDNESDAY
Text Think Aloud: First Read

One sunny day, Mr Crow sat on a branch of I wonder what this secret message means?
the marula tree watching the animals busily I feel so curious about finding out! Mr Crow
collecting their food. Suddenly he saw a must feel curious too!
piece of paper blow past. Crow swooped
down and caught the scrap of paper and
read it.
It said “DM – BW- 2”.
“This must be a secret message,” Crow said
to himself.

Frog was hopping by and overheard Crow. “A I wonder if Crow and Frog will be able to
secret?” he said. “I love secrets!” figure out what the message means? If I
Crow showed Frog the note. were Crow and Frog, I would really want to
“I wonder what it means?” asked Frog, figure it out!
nervously.

“DM,” Crow muttered. “DM must mean I wonder if the note really means, ‘Don’t
Don’t Move. Someone is watching me! I’m Move! Beware!’ If I got a note like that, I
sure they are tough. I must be in terrible would feel very scared! I wonder who would
danger. What can I do?” have sent them a note like that?
“I wonder what BW means?” Crow asked,
flapping his wings.
“I’ve got it!” he screeched. “BW means
Beware. I must not move and I must beware.
Poor me, what can I do?”
“Wait a minute,” Frog cried. “The note is for
me too.
It says 2. It means the note is for both of us.”
“We’re in terrible danger,” screeched Crow.
“We’re in big trouble!”
“What can we do?” Frog croaked. “Oh, what
can we do?”
They fell to the ground, holding their heads.

Just then, Mrs Hen came down the path I wonder what Crow and Frog will think
carrying a shopping basket. now that they know it is just a shopping list?
“What is the matter with the two of you?” I wonder what they will think about this
she asked. “Why are you lying on the ground misunderstanding?
moaning?” Then she saw the scrap of paper
and she took it.

“Oh you found my second shopping list. I’ve

been looking for it everywhere,” said Mrs
Hen.

LESSON PLAN: TERM 2 63

WEEK 1 - WEDNESDAY
“Your second shopping list?” Crow and Frog
asked.
“Yes, it says number 2. DM means Dried
Mealies. And BW means Bag of Worms.
There’s nothing tastier than mealies and
dried worms.”

Crow and Frog looked at each other and they Oh! They laugh about the misunderstanding.
began to laugh. They fell to the floor laughing I can connect to feeling silly about a
at each other. Mrs Hen walked off with her misunderstanding! Last week, my sister
basket. asked me to call my granny. I thought she
“I wonder what’s so funny. I can’t wait to was outside. I went outside and called and
have mealies and worms for supper. I can called her name. My sister came outside.
never eat enough worms,” she thought. She began to laugh! She said, ‘I meant
you must call her on the phone!’ My sister
and I laughed and laughed about the
misunderstanding, just like Crow and Frog.

Follow up questions Responses

What did Crow and Frog think DM meant? They thought DM meant ‘Don’t Move!’

What was the secret message? It was really Mrs Hen’s second shopping list.

Why question Possible response

Why did Frog and Crow fall to the ground, • Because they thought the message told
holding their heads? them ‘Don’t move, beware!’
• Because they were scared that someone
was watching them.
• Because they misunderstood the
message.
• Because they thought that Mrs Hen’s
shopping list was a secret message.

Introduce the LSC in context

1. Explain to learners that in this cycle, they will learn about: writing in the first person
2. Point out the following example of this: We use the first person when we write a
personal recount, for instance: I went to the shop to buy my lunch.
3. Introduce this LSC as follows: When we write in the first person, we use words like: I,
me, my, mine, our and we.

64 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - THURSDAY
WEEK 1: THURSDAY / DAY 3: SECOND READ

TITLE Frog and Crow get the wrong message

DBE WORKBOOK 104

1, PAGE

ACTIVITY SECOND READ

COMPREHENSION I wonder…
STRATEGY Make connections

PURPOSE • By modelling how to think/wonder about a text, we teach

learners two things. Firstly, we teach learners that good readers
do not just read the words, they always think about what they are
reading. Secondly, we show learners the kinds of thoughts that we
have about a text. By doing this, we show learners how to think
creatively and critically about a text. In time, learners will start to
do this for themselves.
• Making connections helps learners think critically about the
feelings and experiences of characters in the text. Learners
connect the story to their own lives, and realise that stories are
about experiences of people in the real world!

1. Before the lesson begins, write the follow-up questions on the board:
a. Can you make a connection to feeling curious? When was a time you felt curious
about something, like Crow and Frog feel curious about what the note says?
b. What did Mrs Hen take from Crow and Hen?
c. Why did Crow and Frog fall on the floor laughing at the end of the story?
2. Read the follow-up questions out loud to learners.
3. Hand out the DBE workbooks.
4. Instruct learners to turn to the story on page 104.
5. Explain that you will read the story to learners. They must follow along with the text as
you read.
6. Read the story with fluency and expression to learners.
7. Read the Text first, and then say the comment in the Second Read column.
8. Next, instruct learners to turn and talk with a partner.
9. Instruct learners to take turns reading the story to each other.
10. Tell learners to orally discuss the follow-up questions together.

Text Think Aloud: Second Read

One sunny day, Mr Crow sat on a branch of I can connect to Mr Crow when he feels
the marula tree watching the animals busily curious about what is written on the paper.
collecting their food. Suddenly he saw a One day, an envelope came from the clinic
piece of paper blow past. for my mother.

LESSON PLAN: TERM 2 65

WEEK 1 - THURSDAY
Crow swooped down and caught the scrap of It had a big red stamp on the outside that
paper and read it. said URGENT! I was so curious about what
could be urgent.

It said “DM – BW- 2”.

“This must be a secret message,” Crow said
to himself.

Frog was hopping by and overheard Crow. “A --

secret?” he said. “I love secrets!”
Crow showed Frog the note.
“I wonder what it means?” asked Frog,
nervously.

“DM,” Crow muttered. “DM must Don’t I can connect to how worried Crow and Frog
Move. Someone is watching me! I’m sure feel about this misunderstanding. It reminds
they are tough. I must be in terrible danger. me of when the letter came from the clinic
What can I do?” for my mom with the word URGENT on the
“I wonder what BW means?” Crow asked, front. I thought it meant my mom was very
flapping his wings. ill. I was laying on my bed, worrying about
“I’ve got it!” he screeched. “BW means my mom being sick. But then, when she
Beware. I must not move and I must beware. came home, she explained that it was a bill
Poor me, what can I do?” that needed to be paid right away! I felt so
“Wait a minute,” Frog cried. “The note is for silly for being so worried!
me too.
It says 2. It means the note is for both of us.”
“We’re in terrible danger,” screeched Crow.
“We’re in big trouble!”
“What can we do?” Frog croaked. “Oh, what
can we do?”
They fell to the ground, holding their heads.

Just then, Mrs Hen came down the path I can connect to Crow and Frog’s confusion.
carrying a shopping basket. They thought that they had found a secret
“What is the matter with the two of you?” message but it was really just a shopping list!
she asked. “Why are you lying on the ground They were confused, just like when I thought
moaning?” Then she saw the scrap of paper my mom had to urgently go to the hospital!
and she took it.

66 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - THURSDAY
“Oh you found my second shopping list. I’ve
been looking for it everywhere,” said Mrs
Hen.
“Your second shopping list?” Crow and Frog
asked.
“Yes, it says number 2. DM means Dried
Mealies. And BW means Bag of Worms.
There’s nothing tastier than mealies and
dried worms.”

Crow and Frog looked at each other and they I can connect to Crow and Frog when they
began to laugh. They fell to the floor laughing laugh at themselves! They must be feeling so
at each other. Mrs Hen walked off with her silly for being worried, just like I felt silly for
basket. worrying about my mother’s urgent hospital
“I wonder what’s so funny. I can’t wait to bill without knowing what it was!
have mealies and worms for supper. I can
never eat enough worms,” she thought.

Follow up questions Responses

Can you make a connection to feeling I felt curious like Crow and Frog when…
curious? When was a time you felt curious
about something, like Crow and Frog feel
curious about what the note says?

What did Mrs Hen take from Crow and Hen? She took back her shopping list, which Crow
and Frog thought was a secret message!

Why question Possible response

Why did Crow and Frog fall on the floor • Because they felt silly about the
laughing at the end of the story? misunderstanding.
• Because they were worried about the
secret message, but it was really just Mrs
Hen’s shopping list!
• Because sometimes it is funny to have a
misunderstanding!

Ask learners to formulate a question about the text.

1. Ask learners to independently think of a question that they can ask about the text.
2. If necessary, remind learners of some of the question words or phrases, for example:
who; what; when; where; how; why; in your opinion; do you think; list; etc.
3. Tell learners to turn and talk, and share their questions with each other.
4. Then, ask a few learners to share their questions with the class.
5. Give other learners the opportunity to answer these questions.

LESSON PLAN: TERM 2 67

WEEK 1 - THURSDAY
WEEK 1: THURSDAY / DAY 4: TEACH THE COMPREHENSION STRATEGY

Modelling 1. Explain that this week, we have been working on making

(I DO) connections.
2. Explain that when we make connections, we think about how
something from the story is like something from our own lives.
We think about how what the characters do, think and feel is
similar to things we have done, thought, and felt.
3. Hand out the DBE workbooks to learners.
4. Instruct learners to open to: page 104
5. Read out loud while learners follow along: “I wonder what it
means?” asked Frog, nervously.
6. Explain that in this sentence, you know Frog is feeling curious
because of the question he asks. You also know he is feeling
nervous, because the words on the page say that!
7. That means you think about a time when you felt curious and / or
nervous like Frog:
a. I connect to feeling curious, because if I hear my sister talking
on the phone, I always want to listen and find out who she is
talking to and what they are talking about!
b. That reminds me of one time, I saw a person in a fancy black
suit outside of my house. I felt curious about who he was, but
I felt nervous because I had never seen him before and he
looked very serious!

Work with 1. Read out loud while learners follow along: “We’re in terrible
learners danger,” screeched Crow. “We’re in big trouble!”
(WE DO) 2. Ask learners: How is Crow feeling? Why?
3. Listen to learners ideas, like: Crow is scared! He is scared because
he thinks that they are in danger. But, we know that they are
really confused. They are really having a misunderstanding! They
are scared for no reason!
4. Ask learners: Can you make a connection? When is a time in your
own life that you felt scared because of a misunderstanding?
5. Listen to learners ideas, like:
a. I can connect to Crow because one time, I felt scared when I
heard someone walking around the house at night! I thought
someone broke into the house, because it was late. I thought
everyone in my family was in bed. But, it was really my
brother getting some water in the middle of the night. I was
scared for no reason just like Crow!
b. I can connect to Crow because I was sitting at the table doing
my homework. My sister came up behind me to bring me a
snack. When she tapped my shoulder, I screamed! But, there
was nothing to be scared about!

68 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - THURSDAY
Pair work 1. Write the following questions on the board:
(YOU DO) a. How can you connect to this? (What does this remind you of
from your own life?)
b. How was your connection similar to your partner?
c. How was your connection different from your partner?
2. Explain that now, learners will think about a connection they can
make.
3. Read out loud while learners follow along: Crow and Frog looked
at each other and began to laugh. They fell to the floor laughing at
each other.
4. Explain that Crow and Frog found out their secret message was
really Mrs Hen’s shopping list. Then, they began to laugh.
5. Ask learners: Can you think of a time when you laughed at
yourself like Frog and Crow? Or, you can think about a time when
someone you know laughed at themselves.
6. Give learners a minute to think about their idea.
7. Then instruct learners to turn and talk about the questions
written on the board.
8. After 3-5 minutes, call learners back together.
9. Call on 2-3 learners to share their answer to each question.

NOTES Tell learners to open their exercise books, and copy down the
following notes to remind them of how to make a connection:
Make connections
To make a connection, we:
Think about what a character does, thinks or feels.
Think about how this is like something from our own lives.
Say: That reminds me… or That’s like when I…

LESSON PLAN: TERM 2 69

WEEK 1 - FRIDAY
WEEK 1: FRIDAY / DAY 5: POST-READING

TITLE Frog and Crow get the wrong message

DBE WORKBOOK 104

1, PAGE

ACTIVITY STORY

COMPREHENSION Summarise
STRATEGY Make connections
Make evaluations

PURPOSE • Summarising shows that the learner has understood the

main points of the story. Asking learners to summarise or
retell the main points of a story is the best way to check their
understanding.
• Making connections helps learners think critically about the
feelings and experiences of characters in the text. Learners
connect the story to their own lives, and realise that stories are
about experiences of people in the real world!
• Making evaluations is a key thinking and comprehension skill.
Learners must realise that they must always evaluate what
they read, and be able to support or justify their evaluations.
Remember that it takes confidence to share an evaluation, so it is
important to encourage and praise learners as they start to make
evaluations.

POST-READING

1. Explain that today we will be summarising the main point/s of the text. This means that
we will think about the most important parts of the text.
2. Explain that we will also be making a connection to the text. This means we will be
explaining how an action, thought, or feeling from the text reminds us about something
from our own lives.
3. Ask learners: How can you tell a friend about the story in 3-5 sentences?
4. Instruct learners to use the frame to answer the question:
This text is about…
I can connect to the story when… That reminds me….
Overall, I think the story is…
5. Explain that learners will not be able to say everything about the text – they will need to
choose the most important parts.
6. Give learners time to think about the most important parts of the text. Explain that
learners may skim or scan the text if they need help remembering what the text was
about.
7. Instruct learners to turn and talk with a partner. Partners will take turns presenting and
listening.

70 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - FRIDAY
8. Call the class back together. Call a few learners up to the front of the classroom to
present to the class.
9. Come up with a class summary, like: This text is about when Crow and Frog find a
message and think it a secret message but it is really just a shopping list! I can connect
to the story when Crow picks up the scrap paper with the message. That reminds me
of when I found a note my sister wrote. Overall, I think the story is funny because the
misunderstanding is funny at the end.

WEEK 1 FRIDAY / DAY 5: TEACH THE GENRE

TEXT TYPE PURPOSE TEXT STRUCTURE LANGUAGE FEATURES

DIALOGUE A record of When writing a When the dialogue involves

the exchanges dialogue: family or close friends
as they occur, • Write the names the casual style is used.
directly from of the characters Well-known formulae
the speaker’s on the left hand for requests, questions,
point of view. side of the page; orders, suggestions and
• Use a colon after acknowledgement are used.
the name of the When the conversation
character who is involves strangers the
speaking; consultative style is used
• Use a new line to more elaborate politeness
indicate each new procedures are added to
speaker; the well-known formulae
• Advice to for requests, questions,
speakers (or orders, suggestions and
characters) on acknowledgement.
how to speak Note: A dialogue is written
or present the in the first person. The
action must be pronouns used include: I,
given in brackets me, my, mine, our, we.
before the words
are spoken;
• Sketch a scenario
before you start
writing.

LESSON PLAN: TERM 2 71

WEEK 1 - FRIDAY
INTRODUCE THE 1. Explain that this cycle, learners will write a dialogue.
GENRE 2. Remind learners that a dialogue is a conversation between two
characters.
3. Explain that a dialogue is written in a particular format:
a. The character’s names are written on the left
b. There is a colon after the character’s name
c. Write the exact words that each character says
d. Start on a new line for each new speaker
e. Write instructions to the character about how they must say
the words, or what actions they must do, in brackets before
their words
f. Write in the first person, using the pronouns: I, me, my, mine,
ours, we.

READ THE SAMPLE A misunderstanding between friends

TEXT
Mary: (smiling) Hi Zipho, how are you?

Zipho: (with an angry look on face) Oh, hi. I’m fine.

Mary: (looking upset) What’s wrong? Are you angry with me?

Zipho: You should know why I am upset.

Mary: Zipho, I don’t know! Please tell me why you are upset?

Zipho: Sphe told me she asked you if we are friends. And you said
no.

Mary: (laughing) Oh Sphe is such a trouble maker!

Zipho: (looking cross) It’s not funny! Why are you lauhing?

Mary: Because when Sphe asked me if we are friends, I answered

no, we are BEST friends!

Zipho: (smiling and linking arms with Mary) Oh I see! Thanks

Mary – I am so glad we are best friends! And Sphe is a
trouble maker!

DISCUSS 1. Who is this dialogue between?

2. What is the misunderstanding in this dialogue?
3. Are the directions in brackets clear?
4. How can we infer that this is a dialogue?

72 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 1 - FRIDAY
NOTES Tell learners to open their exercise books, and write down the
following heading and notes:

Dialogue
1. A dialogue is a conversation between two characters.
2. A dialogue is written in a particular format:
a. The character’s names are written on the left
b. There is a colon after the character’s name
c. Write the exact words that each character says
d. Start on a new line for each new speaker
e. Write instructions to the character about how they must say
the words, or what actions they must do, in brackets before
their words
3. Write in the first person, using the pronouns: I, me, my, mine,
ours, we.

LESSON PLAN: TERM 2 73

NOTES

74 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4 - TERM 2

2
E K
WE

THEME:
MISUNDERSTANDINGS
‘The worst distance between two people is misunderstanding.’
- Unknown

75
WEEK 2
TERM 1: WEEK 2

OVERVIEW

THEME Misunderstandings

private, conversation, overhear / overheard, misunderstanding, nosy,

THEME
message, beware, curious, confused, urgent, fluent, fluently, accident,
VOCABULARY
accidentally, corrected, country, heat, holiday, Valentine’s Day, code

LSC First person

COMPREHENSION I wonder…
STRATEGY Make connections

WRITING GENRE Dialogue

WRITING TOPIC Write about a misunderstanding between two characters.

76 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - MONDAY
WEEK 2: MONDAY / DAY 1: PLANNING

TOPIC Write a dialogue about a misunderstanding between two characters.

GENRE Dialogue

PLANNING Write a list

STRATEGY

MODEL THE 1. Introduce the writing topic.

PLANNING 2. Show learners that you think before you write.
STRATEGY (I DO) 3. Orally share some of your ideas about completing the writing
topic, like:

Hmm, I think I will write about a misunderstanding between two

friends. They make arrangements to meet on the corner at 3pm,
but they don’t say which corner. They both go to different corners!
Then, the next day they are upset with each other, because they each
thought the other one didn’t come!

4. Have the writing topic written on one side of the chalkboard.

5. Write the planning frame below the topic on the chalkboard.
6. On the other side of the chalkboard, show learners how you make
a plan by answering the questions to write a list.

A misunderstanding A misunderstanding
1. Who are the two 1. Solly and Mike
characters? 2. They are friends in the
2. How do they know each Grade 4 class
other? 3. They make plans to meet on
3. What is the problem or the corner at 3pm to play
misunderstanding? soccer
4. What does the first 4. Solly thinks they must meet
character think? on the corner by the soccer
5. What does the other field
character think? 5. Mike thinks they must meet
6. How is the on the corner by the shop
misunderstanding solved? where they always meet
6. They talk and realise that
they both went to different
corners.
7. They laugh about it and
promise to make better
arrangements

LESSON PLAN: TERM 2 77

WEEK 2 - MONDAY
LEARNERS USE 1. Tell learners to close their eyes and think of a misunderstanding
THE PLANNING between two characters.
STRATEGY 2. Remind them that misunderstandings happen when people don’t
(YOU DO) hear properly, or when people don’t make proper arrangements,
or when people only hear part of a private conversation, or when
someone else tries to make trouble.
3. Next, tell learners to turn and talk with a partner, to share their
ideas.
4. Hand out exercise books.
5. Show learners the planning frame on the chalkboard and tell them
to use this frame to plan their dialogue about a misunderstanding,
just like you did.
6. Tell learners not to copy your plan – they must write their own
ideas.
7. As learners work, walk around the room and hold mini-
conferences.

78 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - MONDAY
WEEK 2: MONDAY / DAY 1: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 79

WEEK 2 - TUESDAY
WEEK 2: TUESDAY / DAY 2: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

My dad said it’s raining cats and Wiggle your fingers from the top
dogs, down

So I ran outside to see! Use your arms to imitate running

There were no cats or dogs to Shake your forefinger

speak of,

There was just rain falling on Wiggle your fingers from the top
me! down

THEME fluent, fluently, accident, accidentally, corrected

VOCABULARY Remind learners that last term (WEEK 6) we learned about adverbs, like:
quietly, quickly, curiously! Remind learners that adverbs describe a verb
(an action word, like: speak, walk, fall, etc.) and end in -ly

QUESTION OF THE DAY

Question Which adverb best describes how you speak English?

Graph 3 COLUMN GRAPH

Options fluently / quickly / happily

Follow up questions

Question How many learners speak English fluently?

Answer __ learners speak English fluently.

Question How many learners speak English quickly?

Answer __ learners speak English quickly.

Question How many learners speak English happily?

Answer __ learners speak English happily.

Question How do most learners speak English?

Answer Most learners speak English __.

Question How do fewest learners speak English?

Answer Fewest learners speak English __.

Question How do you speak English?

Answer I speak English fluently.

Answer I speak English quickly.

80 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - TUESDAY
Answer I speak English happily.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 2: TUESDAY / DAY 2 GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 81

WEEK 2 - WEDNESDAY
WEEK 2: WEDNESDAY / DAY 3: LANGUAGE AND DRAFTING

LSC First Person

LSC 1. Explain that a dialogue is always written in first person.

MODELLING 2. Explain that when we write in the first person, we write using
(I DO) words like: I, me, mine, we.
3. Explain that we use the first person when we are talking about
ourselves. In the dialogue, each character talks about themselves.
4. Explain that for our dialogue, we will write some sentences in the
past tense.
5. Today, we will practise writing sentences in the first person and in
the past tense!
6. Write the following on the board:
a. went, shop
b. ran, school
c. read, newspaper
d. played, sister
e. had, fun
f. went, home
g. felt, confused
7. Explain that we will need to write a sentence for each of these in
the first person.
8. Use modelling to complete the first one for learners: I went to the
shop with my sister.

LSC 1. Ask learners: How do we write the next sentence in the first
Ask learners for person?
help 2. Complete a few examples with learners for (b), like:
(WE DO) • We ran to school.
• I ran to my school.
• I ran home from school.
• I ran athletics for my school.

LSC 1. Instruct learners to complete c-g on their own.

Pair work 2. Hand out learners’ exercise books.
(YOU DO) 3. As learners write, walk around the room and complete mini
conferences.
4. Ask learners to read their writing to you.
5. Help learners use the first person.
6. Encourage learners!

82 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - WEDNESDAY
Sharing
1. Call learners back together. Call on random learners to give
examples for each. Make sure learners know how to use the first
person!
2. Remind learners that they will need to remember to use the first
person and the past tense when they are drafting their writing.

TOPIC Write a dialogue about a misunderstanding between two characters.

PLANS Before class begins, rewrite the planning frames on the board:

A misunderstanding A misunderstanding
1. Who are the two characters? 1. Solly and Mike
2. How do they know each 2. They are friends in the Grade
other? 4 class
3. What is the problem or 3. They make plans to meet on
misunderstanding? the corner at 3pm to play
4. What does the first character soccer
think? 4. Solly thinks they must meet
5. What does the other on the corner by the soccer
character think? field
6. How is the misunderstanding 5. Mike thinks they must meet
solved? on the corner by the shop
where they always meet
6. They talk and realise that
they both went to different
corners. They laugh about it
and promise to make better
arrangements

WRITING FRAME 1. Next, tell learners that they must turn their plans into a dialogue.
2. Write the following frame on the chalkboard, and explain it to
learners:

A misunderstanding
1. Write a dialogue between two characters.
2. Each character must speak 5 times.
3. Write the characters’ names on the left.
4. Write a colon after the character’s name.
5. Start on a new line each time a character speaks.
6. Write in the first person.
7. Write some sentences in the past tense (things that have already
happened).
8. Write instructions to the characters about how to say things or
actions in brackets, before their words.

LESSON PLAN: TERM 2 83

WEEK 2 - WEDNESDAY
DRAFT 1. Hand out learners’ exercise books.
2. Settle learners so you have their attention.
3. Remind learners that they will write a dialogue using the frame.
4. Instruct learners to write the date and heading: Dialogue about a
misunderstanding: Draft
5. Instruct learners to find their plan from Monday and think about
their ideas.
6. Instruct learners to complete the writing frame using their plans.
7. Remind learners of the strategies they can use to help them.
8. As learners write, walk around the classroom and help learners
who are struggling.

HOMEWORK Learners must complete the draft.

84 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - WEDNESDAY
WEEK 2: WEDNESDAY / DAY 3: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 85

WEEK 2 - THURSDAY
WEEK 2: THURSDAY / DAY 4: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

My dad said it’s raining cats and Wiggle your fingers from the top
dogs, down

So I ran outside to see! Use your arms to imitate running

There were no cats or dogs to Shake your forefinger

speak of,

There was just rain falling on me! Wiggle your fingers from the top
down

THEME country, heat, holiday, Valentine’s Day, code

VOCABULARY

QUESTION OF THE DAY

Question Do you think the words ‘heat’ and ‘hit’ sound alike?

Graph 2 COLUMN GRAPH

Options yes / no

Follow up questions

Question How many learners think they sound alike?

Answer __ learners think they sound alike.

Question How many learners think they don’t sound alike?

Answer __ learners think they don’t sound alike.

Question Do more learners think they sound alike or not?

Answer More learners think / don’t think they sound alike.

Question Do fewer learners think they sound alike or not?

Answer Fewer learners think / don’t think they sound alike.

Question Do you think the words ‘heat’ and ‘hit’ sound alike?

Answer Yes, I think they sound alike.

Answer No, I don’t think they sound alike.

86 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - THURSDAY
PERSONAL 1. Instruct learners to add the theme vocabulary words to their
DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 2: THURSDAY / DAY 4: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 87

WEEK 2 - FRIDAY
WEEK 2: FRIDAY / DAY 5: EDITING AND PUBLISHING

EDITING 1. Are there two characters in my dialogue?

CHECKLIST 2. Does each character speak 5 times?
(Write this on the 3. Do the characters have a misunderstanding?
board before class 4. Is the misunderstanding sorted out?
begins) 5. Have I written the characters’ names on the left?
6. Have I written a colon after each character’s name?
7. Have I written directions to the characters about actions or how to
speak in brackets?
8. Have I written in the first person?
9. Have I written some sentences in the past tense? (if they have
already happened)
10. Is my spelling and punctuation correct?

EDIT 1. Instruct learners to open their books to the completed drafts.

2. Go through the editing checklist on the chalkboard with learners.
3. Instruct learners to read their own writing.
4. Instruct learners to make sure that the answer to each question is
yes.
5. Instruct learners to fix any mistakes they find.
6. Explain that learners may begin to publish when they are finished
editing.

PUBLISH 1. Instruct learners to read through their corrections.

2. Instruct learners to redraft their dialogues in their exercise books.

SHARE 1. Instruct learners to turn and talk and work with a partner.
2. Instruct learners to each read the part of a character in the first
partner’s dialogue.
3. Then, learners must each read a part of a character in the second
partner’s dialogue.
4. Walk around the class and listen as learners read the dialogues.
5. In the last few minutes, or whenever you have some time, call as
many pairs as possible to read their dialogues to the class.

88 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 2 - FRIDAY

LESSON PLAN: TERM 2 89

WEEK 2 - FRIDAY
WEEK 2: FRIDAY / DAY 5: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

WEEK 2 CONCLUSION

Find 10-15 minutes at the end of the week to do the following:

UPDATE THE • Tell learners to go back to their K-W-L chart, and to fill in
K-W-L CHART everything that they have learnt in the theme.
• They should also add any new questions about what they still
want to learn.

SUMMARISE • Use learners’ K-W-L charts to update a class K-W-L chart, that
summarises the main learnings of the theme.
• Remember to include:
o Theme vocabulary
o LSC
o The different texts that were read
o The small group discussion
o The comprehension strategy
o The writing genre and task
o All content from the theme

SHARE WITH • Ask learners to think about two things they learnt this week that
FAMILIES they will share with their families.
• Tell learners to turn and talk and share with a partner.
• Ask a few learners to share their points with the class.

ACKNOWLEDGE • Acknowledge the improvements and achievements of a few

AND CELEBRATE learners each week.
• These improvements and achievements can be related to:
o EFAL skills like reading or writing
o Theme content
o Tasks or activities
o Behaviour in the class
o Relationships with other learners
o Attitude to EFAL
o Or any other aspect of classroom life
• Do something small to celebrate any remarkable achievements or
improvements that you have noticed.

90 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4 - TERM 2

3
WEEK

THEME:
GOING SHOPPING
‘Recreational shopping is the shortest distance between two points:
you and broke.’
-Victoria Moran

91
WEEK 3
TERM 2: WEEK 3

OVERVIEW

THEME Going shopping

THEME competition, onlooker, prize, collected, donate, advertisement,

VOCABULARY compartments, stylish, organised, available

LSC Hyperbole

COMPREHENSION Search the text

STRATEGY

WRITING GENRE Advertisement

Think of an item of clothing that you want to sell. Make an

WRITING TOPIC
advertisement to make people want to buy this item of clothing.

CLASSROOM 1. Take down and carefully store the flashcard words and pictures
PREPARATION from the previous week.
2. Make sure that your learners’ DBE Workbooks and exercise books
are marked and in order.
3. Prepare your flashcard words and pictures for the week by cutting
them out, colouring them in and laminating them.
4. Try to find some reading material for your theme table, for
example: a newspaper or magazine with advertisments.
5. Try to find some items for your theme table, for example: an old
backpack with compartments, pictures of competitions from a
newspaper or magazine, an example of a prize, etc.
6. Do some research on the internet to find out some interesting
information to prepare for this theme, for example: What is a
shopping addiction?

92 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - MONDAY
WEEK 3: MONDAY / DAY 1: INTRODUCE THE THEME & ORAL ACTIVITIES

PICTURE 1. Hand out DBE Workbook 1 to learners.

2. Instruct learners to open to: page 92.
3. Instruct learners to look at the pictures and the title.

INTRODUCE THE 1. Tell learners the title of the theme.

THEME 2. Activate learners’ background knowledge about the theme.
3. zell learners to create a theme page in their exercise books with
the title and a K-W-L chart.
4. Fill in the first part of the K-W-L chart.

SONG / RHYME Lyrics Actions

Teacher: Where are you Open up both hands and shrug

going? Where are you your shoulders
going?

Learners: To the clothing Point towards the door

shop!

Teacher: How will you Open up both hands and shrug

get there? How will you your shoulders
get there?

Learners: With a skip Skip and hop

and a hop!

Teacher: What will you Open up both hands and shrug

buy there? What will you your shoulders
buy there?

Learners: Some socks Point to your socks then pat your

and a hat! head

Teacher: May I come -

with you? May I come
with you?

Learners: Yes please, we’d like Shout out

that!

THEME competition, onlooker, prize, collected, donate

VOCABULARY

LESSON PLAN: TERM 2 93

WEEK 3 - MONDAY
QUESTION OF THE DAY

Question If you won a competition like Vuyo Tshabalala, what would you want to
collect in Pick n’ Pay?

Graph 3 COLUMN GRAPH

Options books / toys / food

Follow up questions

Question How many learners would want to collect books?

Answer __ learners would want to collect books.

Question How many learners would want to collect toys?

Answer __ learners would want to collect toys.

Question How many learners would want to collect food?

Answer __ learners would want to collect food.

Question What would most learners want to collect?

Answer Most learners would want to collect __.

Question What would fewest learners want to collect?

Answer Fewest learners would want to collect __.

Question If you won a competition, what would you want to collect in Pick n’
Pay?

Answer I would want to collect books.

Answer I would want to collect toys.

Answer I would want to collect food.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

94 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - MONDAY
WEEK 3: MONDAY / DAY 1: LISTENING

LISTEN TO…

1. This week, learners will listen to a newspaper article (information text): Vuyo Tshabalala
(45) Wins Shopping Prize
2. FIRST READ: Read the text out loud to learners. Read with fluency and expression.
As you read, embed meaning in the text by using your voice, facial expressions, and
actions.
3. SECOND READ: Read the text out loud to learners. As you read, share your thoughts
with learners. Use the notes in the Second Read column below.
4. THIRD READ: Read the text out loud to learners. As you read, stop and ask questions.
Use the questions in the Third Read column below.

SECOND READ: THIRD READ:

Text
Share Thoughts (Model) Ask Questions

On the 21st of December In this paragraph, I learn 1. How many people

2018, Mr Vuyo Tshabalala what this article will be all entered the competition
(45) entered a local Pick about – I learn the topic of that Vuyo Tshabalala
‘n Pay competition. Over the article! I learn who won won? (Over 2 000 people
2 000 people entered a competition at Pick ‘n Pay: entered the competition.)
the competition, so Mr Vuyo Tshabalala. 2. What prize did Vuyo
Tshabalala did not think he Tshabalala win? (He won
would win. But, at 2pm on three minutes to fill up a
the 22nd December 2018, the trolley with anything he
manager of the Pick ‘n Pay wants from Pick ‘n Pay.)
phoned Mr Tshabalala, to 3. How did Mr Vuyo
tell him that he had won the Tshabalala feel when he
competition! Mr Tshabalala won the competition?
felt very surprised, and very (He felt surprised and
excited! The winning prize excited.)
was three minutes to fill a
big shopping trolley with
anything from the Pick ‘n Pay
store!

On the 23rd of December In this paragraph, I learn 1. What did Vuyo

2018, Mr Vuyo Tshabalala about the day that Vuyo Tshabalala fill the
went back to the Pick ‘n Tshabalala received his prize. bottom of his trolley
Pay and used his three I learn about all the different with? (Colourful reading
minutes to fill up his trolley. things he filled his trolley books!)
Mr Tshabalala ran straight up with! I learn that a lot of 2. What did Mr Tshabalala
through the store, past the people thought Vuyo made put on the top of his
food, to the toy section! strange choices when filling trolley? (He filled it to the
up his trolley! top with toys.)

LESSON PLAN: TERM 2 95

WEEK 3 - MONDAY
Then, Mr Tshabalala filled 3. What did Doris Kgobane
the bottom of his trolley say she would fill her
with colourful reading trolley with? (Meat and
books. a television)

Next, he added boxes of

crayons and many colouring
books.

Finally, Mr Tshabalala filled 4. Why do you think many

his trolley to the top with onlookers were surprised
toys. Many onlookers were at Vuyo Tshabalala’s
surprised by his choices. Mrs choices? (Because he
Doris Kgobane, who was didn’t take anything for
watching, said, “I don’t know himself; He took things
why he took toys. I would for children only.)
have taken meat and a new
television.”

On the 24th of December Oh! In this paragraph I learn 1. What did Vuyo
2018, Mr Vuyo Tshabalala what happened after the Tshabalala do with the
took the bags of books, competition! Now I learn items he won? (He
crayons, colouring books, why Mr Tshabalala collected donated them to Naledi
and toys to Naledi Children’s books and toys! I learn that Children’s Home.)
Home. The children at the he donated all of the items 2. Why did Vuyo Tshabalala
home did not have any from Pick ‘n Pay, and that fill his trolley up with
family. They had never been this made many children feel books and toys?
given Christmas presents. happy. (Because his plan was to
Mr Tshabalala gave all of donate all the goods to
his winnings to the children children.)
at this Home. The children
felt very excited and happy.
“This was the best Christmas
ever, I am so happy!” said
six-year old Lulu Ndlovu.
“Mr Tshabalala is the kindest
man ever.”

The Pick n’ Pay also thought Wow! I learn that Pick n’ Pay 1. What did Pick n’ Pay
that Mr Tshabalala’s actions decided to donate – just like do because of Vuyo
were very special. The Vuyo Tshabalala! Tshabalala’s actions?
Pick n’ Pay decided to give (They also donated gifts
food and presents to all of to all of the children’s
the Children’s Homes in homes.)
Johannesburg. This made
many children very happy.

96 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - TUESDAY
WEEK 3: TUESDAY / DAY 2: SPEAKING

DISCUSS…

1. This week, learners will discuss a newspaper article (information text): Vuyo Tshabalala
(45) Wins Shopping Prize
2. Before class begins, write the following conversation frame on the board:
• In this newspaper article, we learn…
• I found this article interesting because… OR I didn’t find this article interesting
because…
3. Break learners into their small discussion groups.
4. Complete the speaking activity as per the core methodology.

WEEK 3: TUESDAY / DAY 2: PHONICS REVIEW AND SIGHT WORDS

Sounds /tr/ / ir/

Activity 1. Explain to learners that some letters sound different in English.

2. Tell learners that they need to know how to say the sounds in
English, and how to blend sounds together to make words.
3. Write the following sounds on the chalkboard: tr, ir.
4. Say the sounds as they sound in English and instruct learners to
repeat the sounds. Do this three times.
5. Write the following words on the chalkboard and sound each
word out as follows:
/tr/ - /ea/ - /t/ = treat
/tr/ - /a/ - /sh/ = trash
/tr/ - /u/ - /ck/ = truck
/b/ - /ir/ - /d/ = bird
/sk/ - /ir/ - /t/ = skirt
/sh/ - /ir/ - /t/ = shirt
6. Ask learners to sound out and read each word after you.

Word find Write the following table on the chalkboard:

tr ir ai
a b t
n m d

MODEL
1. Review all of the sounds in the table.
2. Tell learners to copy the table into their exercise books.
3. Tell learners to build as many words as they can using these
sounds. They must continue to do this over the next two weeks.
4. Show learners how to build one or two words, like: train or dirt

LESSON PLAN: TERM 2 97

WEEK 3 - TUESDAY
Sight or high 1. Explain to learners that there are some words that cannot be
frequency words sounded out in English.
2. There are also some words that appear frequently in texts.
3. Tell learners they need to remember what these words look like,
and they must know how to read these words by sight.
4. Write the sight words on the chalkboard and tell learners to take
note of the following as you read the words:
a. The first sound
b. The spelling of the word
c. The meaning (unless it is a word that doesn’t really carry
meaning)
5. Read the words three times and tell learners to repeat after you:
called, here, says, make, colours, shop, many, buy, collect, does

98 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - TUESDAY
WEEK 3: TUESDAY / DAY 2: PRE-READING

TITLE Buying a backpack

DBE WORKBOOK 92
1, PAGE

ACTIVITY PRE-READING

COMPREHENSION Predict
STRATEGY

PURPOSE When learners predict, they say what they think will happen in a story.
Learners can predict what will happen by looking at the pictures in a
book. They can also predict what will happen next after they have read
a page of the text. Finally, learners can predict how they think the story
might end.

1. Ask a learner to read the title: Buying a backpack

2. Explain the meaning of the title, e.g. The text will tell us about a backpack we might
want to buy!
3. Tell learners to look closely at the pictures, captions and title.
4. Conduct the Pre-Reading activity as per the core methodology.

LESSON PLAN: TERM 2 99

WEEK 3 - WEDNESDAY
WEEK 3: WEDNESDAY / DAY 3: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

Teacher: Where are you going? Open up both hands and shrug your
Where are you going? shoulders

Learners: To the clothing shop! Point towards the door

Teacher: How will you get there? Open up both hands and shrug your
How will you get there? shoulders

Learners: With a skip and a hop! Skip and hop

Teacher: What will you buy Open up both hands and shrug your
there? What will you buy there? shoulders

Learners: Some socks and a hat! Point to your socks then pat your
head

Teacher: May I come with you? -

May I come with you?

Learners: Yes please, we’d like Shout out

that!

THEME advertisement, compartments, stylish, organised, available

VOCABULARY

QUESTION OF THE DAY

Question What do you think is the best thing about a HOLD-IT-ALL backpack?

Graph 3 COLUMN GRAPH

Options it has special compartments / it is stylish / you can keep your things
organised

Follow up questions

Question How many learners think the best thing is that it has special
compartments?

Answer __ learners think the best thing is that it has special compartments.

Question How many learners think the best thing is that it is stylish?

Answer __ learners think the best thing is that it is stylish.

Question How many learners think the best thing is that you can keep your
things organised?

Answer __ learners think the best thing is that you can keep your things
organised.

100 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - WEDNESDAY
Question What do most learners think is the best thing about a HOLD-IT-ALL
backpack?

Answer Most learners think the best thing is that __.

Question What do fewest learners think is the best thing about a HOLD-IT-ALL
backpack?

Answer Fewest learners think the best thing is that __.

Question What do you think is the best thing about a HOLD-IT-ALL backpack?

Answer I think the best thing is that it has special compartments.

Answer I think the best thing is that it is stylish.

Answer I think the best thing is that you can keep your things organised.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

LESSON PLAN: TERM 2 101

WEEK 3 - WEDNESDAY
WEEK 3: WEDNESDAY / DAY 3: FIRST READ

TITLE Buying a backpack

DBE WORKBOOK 92
1, PAGE

ACTIVITY FIRST READ

COMPREHENSION Search the text

STRATEGY

PURPOSE By getting learners to recall details about the story, you are checking
that they have a basic understanding of the story. You can also show
learners how to search the text to find details, once they can read.

1. Hand out the DBE workbooks.

2. Instruct learners to turn to the text on page 92.
3. Allow learners a few minutes to try and read the text on their own, in silence.
4. Explain that you will read the text to learners. They must follow along as you read.
5. Read the text with fluency and expression to learners.
6. Read the Text first, and then say the comment in the First Read column.

Text Think Aloud: First Read

All kids need a Who needs a HOLD-IT-ALL backpack? Oh!

HOLD-IT-ALL The advertisement tell me that all kids need
Backpack one.
Are you going on a school trip?
Use the backpack made for kids!

Carry your things safely and in style. What is the backpack made with? I learn
Made of non-tear polyester, nylon and here that it is made from polyester, nylon
canvas, and canvas.
this backpack is made to last.

Keep your books, pens, lunch pack etc. Where can you keep your things safe? I
organised and hidden learn that there are special compartments
in the HOLD-IT-ALL. It has hidden pockets and with zipper locks!
special compartments to keep your cell
phone and money safe.
Zipper locks keep items as safe as a bank.

It has large wheels so you don’t need to carry How much does the bag cost? Oh, they are
the bag on different prices – from R70 to R100.
your back.
Prices range from R70 to R100.
Available at a shop near you.

102 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - WEDNESDAY
Everyone wants a HOLD-IT-ALL backpack- Who wants a HOLD-IT-ALL? The
so get yours before it’s too late! advertisements says that everyone does!

Follow up questions Responses

What do all kids need? All kids need a HOLD-IT-ALL backpack.

What can you keep safe in the special

You can keep your phone and money safe.
compartments?

Why question Possible response

Why should you buy a HOLD-IT-ALL backpack, • Because all kids need one.
according to the advertisement? • Because the backpack is made to last.
• Because it is stylish
• Because it will keep your things safe.
• Because there are special
compartments to keep your things
safe.
• Because it has wheels so you don’t
need to carry it on your back.

Introduce the LSC in context

1. Explain to learners that in this cycle, they will learn about: hyperbole
2. Point out the following example of this: In the advert, we read that: Everyone wants
a HOLD-IT-ALL backpack. This is not true – it is an exaggeration. This is also called
hyperbole.
3. Introduce this LSC as follows: Hyperbole is when the writer exaggerates something to
make the text more interesting or effective.

LESSON PLAN: TERM 2 103

WEEK 3 - THURSDAY
WEEK 3: THURSDAY / DAY 4: SECOND READ

TITLE Buying a backpack

DBE WORKBOOK 92
1, PAGE

ACTIVITY SECOND READ

COMPREHENSION Search the text

STRATEGY Evaluate the text

PURPOSE • By getting learners to recall details about the story, you are
checking that they have a basic understanding of the story. You
can also show learners how to search the text to find details, once
they can read.
• Making evaluations is a key thinking and comprehension skill.
Learners must realise that they must always evaluate what
they read, and be able to support or justify their evaluations.
Remember that it takes confidence to share an evaluation, so it is
important to encourage and praise learners as they start to make
evaluations.

1. Before the lesson begins, write the follow-up questions on the board:
a. What keeps items as safe as a bank?
b. Does this advertisement make you want to buy a HOLD-IT-ALL backpack? Why or
why not?
c. Why do you think this backpack is called HOLD-IT-ALL?
2. Read the follow-up questions out loud to learners.
3. Hand out the DBE workbooks.
4. Instruct learners to turn to the advertisement on page 92.
5. Explain that you will read the advertisement to learners. They must follow along with
the text as you read.
6. Read the text with fluency and expression to learners.
7. Read the Text first, and then say the comment in the Second Read column.
8. Next, instruct learners to turn and talk with a partner.
9. Instruct learners to take turns reading the advertisement to each other.
10. Tell learners to orally discuss the follow-up questions together.

Text Think Aloud: Second Read

All kids need a Today, let’s think about the people who made
HOLD-IT-ALL Backpack. this advertisement! We are going to evaluate
Are you going on a school trip? or think about why this advertisement was
Use the backpack made for kids! written!

104 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - THURSDAY
I can make the evaluation that the writers
have said ‘all kids need’ to make people think
that they must have this backpack. They are
trying to tell adults that their children need
this backpack. I think they also want children
to see this advertisement and to tell their
parents that they need it. I don’t think that all
kids really need this backpack, but they used
the word need so that people will think they
must go out and buy it!

Carry your things safely and in style. I can make the evaluation that the people
Made of non-tear polyester, nylon and who wrote this advertisement thought the
canvas, strength of the backpack will make people
this backpack is made to last. want to buy it.

Keep your books, pens, lunch pack etc. I can also make the evaluation that the
organised and hidden people who wrote this advertisement
in the HOLD-IT-ALL. It has hidden pockets thought special compartments and safety
and special compartments to keep your cell might make people want to buy this
phone and money safe. backpack!
Zipper locks keep items as safe as a bank.

It has large wheels so you don’t need to --

carry the bag on your back.
Prices range from R70 to R100.
Available at a shop near you.

Everyone wants a HOLD-IT-ALL backpack- so I can make the evaluation that the writers
get yours before it’s too late! used the words ‘everyone wants’ so that
the reader will think: Everyone wants one of
these cool backpacks, and I want one too!

Follow up questions Responses

What keeps items as safe as a bank? Zipper locks keep items as safe as a bank.

Why do you think this backpack is called • I think this backpack is called HOLD-IT-ALL
HOLD-IT-ALL? because…

Why question Possible response

Does this advertisement make you want to This is an evaluation question. Learners must
buy a HOLD-IT-ALL backpack? Why or why form their own opinion, using words from the
not? text to explain / justify, like:
• This advertisement makes me want to
buy a HOLD-IT-ALL backpack because…
• This advertisement doesn’t make me
want to buy a HOLD-IT-ALL backpack
because…

LESSON PLAN: TERM 2 105

WEEK 3 - THURSDAY
Ask learners to formulate a question about the text.
1. Ask learners to independently think of a question that they can ask about the text.
2. If necessary, remind learners of some of the question words or phrases, for example:
who; what; when; where; how; why; in your opinion; do you think; list; etc.
3. Tell learners to turn and talk, and share their questions with each other.
4. Then, ask a few learners to share their questions with the class.
5. Give other learners the opportunity to answer these questions.

WEEK 7 THURSDAY / DAY 4: TEACH THE COMPREHENSION STRATEGY

Modelling 1. Explain that this week, we have been working on searching the
(I DO) text.
2. Explain that we when we search the text, we look for information
that is stated in the text.
3. Hand out the DBE workbooks to learners.
4. Instruct learners to open to: page 92
5. Ask learners: What do all kids need?
6. Explain that to answer this question quickly, we can search the
text for the words ‘kids’ and ‘need’ – that is a helpful key word in
the question!
7. Use modelling to search the text for the word need. Start at the
beginning, and point out the word wherever you can find it: All
kids need a HOLD-IT-ALL backpack. (We learn that all kids need a
HOLD-IT-ALL backpack, according to the advertisement.)
8. Explain that when we search the text, we usually answer
questions about:
a. Who
b. What
c. When
d. Where
e. How
f. Why
9. When we search the text, we:
a. Think about the question word – what is being asked?
b. Look for information in the words that are written.
c. Look for key words to help us find the answer more easily!

Work with 1. Ask learners: What is this backpack made for?

learners 2. Ask learners: What key word/s do you think you could try to find?
(WE DO) a. Explain that made is the key word.
3. Instruct learners to search the text for the answer to this question.
4. Call on learner to to answer the question:
a. The backpack is made for kids.
b. The backpack is made to last.

106 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - THURSDAY
Pair work 1. Explain that now, learners will work with a partner to search the
(YOU DO) text.
2. Ask learners: Where is this bag available?
3. Instruct learners to discuss this with their partners.
4. After 3-5 minutes, call learners back together.
5. Call on a learner to share their answer to the question: It is
available at a shop near you.
6. Ask learners: What key words did you look for to help you answer
this question?
7. Explain that to answer this question, we could have searched for
key words that tell us how long, like: available

NOTES Tell learners to open their exercise books, and copy down the
following notes to remind them of how to search the text:

Search the text

Answer questions!
I must:
• Think about the question word. What kind of information must
you find?
• Think about key words.
• Look at the text. Think about the meaning.
• Put information from the text together.

LESSON PLAN: TERM 2 107

WEEK 3 - FRIDAY
WEEK 3: FRIDAY/ DAY 5: POST-READING

TITLE Buying a backpack

DBE WORKBOOK 92
1, PAGE

ACTIVITY WRITTEN COMPREHENSON

COMPREHENSION Search the text

STRATEGY

PURPOSE By getting learners to recall details about the story, you are checking
that they have a basic understanding of the story. You can also show
learners how to search the text to find details, once they can read.

POST-READING

1. Before the lesson begins, write the following heading, questions and sentence starters
on the board.
2. Read through the questions with learners, and explain them if necessary.
3. Tell learners that next, they are going to turn and talk and discuss these questions with a
partner.
4. Then, learners must open their exercise books, write the date and heading, and write
the answers to the questions.
5. Explain that learners do not have to write the questions, but they must write the
sentence starters.
6. In the last five minutes of the lesson, go through the answers with learners, and allow
them to correct their own work.

Buying a backpack
1. What are all the things you can keep in your backpack?
You can keep…in your backpack.

2. Why don’t you need to carry this backpack on your back?

You don’t need to carry this backpack on your back because…

3. According to the advertisement, who wants this backpack?

According to this advertisement…

4. What makes this backpack made to last?

This backpack is made to last because…

5. Why is this backpack especially safe?

This backpack is especially safe because…

108 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - FRIDAY
Model Answers: Buying a backpack
1. What are all the things you can keep in your backpack?
You can keep your books, pens, lunch pack, money, and cell phone in your backpack.

2. Why don’t you need to carry this backpack on your back?

You don’t need to carry this backpack on your back because it has large wheels.

3. According to the advertisement, who wants this backpack?

According to this advertisement everyone wants this backpack.

4. What makes this backpack made to last?

This backpack is made to last because it is made out of non-tear polyester, nylon, and
canvas

5. Why is this backpack especially safe?

This backpack is especially safe because it has zipper locks.

WEEK 3: FRIDAY / DAY 5: TEACH THE GENRE

TEXT TYPE PURPOSE TEXT STRUCTURE LANGUAGE FEATURES

ADVERTISEMENT To persuade • Can take a variety Figurative language

POSTERS and someone to buy of forms. Makes and
NOTICES something or use a use of slogans poetic devices used
service. and logos. to create impact and
• Usually have a make the language
visual, design memorable, e.g.
element. metaphor, simile,
• Use advertising alliteration, repetition,
techniques. rhyme, rhythm
• Use design
to make the
advertisement
eye-catching and
memorable.

INTRODUCE THE 1. Explain that this cycle, learners will write an advertisement.
GENRE 2. Explain that in an advertisement, we try to tell people why they
should buy or do something – we try to persuade them.
3. Explain that to persuade someone, we can:
a. Use pictures and different ways of writing. We can use big,
bold, cursive, print
b. Use language that makes people want to buy or do something
(persuasive language)

LESSON PLAN: TERM 2 109

WEEK 3 - FRIDAY
READ THE SAMPLE WONDER PENCIL
TEXT
All kids need the new WONDER pencil!
Does your pencil break all the time?
Use the new WONDER pencil!
It stays sharp all the time.
The tip never breaks!

Does your pencil get lost all the time?

Use the new WONDER pencil!
It can attach to your arm or pencil case.
It never gets lost!

Only R25 for a pencil that will last you forever!

Available at a shop near you.
Everyone wants a WONDER pencil - so get yours before it’s too late!

DISCUSS 1. What is this advertising?

2. What does the writer say that makes you want to buy this?
3. Who do you think might have written this advertisement?
4. How can we infer that this is an advertisement?

NOTES Tell learners to open their exercise books, and write down the
following heading and notes:

Advertisement
1. Is meant to make someone want to buy or do something.
2. I use pictures and different sizes or styles of writing.
3. I use language to tell people why they should buy or do
something.

110 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 3 - MONDAY
GRADE 4 - TERM 2

4
EK
WE

THEME:
GOING SHOPPING
‘I am not a shopaholic. I am helping the economy!’
- Unknown

111
WEEK 4
TERM 1: WEEK 4

OVERVIEW

THEME Going shopping

competition, onlooker, prize, collected, donate, advertisement,

THEME compartments, stylish, organised, available, expensive, cheap,
VOCABULARY exhausted, relaxed, dreamed, starving, fridge, cupboard, addiction,
credit card

LSC Hyberbole

COMPREHENSION Search the text

STRATEGY Make evaluations

WRITING GENRE Advertisement

Think of an item of clothing that you want to sell. Make an

WRITING TOPIC
advertisement to make people want to buy this item of clothing.

112 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - MONDAY
WEEK 4: MONDAY / DAY 1: PLANNING

TOPIC Think of an item of clothing that you want to sell. Make an

advertisement to make people want to buy this item of clothing.

GENRE Advertisement

PLANNING Use a mind-map

STRATEGY

MODEL THE 1. Introduce the writing topic.

PLANNING 2. Show learners that you think before you write.
STRATEGY (I DO) 3. Use modelling to show learners how to think of a clothing item to
advertise, like:

I am thinking about my favourite jersey that keeps me warm at

home. I am going to pretend it is on sale at the shop, and make an
advertisement about why everyone would like this jersey!

4. Have the writing topic written on one side of the chalkboard.

5. Write the planning frame below on the other side of the
chalkboard.
6. On the other side of the chalkboard, show learners how you make
a mind-map.

Advertisement Advertisement

It will keep
What is It makes you warm and
Describe this special about everyone look make you look
clothing item! this item of smart stylish
clothing?
Where can warm
lots of
someone What is
at Pick colours
buy this? JERSEY special about JERSEY
this item of n’ Pay It is on sale!
Why would clothing? clothing It is R100
someone
big pockets fuzzy on the
want to buy How much
inside
this item does it cost?
of clothing?

LESSON PLAN: TERM 2 113

WEEK 4 - MONDAY
LEARNERS USE 1. Tell learners to close their eyes and use their imaginations to think
THE PLANNING of the item of clothing they want to sell.
STRATEGY 2. Next, tell learners to turn and talk with a partner, to share their
(YOU DO) ideas.
3. Show learners the planning frame on the chalkboard, and tell
them to use this frame to plan their advertisement, just like you
did.
4. Tell learners not to copy your plan – they must write their own
ideas.
5. As learners work, walk around the room and hold
mini-conferences.

WEEK 4: MONDAY / DAY 1: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

114 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - TUESDAY
WEEK 4: TUESDAY / DAY 2: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

Teacher: Where are you Open up both hands and shrug your
going? Where are you going? shoulders

Learners: To the clothing Point towards the door

shop!

Teacher: How will you get Open up both hands and shrug your
there? How will you get there? shoulders

Learners: With a skip and a Skip and hop

hop!

Teacher: What will you buy Open up both hands and shrug your
there? What will you buy shoulders
there?

Learners: Some socks and a Point to your socks then pat your
hat! head

Teacher: May I come with -

you? May I come with you?

Learners: Yes please, we’d like Shout out

that!

THEME expensive, cheap, exhausted, relaxed, dreamed

VOCABULARY

QUESTION OF THE DAY

Question If you won a competition like Vuyo Tshabalala, what kind of things
would you want from the shop?

Graph 2 COLUMN GRAPH

Options expensive things / cheap things

Follow up questions

Question How many learners would want expensive things?

Answer __ learners would want expensive things.

Question How many learners would want cheap things?

Answer __ learners would want cheap things.

Question What would more learners want?

Answer More learners would want __ things.

LESSON PLAN: TERM 2 115

WEEK 4 - TUESDAY
Question What would fewer learners want?

Answer Fewer learners would want __ things.

Question If you won a competition, what kind of things would you want from
the shop?

Answer I would want expensive things.

Answer I would want cheap things.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 4: TUESDAY / DAY 2: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

116 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - WEDNESDAY
WEEK 4: WEDNESDAY / DAY 3: LANGUAGE AND DRAFTING

LSC Hyperbole

LSC 1. Explain that in advertising, we often use use figurative language to

MODELLING make people remember or want to buy something. This week, we
(I DO) will learn about one type of figurative speech that is used a lot in
advertising: hyperbole
2. Explain that hyperbole is an exaggeration. It is when we say
something more strongly than we mean it to emphasise
something.
3. Call one learner up to the front of the room. Ask the class to
identify one nice quality about this person, like: she is friendly.
4. Explain that we need to turn this into a hyperbole. That means we
needs to exaggerate how friendly she is, like: she is the friendliest
person in the world!
5. Explain that using hyperbole is a way we can emphasise
something to make a point! It is based on something true, but we
say it more strongly than we mean it.

LSC 1. Remind learners that you are writing advertisements for a piece of
Ask learners for clothing.
help 2. Explain that today, learners will make some hyperboles that will
(WE DO) help advertise their clothing item in their advertisement!
3. Remind learners that you began writing an advertisement on
Monday about a jersey.
4. Explain that you described your jersey as:
a. warm
b. lots of colours
5. Instruct learners to help you turn each into an hyperbole, like:
a. As warm as a fire!
b. The most colourful jersey in the world!

LESSON PLAN: TERM 2 117

WEEK 4 - WEDNESDAY
LSC 1. Hand out exercise books.
Pair work 2. Instruct learners to find their planning frame from Monday.
(YOU DO) Explain that they must add an extra box with the label:
Hyperboles
3. Explain that learners will write their own hyperboles about their
item of clothing item. They must look on their mind-map and find
things they can exaggerate about their item of clothing!
4. Then, give learners 3-5 minutes to come up with some hypeboles
on their own.
5. Instruct learners to turn and talk and share their hyperboles with
a partner.
6. After learners have shared with a partner, call the class back
together.
7. Ask learners to share their partner’s hyperbole with the class.
8. Explain that they must choose one to use in their advertisement.

TOPIC Think of an item of clothing that you want to sell. Make an

advertisement to make people want to buy this item of clothing.

PLANS Before class begins, rewrite the planning frames on the board:

Advertisement Advertisement

It will keep
What is It makes you warm
Describe this everyone look
special about and make you
clothing item! this item of smart look stylish
clothing?
Where can warm
lots of
someone What is colours
buy this? at Pick
special JERSEY
JERSEY n’ Pay
about this It is on
clothing sale! It is
item of
Why would clothing? R100
someone want big pockets
fuzzy on the
to buy this item How much inside
of clothing? does it cost?

118 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - WEDNESDAY
WRITING FRAME 1. Next, tell learners that they must design and write an
advertisement.
2. Explain that the words on an advertisement do not have to be
written in full sentences!
3. Explain that an advertisement might use a lot of exclamation
marks!
4. In an advertisement, the ideas do not need to be written in any
particular order – they might even be spaced around the page!
5. When writng an advertisement, learners must think about how it
looks, because it is meant to catch peoples’ attention!
6. Write the following frame on the chalkboard, and explain it to
learners:

Include on the page:

Your hyperbole: What is being sold?
Why should someone buy this item? (You can include lots of ideas and
think about pictures you will add in your final draft!)
How can someone buy this item? (How much and where can they find
it?)

DRAFT 1. Hand out learners’ exercise books.

2. Settle learners so you have their attention.
3. Remind learners that they will write an advertisement using the
frame.
4. Instruct learners to write the date and heading: Advertisement:
Draft
5. Instruct learners to find their plan from Monday and think about
their ideas.
6. Instruct learners to complete the writing frame using their plans.
7. Remind learners that they should use the hyperbole in their
poster!
8. Tell learners that they can add more words or write an extra
advertisement if they have time.
9. Remind learners of the strategies they can use to help them.
10. As learners write, walk around the classroom and help learners
who are struggling.

HOMEWORK Learners must complete the draft.

LESSON PLAN: TERM 2 119

WEEK 4 - WEDNESDAY

WEEK 4: WEDNESDAY / DAY 3: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

120 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - THURSDAY
WEEK 4: THURSDAY / DAY 4: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

Teacher: Where are you going? Open up both hands and shrug your
Where are you going? shoulders

Learners: To the clothing shop! Point towards the door

Teacher: How will you get Open up both hands and shrug your
there? How will you get there? shoulders

Learners: With a skip and a Skip and hop

hop!

Teacher: What will you buy Open up both hands and shrug your
there? What will you buy shoulders
there?

Learners: Some socks and a Point to your socks then pat your
hat! head

Teacher: May I come with you? -

May I come with you?

Learners: Yes please, we’d like Shout out

that!

THEME
starving, fridge, cupboard, addiction, credit card
VOCABULARY

QUESTION OF THE DAY

Question If you felt starving, what would you hope to find in your cupboard?

Graph 3 COLUMN GRAPH

Options
eggs / bread / peanut butter

Follow up questions

Question How many learners would hope to find eggs?

Answer __ learners would hope to find eggs.

Question How many learners would hope to find bread?

Answer __ learners would hope to find bread.

Question How many learners would hope to find peanut butter?

Answer __ learners would hope to find peanut butter.

LESSON PLAN: TERM 2 121

WEEK 4 - THURSDAY
Question What would most learners hope to find?

Answer Most learners would hope to find __.

Question What would fewest learners hope to find?

Answer Fewest learners would hope to find __.

Question If you felt starving, what would you hope to find in your cupboard?

Answer I would hope to find eggs.

Answer I would hope to find bread.

Answer I would hope to find peanut butter.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 4: THURSDAY / DAY 4: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

122 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - FRIDAY
WEEK 4: FRIDAY / DAY 5: EDITING AND PUBLISHING

EDITING 1. Does my advertisement include my hyperbole?

CHECKLIST 2. Does my advertisement explain why someone should buy this
(Write this on the item?
board before class 3. Did I use proper punctuation?
begins) 4. Will I include some pictures of different styles of writing in my
final draft?
5. Did I spell all words correctly?

EDIT 1. Instruct learners to open their exercise books to the completed

draft.
2. Write the editing checklist on the board.
3. Instruct learners to read their own writing.
4. Instruct learners to make sure the answer to each of these
questions is yes.
5. Instruct learners to fix any mistakes they find.
6. Instruct learners to change words if it will help their
advertisement sound better and more interesting.
7. Explain that learners may begin to publish when they are finished
editing.

PUBLISH 1. Instruct learners to read through their corrections.

2. Instruct learners to rewrite their recount, correcting any mistakes.
3. Instruct learners to rewrite the paragraph correctly, under the
heading: Advertisement: Final Draft
4. Tell learners that they should add different design elements, like
pictures or different sizes of writing to their final draft!

SHARE 1. Instruct learners to turn and talk to a partner.

2. Instruct learners to read their writing out loud to their partner
and then swop.
3. Instruct learners to each tell each other one thing they liked about
their partners’ writing.

HOMEWORK If learners have not fully completed their final draft, they must do so as
homework.

LESSON PLAN: TERM 2 123

WEEK 4 - FRIDAY

124 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 4 - FRIDAY
WEEK 4: FRIDAY / DAY 5: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

WEEK 4 CONCLUSION

Find 10-15 minutes at the end of the week to do the following:

UPDATE THE • Tell learners to go back to their K-W-L chart, and to fill in
K-W-L CHART everything that they have learnt in the theme.
• They should also add any new questions about what they still
want to learn.

SUMMARISE • Use learners’ K-W-L charts to update a class K-W-L chart, that
summarises the main learnings of the theme.
• Remember to include:
o Theme vocabulary
o LSC
o The different texts that were read
o The small group discussion
o The comprehension strategy
o The writing genre and task
o All content from the theme

SHARE WITH • Ask learners to think about two things they learnt this week that
FAMILIES they will share with their families.
• Tell learners to turn and talk and share with a partner.
• Ask a few learners to share their points with the class.

ACKNOWLEDGE • Acknowledge the improvements and achievements of a few

AND CELEBRATE learners each week.
• These improvements and achievements can be related to:
o EFAL skills like reading or writing
o Theme content
o Tasks or activities
o Behaviour in the class
o Relationships with other learners
o Attitude to EFAL
o Or any other aspect of classroom life
• Do something small to celebrate any remarkable achievements or
improvements that you have noticed.

LESSON PLAN: TERM 2 125

NOTES

126 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4 - TERM 2

5
WEEK

THEME:
INCREDIBLE INSECTS
‘If all insects on Earth disappeared, within 50 years all life on Earth would
end. If all human beings disappeared from the Earth, within 50 years all
forms of life would flourish.’
– Jonas Salk

127
WEEK 5
TERM 2: WEEK 5

OVERVIEW

THEME Incredible Insects

THEME insect, fascinated, expert, crime, intelligent, thorax, abdomen,

VOCABULARY antennae, microscope, magnifying glass

LSC Connecting words

COMPREHENSION Visualise
STRATEGY Make evaluations

WRITING GENRE Description

WRITING TOPIC Write a description of an incredible insect.

CLASSROOM 1. Take down and carefully store the flashcard words and pictures
PREPARATION from the previous week.
2. Make sure that your learners’ DBE Workbooks and exercise books
are marked and in order.
3. Prepare your flashcard words and pictures for the week by cutting
them out, colouring them in and laminating them.
4. Try to find some reading material for your theme table, for
example: an encyclopaedia or book about insects.
5. Try to find some objects for your theme table like a magnifying
glass, or a picture of a microscope and pictures of different
insects.
6. Do some research on the internet to prepare for this theme, for
instance, find some pictures of strange and beautiful insects.

128 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - MONDAY
WEEK 5: MONDAY / DAY 1: INTRODUCE THE THEME & ORAL ACTIVITIES

PICTURE 1. Tell learners to turn to DBE Workbook 1 page 112

2. Instruct learners to look at the title, headings and pictures in the
text.

INTRODUCE THE 1. Tell learners the title of the theme.

THEME 2. Activate learners’ background knowledge about the theme.
3. Tell learners to create a theme page in their exercise books with
the title and a K-W-L chart.
4. Fill in the first part of the K-W-L chart.

SONG / RHYME Lyrics Actions

(can be sung to
Can you wiggle like a worm? Move your hand in a wiggling motion
the tune of ‘Do
your ears hang Can you squiggle? Can you Shake your body
low’) squirm?

Can you flutter? Can you fly? Flap your hands like a butterfly

Can you crawl upon the Use your hands and bend down low
ground, to pretend to crawl

Like a beetle that is round? Use your hands to make a circle

Can you move like me? Point to yourself

THEME insect, fascinated, expert, crime, intelligent

VOCABULARY

QUESTION OF THE DAY

Question How do you feel about learning about insects?

Graph 3 COLUMN GRAPH

Options curious / fascinated / bored

Follow up questions

Question How many learners feel curious about learning about insects?

Answer __ learners feel curious about learning about insects.

Question How many learners feel fascinated about learning about insects?

Answer __ learners feel fascinated about learning about insects.

Question How many learners feel bored about learning about insects?

Answer __ learners feel bored about learning about insects.

LESSON PLAN: TERM 2 129

WEEK 5 - MONDAY
Question How do most learners feel about learning about insects?

Answer Most learners feel __ about learning about insects.

Question How do fewest learners feel about learning about insects?

Answer Fewest learners feel __ about learning about insects.

Question How do you feel about learning about insects?

Answer I feel curious.

Answer I feel fascinated.

Answer I feel bored.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

130 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - MONDAY
WEEK 5 MONDAY / DAY 1: LISTENING

LISTEN TO…

1. This week, learners will listen to an information text: Bernard Greenberg

2. FIRST READ: Read the text out loud to learners. Read with fluency and expression.
As you read, embed meaning in the text by using your voice, facial expressions, and
actions.
3. SECOND READ: Read the text out loud to learners. As you read, share your thoughts
with learners. Use the notes in the Second Read column below.
4. THIRD READ: Read the text out loud to learners. As you read, stop and ask questions.
Use the questions in the Third Read column below.

SECOND READ: THIRD READ:

Text
Share Thoughts (Model) Ask Questions

On the 24th April 1922, I can visualise Bernard’s 1. When was Bernard
Bernard Greenberg was house, filled with jars of Greenberg born? (24th
born in New York City, in the insects. I am visualising April 1922.)
United States of America. Bernard, standing in a room 2. What did Bernard use to
Bernard was a strange boy, full of jars, looking fascinated catch insects? (Jars.)
who always loved insects. by the jars all around. But, 3. Can you visualise
He caught insects in jars, and I can visualise anyone else Bernard studying his
studied them carefully. who comes into the house insects as a little child?
looking around, wondering What do you visualise? (I
what is going on! can visualise…)

As Bernard grew up, he I can visualise Bernard 1. What did Bernard decide
stayed interested in insects. sitting at a desk in the to study in University?
When he went to university, University library, looking (He decided to study
he even chose to study fascinated by the pictures insects.)
insects! Bernard studied of insects in his text book! I 2. Which insect did Bernard
hard, and became an expert can visualise him collecting become an expert in?
in insects, which is called insects outside, just like (He became an expert in
an entomologist. Bernard when he was a little child. the blow fly.)
became a real expert in a I can then visualise him
certain kind of fly, called a looking at his little insects
blow fly. He knew everything under a microscope in the
about blow flies. University lab.

Bernard and his wife Barbara I can visualise Bernard on a 1. Which two jobs did
eventually moved to a crime scene. There is crime Bernard have? (Bernard
different city called Chicago. tape and police all around. worked at the University
In Chicago, Bernard worked of Chicago as a teacher.
as a teacher at a university, He also worked with
where he taught his students th police to help solve
about insects. murder cases.)

LESSON PLAN: TERM 2 131

WEEK 5 - MONDAY
In Chicago, Bernard also I can visualise Bernard 2. Why did Bernard
began working with the kneeling down and collecting work with the police?
police to help solve murder insects in tiny jars, so that he (Because he could use
cases. Bernard used his can take them to the lab to his knowledge about
knowledge of insects and study – just like he has done Blow flies to help solve
blow flies to help solve his whole life! murder cases.)
murder cases. Bernard could
tell how long a person had
been dead, by studying
the blow flies on the body.
Bernard could tell when
a person died from the
number of blow flies on the
body. He would also look at
which stage of the life-cycle
the blow flies were in. These
two things helped him to
work out exactly when the
person died.

Bernard became very I can make an evaluation 1. Why was Bernard

famous and helped to that Bernard Greenberg is Greenber famous?
solve many murder cases a real (nonfiction) person, (Because he helped solve
because of his knowledge of because there are details murder cases/ Maybe
insects. Now, entomologists about his birth, and death. because he was one of
are often called to help This is a story about a real the first people to use
solve crime cases. Bernard person, who did something insects to solve crimes.)
Greenberg used his new that made him famous! 2. What in the story lets
knowledge of insects to help That must be why we are us make the evaluation
humans. He died in 2017. still reading about him, even that Bernard Greenberg
though he is dead! was an intelligent
person? (He collected
insects in jars / He
studied them from the
time he was a child / he
kept studying and trying
to learn more about
insects / he came up
with new ways to use
his knowledge about
insects!)

132 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - TUESDAY
WEEK 5: TUESDAY / DAY 2: SPEAKING

DISCUSS…

1. This week, learners will discuss an information text: Bernard Greenberg

2. Before class begins, write the following conversation frame on the board:
a. In this text…
b. I can make a connection to this text because…
c. I think…would enjoy this text because…
3. Break learners into their small discussion groups.
4. Complete the speaking activity as per the core methodology.

WEEK 5: TUESDAY / DAY 2: PHONICS REVIEW AND SIGHT WORDS

Sounds /th/ / ay/

Activity 1. Explain to learners that some letters sound different in English.

2. Tell learners that they need to know how to say the sounds in
English, and how to blend sounds together to make words.
3. Write the following sounds on the chalkboard: th, ay.
4. Say the sounds as they sound in English and instruct learners to
repeat the sounds. Do this three times.
5. Write the following words on the chalkboard and sound each
word out as follows:
/th/ - /i/ - /ck/ = thick
/th/ - /i/ - /n/ = thin
/b/ - /a/ - /th/ - bath
/r/ - /ay/ = ray
/st/ - /ay/ = stay
/to/ - /d/ - /ay/ = today
6. Ask learners to sound out and read each word after you.

Word find Write the following table on the chalkboard:

th ay p
tr i u
n s ck

MODEL
1. Review all of the sounds in the table.
2. Tell learners to copy the table into their exercise books.
3. Tell learners to build as many words as they can using these
sounds. They must continue to do this over the next two weeks.
4. Show learners how to build one or two words, like: thin or puck

LESSON PLAN: TERM 2 133

WEEK 5 - TUESDAY
Sight or high 1. Explain to learners that there are some words that cannot be
frequency words sounded out in English.
2. There are also some words that appear frequently in texts.
3. Tell learners they need to remember what these words look like,
and they must know how to read these words by sight.
4. Write the sight words on the chalkboard and tell learners to take
note of the following as you read the words:
a. The first sound
b. The spelling of the word
c. The meaning (unless it is a word that doesn’t really carry
meaning)
5. Read the words three times and tell learners to repeat after you:
saw, I’m, if, make, water, away, good, over, how, going

134 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - TUESDAY
WEEK 5: TUESDAY / DAY 2: PRE-READING

TITLE What do insects look like?

DBE WORKBOOK 112

1, PAGE

ACTIVITY PRE-READING

COMPREHENSION Predict
STRATEGY

PURPOSE By getting learners to predict, you are getting them to think about the
story before they have even read it. Learners must use clues to try and
work out who the characters are, and what main events will take place.
By predicting, learners are developing their comprehension skills by
thinking about the story.

PRE-READING ACTIVITY

1. Ask a learner to read the title: What do insects look like

2. Explain the meaning of the title, e.g. The title tells us that we will learn all about what
insects look like in this poem!
3. Instruct learners to think about the pictures and the title.
4. Instruct learners to look at the structure of the poem.
a. Explain that a poem is written using lines – not sentences.
b. Explain that a poem is written using stanzas – not paragraphs.
c. Explain that some poems use rhyming words and some poems do not. Rhyming
words are at the end of lines in the poem.
5. Tell learners to look closely at the pictures, captions and title.
6. Conduct the Pre-Read activity as per the core methodology.

LESSON PLAN: TERM 2 135

WEEK 5 - WEDNESDAY
WEEK 5: WEDNESDAY / DAY 3: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

(can be sung to
Can you wiggle like a worm? Move your hand in a wiggling
the
motion
tune of ‘Do your
ears hang low’ Can you squiggle? Can you Shake your body
squirm?

Can you flutter? Can you fly? Flap your hands like a butterfly

Can you crawl upon the ground, Use your hands and bend down low
to pretend to crawl

Like a beetle that is round? Use your hands to make a circle

Can you move like me? Point to yourself

THEME Which part of an insect would you like to see up close?

VOCABULARY

QUESTION OF THE DAY

Question Which part of an insect would you like to see up close?
Graph 3 COLUMN GRAPH
Options the thorax / the abdomen / the antennae
Follow up questions
Question How many learners would like to see the thorax?
Answer __ learners would like to see the thorax.
Question How many learners would like to see the abdomen?
Answer __ learners would like to see the abdomen.
Question How many learners would like to see the antennae?
Answer __ learners would like to see the antennae.
Question Which part of an insect would most learners like to see?
Answer Most learners would like to see the __.
Question Which part of an insect would fewest learners like to see?
Answer Fewest learners would like to see the __.
Question Which part of an insect would you like to see up close?

Answer I would like to see the thorax.

Answer I would like to see the abdomen.

Answer I would like to see the antennae.

136 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - WEDNESDAY
PERSONAL 1. Instruct learners to add the theme vocabulary words to their
DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 5: WEDNESDAY / DAY 3: FIRST READ

TITLE What do insects look like?

DBE WORKBOOK 112

1, PAGE

ACTIVITY FIRST READ

COMPREHENSION Visualise
STRATEGY Make evaluations

PURPOSE • Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the story
as a whole, rather than just page by page. This also helps to give
meaning to the words on the page – by turning them into a scene
from a movie in our minds.
• Making evaluations is a key thinking and comprehension skill.
Learners must realise that they must always evaluate what
they read, and be able to support or justify their evaluations.
Remember that it takes confidence to share an evaluation, so it is
important to encourage and praise learners as they start to make
evaluations.

1. Hand out the DBE workbooks.

2. Instruct learners to turn to the poem on page 112.
3. Allow learners a few minutes to try and read the poem on their own, in silence.
4. Explain that you will read the poem to learners. They must follow along as you read.
5. Read the poem with fluency and expression to learners.
6. Read the Text first, and then say the comment in the First Read column.

Text Think Aloud: First Read

An insect has three body parts, I visualise a picture of an ant. I can visualise
It needs to have all three. an arrow pointing to the head, the thorax
next, and finally the abdomen!

LESSON PLAN: TERM 2 137

WEEK 5 - WEDNESDAY
A head, a thorax and an abdomen It is like how a human has a head, chest and
Look closely and you’ll see. abdomen!
I visualise holding a magnifying glass and
looking closely at an insect! I can see a tiny
ant’s head, thorax and abdomen!

The head has mouth parts well designed, I visualise the word compound – it means
And compound eyes as well. two or more things put together. I visualise
It uses two antennae a picture I once saw of insect’s eye under a
To feel and hear and smell. microscope! – lots of tiny little dots put all
together.

The thorax is where legs are joined I visualise a little ant crawling up my arm – I
Three pairs, six legs in all. am visualising the six little legs that tickle me
It also sometimes joins the wings when the ant walks!
To help them fly or crawl.

The abdomen is the next body part, We can’t see an insect digest it’s food
It’s where it digests its feeds. because that is what happens inside our body
It is important for these wonder bugs after we eat food. I can visualise a little insect
to digest the food it needs. eating so many leaves and feeling full!

Follow up questions Responses

How many body parts does an insect have? It has three body parts.

What body parts does an insect have? Insects have a head, thorax, and abdomen.

Why question Possible response

Explain that the speaker of a poem is the This is an evaluation question. Learners must
narrator or the person who is speaking in a form their own opinion, like:
poem. • I think the speaker in the poem is a
Evaluate the entire poem. Who do you think scientist who whats to teach us about
is the speaker of this poem? the parts of insects we can’t see.
• I think the speaker of the poem is a
child who has studied insects and loves
to talk about them!
• I think the speaker could be anyone
who likes insects.

Introduce the LSC in context

1. Explain to learners that in this cycle, they will learn about: connecting words
2. Point out the following example of this: In the second stanza of the poem, we read: The
head has mouth parts well designed and compound eyes as well. This is an example of
two sentences joined with the word ‘and’.
3. Introduce this LSC as follows: Connecting words are used to join two or more sentences.
They include words like and, but, however, then, because, in the end, and finally.

138 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - THURSDAY
WEEK 5: THURSDAY / DAY 4: SECOND READ

TITLE What do insects look like?

DBE WORKBOOK 112

1, PAGE

ACTIVITY SECOND READ

COMPREHENSION Visualise
STRATEGY Make evaluations

PURPOSE • Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the story
as a whole, rather than just page by page. This also helps to give
meaning to the words on the page – by turning them into a scene
from a movie in our minds.
• Making evaluations is a key thinking and comprehension skill.
Learners must realise that they must always evaluate what
they read, and be able to support or justify their evaluations.
Remember that it takes confidence to share an evaluation, so it is
important to encourage and praise learners as they start to make
evaluations.

1. Before the lesson begins, write the follow-up questions on the board:
a. Where are the legs and wings joined on an insect’s body?
b. What is the insect you visualise when you read this poem?
c. What do you think the message of this poem is?
2. Read the follow-up questions out loud to learners.
3. Hand out the DBE workbooks.
4. Instruct learners to turn to the poem on page 112.
5. Explain that you will read the story to learners. They must follow along with the text as
you read.
6. Read the poem with fluency and expression to learners.
7. Read the Text first, and then say the comment in Second Read column.
8. Next, instruct learners to turn and talk with a partner.
9. Instruct learners to take turns reading the poem to each other.
10. Tell learners to orally discuss the follow-up questions together.

Text Think Aloud: Second Read

An insect has three body parts, I can visualise a big dug beetle. I never
It needs to have all three. thought about the different parts of it’s body
A head, a thorax and an abdomen before! I visualise myself finding a big beetle
Look closely and you’ll see. and trying to see the thorax and abdomen.

LESSON PLAN: TERM 2 139

WEEK 5 - THURSDAY
The head has mouth parts well designed, I can visualise the two tiny antennae sticking
And compound eyes as well. out of the beetle’s bead! I can visualise the
It uses two antennae way those little antennae move on their own!
To feel and hear and smell.

The thorax is where legs are joined I can visualise turning over the beetle and
Three pairs, six legs in all. seeing how the legs are attached to the
It also sometimes joins the wings insect’s. The place they are attached is the
To help them fly or crawl. thorax! Now I can visualise the thorax right
there under the beetle’s head!

The abdomen is the next body part, I visualise a little beetle rolling it’s food along
It’s where it digests its feeds. – getting ready to eat!
It is important for these wonder bugs
to digest the food it needs.

Follow up questions Responses

Where are the legs and wings joined on an They are joined on the thorax.
insect’s body?

What is the insect you visualise when you I visualise…

read this poem?

Why question Possible response

Explain that the message of a poem is This is an evaluation question. Learners must
whatever the poet wants us to learn from form their own opinion, like:
reading the poem. • I think the poet wants us to become
Evaluate the entire poem. more curious about insects. I think
What do you think the message of this poem the poet hopes this will make us more
is? interested in the insects we see all
around us.
• I think the poet wants us to learn
something new. The poem is meant to
help us know about insects.

Ask learners to formulate a question about the text.

1. Ask learners to independently think of a question that they can ask about the text.
2. If necessary, remind learners of some of the question words or phrases, for example:
who; what; when; where; how; why; in your opinion; do you think; list; etc.
3. Tell learners to turn and talk, and share their questions with each other.
4. Then, ask a few learners to share their questions with the class.
5. Give other learners the opportunity to answer these questions.

140 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - THURSDAY
WEEK 5: THURSDAY / DAY 4: TEACH THE COMPREHENSION STRATEGY

Modelling 1. Explain that this week, we have been working on visualising.

(I DO) 2. Explain that when we visualise, we try to imagine what is
happening in the text, like a movie inside our minds.
3. Hand out the DBE workbooks to learners.
4. Instruct learners to open to: page 112
5. Read out loud from the poem learners follow along: Look closely
and you’ll see
6. Close your eyes and explain what you visualise about this line,
like:
a. I visualise my friend handing me a magnifying glass and telling
me to look closely at an insect he has found.
b. I can visualise using the magnifying glass to look up close at a
little tiny insects and see the parts of the insect!

Work with 1. Read out loud while learners follow along: It uses two antennae to
learners feel and smell
(WE DO) 2. Instruct learners to close their eyes, and to visualise this line of
the poem.
3. Ask learners: What did you visualise?
4. Listen to learners ideas, like:
a. I visualised a little insect putting it’s antennae up higher when
it hears a loud sound.
b. I visualised an ant using an antennae to feel for its food.
c. Etc.

Pair work 1. Write the following questions on the board:

(YOU DO) a. What did you visualise?
b. How was your visualisation similar to your partner?
c. How was your visualisation different from your partner?
2. Explain that now, learners will work with a partner to visualise.
3. Read out loud while learners follow along: The thorax is where
legs are joined / Three pairs, six legs in all.
4. Instruct learners to visualise these lines of the poem.
5. Then, instruct learners to discuss the questions with their
partners.
6. After 3-5 minutes, call learners back together.
7. Call on 2-3 learners to share their answer to each question.

NOTES Tell learners to open their exercise books, and copy down the
following heading and notes in their books:

Visualise
To visualise, we:
1. Close our eyes
2. Imagine what we see, hear, smell, taste and feel
3. Try to see the story like a movie in our minds

LESSON PLAN: TERM 2 141

WEEK 5 - FRIDAY
WEEK 5: FRIDAY / DAY 5: POST-READING

TITLE What do insects look like?

DBE WORKBOOK 112

1, PAGE

ACTIVITY TEXT ILLUSTRATION

COMPREHENSION Visualise
STRATEGY

PURPOSE Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the story as a
whole, rather than just page by page. This also helps to give meaning to
the words on the page – by turning them into a scene from a movie in
our minds.

POST-READING

Getting Ready
Before the lesson begins, write the following sentence starter on the board:
I can visualise…

1. Hand out exercise books.

2. Remind learners that this week, we have been learning how to visualise a text.
3. Explain that today, learners will visualise the insects in the poem.
4. Instruct learners to close their eyes. Instruct them to think about what kind of insect
they visualise when the poem is read. Instruct them to visualise the different body parts
of their insect’s body.
5. Read the poem out loud to learners while their eyes are closed.
6. Instruct learners to open their books and to draw a picture of the insect that they
visualised.
7. Instruct learners to use the sentence starter to write 1-2 sentences about their
visualisation.

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner and to discuss how they visualised the
insect in the poem.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations about the theme.

142 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 5 - FRIDAY
WEEK 5: FRIDAY / DAY 5: TEACH THE GENRE

TEXT TYPE PURPOSE TEXT STRUCTURE LANGUAGE FEATURES

DESCRIPTIVE TEXT To describe • Identification: • May be written

/ ESSAY something in a gives a general in past or present
vivid way. orientation to the tense
subject, e.g. There • Creates a picture in
was a huge beast words
• Description: • Uses adjectives,
describes features adverbs
or characteristics • Uses figurative
of the subject, language, e.g.
e.g. It had a huge simile, metaphor,
bulbous body personification,
with bloated alliteration.
pustules dripping
green slimy liquid
onto the floor.

INTRODUCE THE 1. Explain that this cycle, learners will write a description.
GENRE 2. Remind learners that a description describes the features or
characteristics of the subject.
3. Explain that in this case, learners will write a description of an
incredible insect.
4. Explain that descriptions can be written in past or present tense.
In this case, learners will write in past tense.
5. They will create a picture of the insect in words, using adjectives,
adverbs, similes and alliteration.
a. Adjectives describe nouns – they tell us more about the insect
or the part of the insect
b. Adverbs describe actions – they tell us more about the actions
of the insect
c. Similes are a direct comparison of two things, using the words
like or as
d. Alliteration is the repeated use of a sound at the beginning of
words – it can help to create a strong image

An incredible insect

READ THE SAMPLE The wonderful wobbly worm

TEXT I saw a wonderful, wobbly worm. It sat on a leaf in my garden. Its huge,
gold and green body shone in the sunlight. Each segment of the fat,
glistening head, thorax and abdomen hung over the leaf. The wonderful
worm was huge! The worm’s eyes opened slowly. It looked around
lazily, moving its giant head from side to side. It finally moved forward
to a fresh leaf. Its fat body slowly slithered forward. It looked as shiny as
the wet leaf it sat on.

LESSON PLAN: TERM 2 143

WEEK 5 - FRIDAY
DISCUSS 1. What insect is being described?
2. What parts of the body are described?
3. Which adjectives and adverbs are used?
4. Can you find an example of alliteration (repeated use of the first
sound)?
5. Can you find an example of a simile (a direct comparison using like
or as)?

NOTES Tell learners to open their exercise books, and write down the
following heading and notes:

Descriptive text
1. A description describes the features or characteristics of the
subject.
2. A description can be written in present or past tense.
3. A description creates a picture with words.
4. A description should include:
a. Adjectives – to describe the nouns
b. Adverbs – to describe the verbs
c. Alliteration – the repeated use of the first sound
d. Similes – direct comparisons using ‘like’ or ‘as’

144 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4 - TERM 2

6
WEEK

THEME:
INCREDIBLE INSECTS
‘Having flown the earth for 300 million years, dragonflies symbolize our
ability to overcome times of hardship. They can remind us to take time to
reconnect with our own strength, courage and happiness.’
-Unknown

145
WEEK 6
TERM 1: WEEK 6

OVERVIEW

THEME Incredible Insects

insect, fascinated, expert, crime, intelligent, thorax, abdomen,

THEME
antennae, microscope, magnifying glass, sting, beehive, pollen, snail,
VOCABULARY
slimy, sickness, creature, beetle, pincers, concentrate

LSC Connecting words

COMPREHENSION Visualise
STRATEGY Make evaluations

WRITING GENRE Description

WRITING TOPIC Write a description of an incredible insect.

146 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - MONDAY
WEEK 6: MONDAY / DAY 1: PLANNING

TOPIC Write a description of an incredible insect.

GENRE Descriptive text

PLANNING Write a list

STRATEGY

MODEL THE 1. Introduce the writing topic.

PLANNING 2. Show learners that you think before you write.
STRATEGY (I DO) 3. Orally share some of your ideas about completing the writing
topic, like:

I am going to write about a ugly bug! I am going to make up my own

bug. I will make it have long, hairy legs, and huge eyes that pop out.
I will also make it have weird, bright colours on its back, and a slimy
trail that dribbles from its mouth!

4. Have the writing topic written on one side of the chalkboard.

5. Write the planning frame below the topic on the chalkboard.
6. On the other side of the chalkboard, show learners how you make
a plan by answering the questions to write a list.

An incredible insect An incredible insect

1. What is your insect? 1. An ugly, hairy bug
2. Where was the insect? 2. Sitting on the edge of my
3. What did you notice first about bed
the insect? 3. It had long, hairy legs
4. Describe another 1-2 things 4. It had huge eyes that
about the insect. popped out and weird
5. What did the insect do? colours on its back
6. Describe the movement or 5. The bug dribbled slime
action of the insect. from its mouth onto my
7. Compare your insect to bed
something. 6. The insect lazily dribbled
big bubbles and then
quickly popped them with
its long legs
7. It looked as hideous as a fly
eating its own vomit

LESSON PLAN: TERM 2 147

WEEK 6 - MONDAY
LEARNERS USE 1. Tell learners to close their eyes and think of their own incredible
THE PLANNING insect.
STRATEGY 2. Remind them of all the insects they have read about, and the
(YOU DO) different body parts and features of an insect.
3. Next, tell learners to turn and talk with a partner, to share their
ideas.
4. Hand out exercise books.
5. Show learners the planning frame on the chalkboard and tell
them to use this frame to plan their description of an insect, just
like you did.
6. Tell learners not to copy your plan – they must write their own
ideas.
7. As learners work, walk around the room and hold mini-
conferences.

148 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - MONDAY
WEEK 6: MONDAY / DAY 1: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 149

WEEK 6 - TUESDAY
WEEK 6: TUESDAY / DAY 2: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

Can you wiggle like a worm? Move your hand in a wiggling

motion

Can you squiggle? Can you Shake your body

squirm?

Can you flutter? Can you fly? Flap your hands like a butterfly

Can you crawl upon the Use your hands and bend down low
ground, to pretend to crawl

Like a beetle that is round? Use your hands to make a circle

Can you move like me? Point to yourself

THEME sting, beehive, pollen, snail, slimy

VOCABULARY

QUESTION OF THE DAY

Question Have you ever been stung by a bee?

Graph 2 COLUMN GRAPH

Options yes / no

Follow up questions

Question How many learners have been stung by a bee?

Answer __ learners have been stung by a bee.

Question How many learners have never been stung by a bee?

Answer __ learners have never been stung by a bee.

Question Have more learners been stung by a bee or not?

Answer More learners have / have never been stung by a bee.

Question Have fewer learners been stung by a bee or not?

Answer Fewer learners have / have never been stung by a bee.

Question Have you ever been stung by a bee?

Answer Yes, I have been stung by a bee.

Answer No, I have never been stung by a bee.

150 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - TUESDAY
PERSONAL 1. Instruct learners to add the theme vocabulary words to their
DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 6: TUESDAY / DAY 2: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 151

WEEK 6 - WEDNESDAY
WEEK 6: WEDNESDAY / DAY 3: LANGUAGE AND DRAFTING

LSC Connecting words

LSC 1. Write the following connecting words on the board: and, but,
MODELLING however, then, because, in the end, finally.
(I DO) 2. Remind learners that last term, we learned about determiners,
like: first, second, next, third, last. These are also connecting
words!
3. Explain that today we will learn about connecting words because
using connecting words can make our descriptions easier to read.
They can also make our descriptions more interesting.
4. Explain that a connecting word can either connect two sentences
and make them into one, or a connecting word can come at the
beginning of a sentence.
5. Write the following sentence on the board: I saw a butterfly. It
flew away.
6. Explain that we can use some different connecting words to
connect these sentences, like:
a. But: I saw a butterfly, but it flew away.
b. However: I saw a butterfly. However, it flew away.
c. Then: I saw a butterfly. Then, it flew away.
d. But then / and then: Explain we can use ‘and’ and ‘but’ with
other connect words. I saw a butterfly but then it flew away. /
We saw a butterfly, but then it flew away.
e. Because: (Explain that because doesn’t make sense here! We
must choose connecting words that make sense in the context
of our sentences!)
7. Explain that today we will practice using connecting words so that
we can use them well in our descriptions!

LSC 1. Write the following sentence on the board: The worm wriggled. It
Ask learners for stretched out its spikes.
help 2. Ask learners: What words can we use to connect these
(WE DO) sentences?
3. Brainstorm some ideas with learners and write them on the
board, like:
a. The worm wriggled and then it stretched out its spikes.
b. The worm wriggled. After that, it stretched out its spikes!

152 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - WEDNESDAY
LSC 1. Write the following sentences on the board:
Pair work • The cocoon cracked open. The beautiful butterfly came out.
(YOU DO) • The bug hopped forward. It vomited up its prey.
• The silver moth shone in the moonlight. It disappeared.
2. Instruct learners to turn and talk in small groups (4 learners) and
to use connecting words to connect these sentences!
3. After 3-5 minutes, give each group a piece of chalk. Explain that
they must choose one learner from their group to come and write
one of their new sentences that includes a connecting word.
4. After each group has written one sentence on the board, call
learners back together.
5. Go through each sentence with the class. Discuss the connecting
word that has been used. Correct any mistakes that you find.
6. Explain that when learners draft their descriptions this week,
they must include two connecting words. This will help their
descriptions flow better!

TOPIC Write a description about an incredible insect.

PLANS Before class begins, rewrite the planning frames on the board:

An incredible insect An incredible insect

1. What is your insect? 1. An ugly, hairy bug
2. Where was the insect? 2. Sitting on the edge of my bed
3. What did you notice first 3. It had long, hairy legs
about the insect? 4. It had huge eyes that popped
4. Describe another 1-2 things out and weird colours on its
about the insect. back
5. What did the insect do? 5. The bug dribbled slime from
6. Describe the movement or its mouth onto my bed
action of the insect. 6. The insect lazily dribbled big
7. Compare your insect to bubbles and then quickly
something. popped them with its long
legs
7. It looked as hideous as a fly
eating its own vomit

LESSON PLAN: TERM 2 153

WEEK 6 - WEDNESDAY
WRITING FRAME 1. Next, tell learners that they must turn each point in their plan into
a sentence.
2. They must also arrange the sentences into a paragraph.
3. They can use the sentence starters to help write their paragraphs.
4. Write the following frame on the chalkboard, and explain it to
learners:

Descriptive Paragraph: An incredible insect

I saw…
It sat / lay on….
I noticed that it…
Then I saw…
It also….
The insect / bug / etc ….(what did it do?)
It….(how did it move?)
The….was as….as a…..

DRAFT 1. Hand out learners’ exercise books.

2. Settle learners so you have their attention.
3. Remind learners that they will write a descriptive paragraph using
the frame.
4. Instruct learners to write the date and heading: Descriptive
Paragraph: Draft
5. Instruct learners to complete the writing frame using their plans.
6. Tell learners that they can add more sentences or details if they
have time.
7. Remind learners to use:
a. Adjectives, adverbs, alliteration and a simile
b. Two connecting words
8. Remind learners to write in past tense.
9. Remind learners of the strategies they can use to help them.
10. As learners write, walk around the classroom and help learners
who are struggling.

HOMEWORK Learners must complete the draft.

154 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - WEDNESNAY

WEEK 6: WEDNESDAY / DAY 3: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 155

WEEK 6 - THURSDAY
WEEK 6: THURSDAY / DAY 4: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

Can you wiggle like a worm? Move your hand in a wiggling

motion

Can you squiggle? Can you Shake your body

squirm?

Can you flutter? Can you fly? Flap your hands like a butterfly

Can you crawl upon the ground, Use your hands and bend down
low to pretend to crawl

Like a beetle that is round? Use your hands to make a circle

Can you move like me? Point to yourself

THEME sickness, creature, beetle, pincers, concentrate

VOCABULARY

QUESTION OF THE DAY

Question What is your belief about snails?

Graph 3 COLUMN GRAPH

Options they are slimy and disgusting / they are good luck

Follow up questions

Question How many learners believe that snails are slimy and disgusting?

Answer __ learners believe that snails are slimy and disgusting.

Question How many learners believe that snails are good luck?

Answer __ learners believe that snails are good luck.

Question What do more learners believe about snails?

Answer More learners believe that snails __.

Question What do fewer learners believe about snails?

Answer Fewer learners believe that snails __.

Question What is your belief about snails?

Answer I believe that snails are slimy and disgusting.

Answer I believe that snails are good luck.

156 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - THURSDAY
PERSONAL 1. Instruct learners to add the theme vocabulary words to their
DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 6: THURSDAY / DAY 4: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 157

WEEK 6 - FRIDAY
WEEK 6: FRIDAY / DAY 5: EDITING AND PUBLISHING

EDITING 1. Is your paragraph written in past tense?

CHECKLIST 2. Have you named an insect?
(Write this on the 3. Have you said where the insect is?
board before class 4. Have you given 3 points to describe the insect?
begins) 5. Have you used adjectives?
6. Have you described a movement or action of the insect?
7. Have you used an adverb?
8. Have you used alliteration?
9. Have you ended with a simile?
10. Have you used two connecting words?
11. Is all your spelling and punctuation correct?

EDIT 1. Instruct learners to open their books to the completed drafts.

2. Go through the editing checklist on the chalkboard with learners.
3. Instruct learners to read their own writing.
4. Instruct learners to make sure that the answer to each question is
yes.
5. Instruct learners to fix any mistakes they find.
6. Explain that learners may begin to publish when they are finished
editing.

PUBLISH 1. Instruct learners to read through their corrections.

2. Instruct learners to redraft their descriptions in their exercise
books.
3. Tell learners to illustrate their insects once they have finished
publishing.

SHARE 1. Instruct learners to turn and talk with a partner.

2. Tell partners to read their descriptions to each other.
3. Tell partners to say 1-2 things that they liked about their partner’s
writing.
4. Try to give learners blank paper to rewrite and draw their
descriptions. Display these paragraphs and drawings on the
classroom walls.

158 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 6 - FRIDAY

LESSON PLAN: TERM 2 159

WEEK 6 - FRIDAY
WEEK 6: FRIDAY / DAY 5: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

WEEK 6 CONCLUSION

Find 10-15 minutes at the end of the week to do the following:

UPDATE THE • Tell learners to go back to their K-W-L chart, and to fill in
K-W-L CHART everything that they have learnt in the theme.
• They should also add any new questions about what they still
want to learn.

SUMMARISE • Use learners’ K-W-L charts to update a class K-W-L chart, that
summarises the main learnings of the theme.
• Remember to include:
o Theme vocabulary
o LSC
o The different texts that were read
o The small group discussion
o The comprehension strategy
o The writing genre and task
o All content from the theme

SHARE WITH • Ask learners to think about two things they learnt this week that
FAMILIES they will share with their families.
• Tell learners to turn and talk and share with a partner.
• Ask a few learners to share their points with the class.

ACKNOWLEDGE • Acknowledge the improvements and achievements of a few

AND CELEBRATE learners each week.
• These improvements and achievements can be related to:
o EFAL skills like reading or writing
o Theme content
o Tasks or activities
o Behaviour in the class
o Relationships with other learners
o Attitude to EFAL
o Or any other aspect of classroom life
• Do something small to celebrate any remarkable achievements or
improvements that you have noticed.

160 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4 - TERM 2

7
WEEK

THEME:
BUTTERFLIES
‘There is nothing in a caterpillar that tells you it’s going to be a butterfly.’
– R Buckminster Fuller

161
WEEK 7
TERM 1: WEEK 7
OVERVIEW
THEME Butterflies
THEME judgemental, judge, peered, cocoon, wriggling, identical, caterpillar,
VOCABULARY fuzzy, flapping, graceful
LSC Simple present tense (universal statements)
COMPREHENSION I wonder…
STRATEGY Visualise
WRITING GENRE Procedural text
WRITING TOPIC Describe what you do to get ready to come to school each day!
CLASSROOM 1. Take down and carefully store the flashcard words and pictures
PREPARATION from the previous week.
2. Make sure that your learners’ DBE Workbooks and exercise books
are marked and in order.
3. Prepare your flashcard words and pictures for the week by cutting
them out, colouring them in and laminating them.
4. Try to find some reading material for your theme table, for
example: a book or an article about butterflies.
5. Try to find some pictures of butterflies and caterpillars.

162 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - MONDAY
WEEK 7: MONDAY / DAY 1: INTRODUCE THE THEME & ORAL ACTIVITIIES

PICTURE 1. Tell learners to turn to DBE Workbook 1 page 128

2. Instruct learners to look at the title, headings and pictures in the
text.

INTRODUCE THE 1. Tell learners the title of the theme.

THEME 2. Activate learners’ background knowledge about the theme.
3. Tell learners to create a theme page in their exercise books with
the title and a K-W-L chart.
4. Fill in the first part of the K-W-L chart.

SONG / RHYME Lyrics Actions

The fuzzy caterpillar -

(can be sung to
the tune of ‘The Curled up on a leaf, Hold yourself tightly and pretend
itsy bitsy spider’) to curl up in a ball

Spun her little cocoon Move your forefinger in circles

And then fell fast asleep! Pretend to close your eyes and
sleep

While she was sleeping Pretend to close your eyes and

sleep

She dreamed that she could fly, Flap your arms like you are flying

And later when she woke up Open your eyes

She was a butterfly! -

THEME judgemental, judge, peered, cocoon, wriggling

VOCABULARY

QUESTION OF THE DAY

Question How long do you think caterpillars stay in their cocoon before becoming
butterflies?

Graph 3 COLUMN GRAPH

Options five days / ten days / twenty-one days

Follow up questions

Question How many learners think caterpillars stay in their cocoon for five days?

Answer __ learners think caterpillars stay in their cocoon for five days.

Question How many learners think caterpillars stay in their cocoon for ten days?

Answer __ learners think caterpillars stay in their cocoon for ten days.

LESSON PLAN: TERM 2 163

WEEK 7 - MONDAY
Question How many learners think caterpillars stay in their cocoons for twenty-
one days?

Answer __ learners think caterpillars stay in their cocoons for twenty-one days.

Question How long do most learners think caterpillars stay in their cocoon?

Answer Most learners think caterpillars stay in their cocoon for __ days.

Question How long do fewest learners think caterpillars stay in their cocoon?

Answer Fewest learners think caterpillars stay in their cocoon for __ days.

Question How long do you think caterpillars stay in their cocoon before
becoming butterflies?

Answer I think caterpillars stay in their cocoon for five days.

Answer I think caterpillars stay in their cocoon for ten days.

Answer I think caterpillars stay in their cocoon for twenty-one days.

EXPLAIN Explain that it depends on the type of butterfly! A caterpillar can take
anywhere from five to twenty-one days to become a butterfly.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

164 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - MONDAY
WEEK 7 MONDAY / DAY 1: LISTENING

LISTEN TO…

1. This week, learners will listen to a story with a procedure: Judgemental Judy.
2. FIRST READ: Read the story out loud to learners. Read with fluency and expression.
As you read, embed meaning in the story by using your voice, facial expressions, and
actions.
3. SECOND READ: Read the story out loud to learners. As you read, share your thoughts
with learners. Use the notes in the Second Read column below.
4. THIRD READ: Read the story out loud to learners. As you read, stop and ask questions.
Use the questions in the Third Read column below.

SECOND READ: THIRD READ:

Text
Share Thoughts (Model) Ask Questions

It was a hot Saturday I can visualise Judy and her 1. Who will be the main
morning, and Judy and her mother getting ready for characters in this story?
mother decided to go to a their picnic! I can visualise (Judy and her mother.)
big field near their house. them in the kitchen, making 2. Where will Judy and her
Judy and her mother packed sandwiches to take to the mother go? (They will go
a delicious picnic basket and park! to the park for a picnic.)
took a blanket with them.
They planned to sit on the
blanket and enjoy their
lunch.

As Judy and her mother I wonder what it is that 1. What does Judy notice?
were walking through the Judy sees on the plant? I (She notices something
field, they noticed something wonder if it is an insect? ugly on a plant.)
moving on a plant. Judy took 2. Does anyone remember
a step closer to see what what it is that Judy sees?
it was. ‘Eew, that looks so (It is a cocoon .)
disgusting!’ cried Judy. ‘It’s so
ugly!’
Judy’s mother peered closely
at the plant. She noticed that
there was a cocoon on the
leaf, and that it was moving.
The creature inside of the
cocoon was wriggling about.

LESSON PLAN: TERM 2 165

WEEK 7 - MONDAY
Judy’s mother peered closely
at the plant. She noticed that
there was a cocoon on the
leaf, and that it was moving.
The creature inside of the
cocoon was wriggling about.

Judy’s mother peered closely I can visualise Judy’s 1. Why doesn’t Judy want
at the plant. She noticed that mother’s face very close to to watch the cocoon?
there was a cocoon on the a little green cocoon. I can (Because she think it
leaf, and that it was moving. visualise something inside is ugly / Because she
The creature inside of the the walls of the cocoon doesn’t realise that a
cocoon was wriggling about. wiggling, and the little walls beautiful butterfly will
Judy’s mother stepped even of the cocoon stretching! come out of the cocoon.)
closer to the cocoon. ‘Wait, 2. Why does Judy’s mother
Judy,’ she said. ‘Come and want Judy to watch
watch what happens.’ the cocoon? (Because
Judy looked confused, ‘Why she knows a beautiful
must I watch, mom? It’s so butterfly is about to
ugly.’ come out!)
‘Just wait and see,’ said Judy’s
mother.

Suddenly, a beautiful, I can visualise Judy’s eyes 1. What came out of the
colourful butterfly broke opening big with surprise cocoon? (A beautiful,
out of the cocoon. The blue when she sees the beautiful colourful, green and blue
and green butterfly was the butterfly! butterfly.)
most magical thing that Judy 2. Visualise the butterfly
had ever seen. The butterfly coming out of the
stretched and flapped its cocoon. Can you describe
wings. what you visualise? (I
Judy looked at the insect visualise...)
and smiled, ‘Wow! It’s so
beautiful.’

166 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - MONDAY
Judy wanted to look at the I can visualise Judy’s 1. What lesson does Judy’s
beautiful creature all day mother’s serious tone of mother want her to
long. Judy’s mother put an voice. I can visualise the learn? (That we must
arm around her daughter, way she talks in a low, quiet not judge something just
‘Judy, you must not be so voice so that Judy will really because it is ugly on the
quick to judge the way things think about what she is outside.)
look on the outside, because saying!
they could be very beautiful
on the inside, just like that
cocoon.’

Judy thought about a boy I can visualise Judy sitting 1. Who does Judy compare
at school who she often and thinking as she eats the butterfly to? (She
judged. He wore big, funny her sandwich on the picnic compares the butterfly
looking glasses, and he was blanket. I can visualise her to a boy at school who
very skinny. Judy and her face looking sad as she she has teased about the
friends laughed at the way thinks about the way she way he looks. She thinks
he looked. Judy suddenly has been mean to that boy! about how he might be
felt very bad. Maybe the boy beautiful on the inside
was a beautiful person. Judy even though he is ugly on
decided that on Monday the outside.)
at school, she would speak 2. What lesson can you
to the boy and try to get learn from this story?
to know him better. The (The same lesson as
butterfly emerging from its Judy!)
cocoon had taught Judy an
important lesson.

LESSON PLAN: TERM 2 167

WEEK 7 - TUESDAY
WEEK 7: TUESDAY / DAY 2: SPEAKING

DISCUSS…

1. This week, learners will discuss a story with a procedure: Judgemental Judy
2. Before class begins, write the following conversation frame on the board:
a. This story is about…
b. The procedure is...
c. I can visualise…
d. I liked when…
e. This story teaches us…
f. This story helps us learn about butterflies because…
3. Break learners into their small discussion groups.
4. Complete the speaking activity as per the core methodology.

WEEK 7: TUESDAY / DAY 2: PHONICS REVIEW AND SIGHT WORDS

Sounds /br/ /ng/

Activity 1. Explain to learners that some letters sound different in English.

2. Tell learners that they need to know how to say the sounds in
English, and how to blend sounds together to make words.
3. Write the following sounds on the chalkboard: br, ng.
4. Say the sounds as they sound in English and instruct learners to
repeat the sounds. Do this three times.
5. Write the following words on the chalkboard and sound each
word out as follows:
/br/ - /ea/ - /d/ = bread
/br/ - /ea/ - /k/ - /f/ - /a/ - /st/ = breakfast
/br/ - /ea/ - /k/ - break
/w/ - /i/ - /ng/ = wing
/str/ - /o/ - /ng/ = strong
/spr/ - /i/ - /ng/ = spring
6. Ask learners to sound out and read each word after you.

168 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - TUESDAY
Word find Write the following table on the chalkboard:

br ng k
s i a
n t ea

MODEL
1. Review all of the sounds in the table.
2. Tell learners to copy the table into their exercise books.
3. Tell learners to build as many words as they can using these
sounds. They must continue to do this over the next two weeks.
4. Show learners how to build one or two words, like: breast or sing

Sight or high 1. Explain to learners that there are some words that cannot be
frequency words sounded out in English.
2. There are also some words that appear frequently in texts.
3. Tell learners they need to remember what these words look like,
and they must know how to read these words by sight.
4. Write the sight words on the chalkboard and tell learners to take
note of the following as you read the words:
a. The first sound
b. The spelling of the word
c. The meaning (unless it is a word that doesn’t really carry
meaning)
5. Read the words three times and tell learners to repeat after you:
would, took, think, home, didn’t, ran, know, can’t, flowers,
tongue

LESSON PLAN: TERM 2 169

WEEK 7 - TUESDAY
WEEK 7: TUESDAY / DAY 2: PRE-READING

TITLE Butterflies flutter by

DBE WORKBOOK 128

1, PAGE

ACTIVITY PRE-READING

COMPREHENSION Predict
STRATEGY

PURPOSE By getting learners to predict, you are getting them to think about the
story before they have even read it. Learners must use clues to try and
work out who the characters are, and what main events will take place.
By predicting, learners are developing their comprehension skills by
thinking about the story.

PRE-READING ACTIVITY

1. Ask a learner to read the title: Butterflies flutter by

2. Explain the meaning of the title, e.g. Flutter is a synonym for fly. This title means that
there are butterflies flying past us!
3. Explain to learners that a word in bold is a word that is written darker than other words
on the page (point to the example: decorate).
4. Instruct the learners to scan the text for words that are in bold. Instruct them to read
the words that are in bold only!
5. Give learners 1 minute to scan the text.
6. Ask learners: What kind of words are in bold? What do you think the words that are in
bold tell us about the text?
7. Explain that these words are verbs (action words!). All of these words tell us an action
that we must do!
8. Instruct learners to think about the pictures, title and the bold words in the text.
9. Conduct the Pre-Read activity as per the core methodology.

170 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - WEDNESDAY
WEEK 7: WEDNESDAY / DAY 3: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

The fuzzy caterpillar -

Curled up on a leaf, Hold yourself tightly and pretend to

curl up in a ball

Spun her little cocoon Move your forefinger in circles

And then fell fast asleep! Pretend to close your eyes and sleep

While she was sleeping Pretend to close your eyes and sleep

She dreamed that she could Flap your arms like you are flying
fly,

And later when she woke up Open your eyes

She was a butterfly! -

THEME identical, caterpillar, fuzzy, flapping, graceful

VOCABULARY

QUESTION OF THE DAY

Question Which would you prefer to watch?

Graph 3 COLUMN GRAPH

Options a fuzzy caterpillar spinning a cocoon / butterfly emerging from a cocoon

/ a butterfly flapping its wings gracefully

Follow up questions

Question How many learners would prefer to watch a fuzzy caterpillar spinning
a cocoon?

Answer __ learners would prefer to watch a fuzzy caterpillar spinning a cocoon.

Question How many learners would prefer to watch a butterfly emerging from a
cocoon?

Answer __ learners would prefer to watch a butterfly emerging from a cocoon.

Question How many learners would prefer to watch a butterfly flapping its
wings gracefully?

Answer __ learners would prefer to watch a butterfly flapping its wings

gracefully.

LESSON PLAN: TERM 2 171

WEEK 7 - WEDNESDAY
Question Which would most learners prefer to watch?

Answer Most learners would prefer to watch __.

Question Which would fewest learners prefer to watch?

Answer Fewest learners would prefer to watch __.

Question Which would you prefer to watch?

Answer I would prefer to watch a fuzzy caterpillar spinning a cocoon.

Answer I would prefer to watch a butterfly emerging from a cocoon.

Answer I would prefer to watch a butterfly flapping its wings gracefully.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

172 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - WEDNESDAY
WEEK 7: WEDNESDAY / DAY 3: FIRST READ

TITLE Butterflies flutter by

DBE WORKBOOK 128

1, PAGE

ACTIVITY FIRST READ

COMPREHENSION I wonder…
STRATEGY Visualise

PURPOSE • By modelling how to think/wonder about a text, we teach

learners two things. Firstly, we teach learners that good readers
do not just read the words, they always think about what they are
reading. Secondly, we show learners the kinds of thoughts that we
have about a text. By doing this, we show learners how to think
creatively and critically about a text. In time, learners will start to
do this for themselves.
• Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the story
as a whole, rather than just page by page. This also helps to give
meaning to the words on the page – by turning them into a scene
from a movie in our minds.

1. Hand out the DBE workbooks.

2. Instruct learners to turn to the story on page 128.
3. Allow learners a few minutes to try and read the text on their own, in silence.
4. Explain that you will read the text to learners. They must follow along with the text as
you read.
5. Read the text with fluency and expression to learners.
6. Read the Text first, and then say the comment in the First Read column.

Text Think Aloud: First Read

1. Decorate seven pieces of bow-tie pasta I wonder which materials I need for this
using the coloured markers. step? Oh! I need bow-tie pasta and coloured
markers.

2. Bend each twist tie around a pasta bow- I wonder which materials I need now? Oh! I
tie. Then twist the ends together to make need my bow-tie pasta from step one, and I
antennae. need 7 twist ties!

3. Cut out two identical butterfly shapes In this step, I need cardboard and scissors.
from the cardboard. I wonder what I must do with my little
butterflies from step one and two?

LESSON PLAN: TERM 2 173

WEEK 7 - WEDNESDAY
4. Glue two pieces of string to form I wonder how I make the antennae on these
antennae on the head of one of the big cardboard butterflies. Oh! I see that I use
cardboard butterflies. string and glue. I don’t use twist ties like I did
for the little bow-ties.

5. Decorate both butterflies. I wonder what I must use to decorate the

cardboard butterflies? I think I must use
coloured markers, like I did in step one.

6. Stick the ends of a piece of string to the I wonder what this is for? Oh! I think it must
wings of one cardboard butterfly. be so I have a way to hang this butterfly up!

7. Cut pieces of string of various lengths. Tie Oh! I can visualise attaching string to
one end of each piece of string around the little bow-tie butterflies and the
the base of the antennae of a different big cardboard butterflies. I need all the
pasta butterfly. Tie the other end to a butterflies now for my mobile.
hanger.

Follow up questions Possible responses

How many bow-ties do you need? You need seven.

What must you decorate? You must decorate the seven bow-ties and
the cardboard butterflies.

Why question Possible response

Why do you need 7 twist ties for this project? • You need twist ties to make antennae
for the seven little bow-tie pasta
butterflies.
• You need 7 twist ties because you need
one for each bow-tie butterfly.
• You need twist ties because they are
easy to wrap around the pasta.

Introduce the LSC in context

1. Explain to learners that in this cycle, they will learn about: simple present tense
(universal statements)
2. Point out the following example of this: In this text, the simple present tense is used in
all of the instructions, for example: Decorate both butterflies.
3. Introduce this LSC as follows: Simple present tense is used for instructions because
it is always how we do something, not just sometimes. This is also called a universal
statement, because it is always true.

174 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - THURSDAY
WEEK 7: THURSDAY / DAY 4: SECOND READ

TITLE Butterflies flutter by

DBE WORKBOOK 128

1, PAGE

ACTIVITY SECOND READ

COMPREHENSION I wonder…
STRATEGY Visualise

PURPOSE • By modelling how to think/wonder about a text, we teach

learners two things. Firstly, we teach learners that good readers
do not just read the words, they always think about what they are
reading. Secondly, we show learners the kinds of thoughts that we
have about a text. By doing this, we show learners how to think
creatively and critically about a text. In time, learners will start to
do this for themselves.
• Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the story
as a whole, rather than just page by page. This also helps to give
meaning to the words on the page – by turning them into a scene
from a movie in our minds.

1. Before the lesson begins, write the follow-up questions on the board:
a. What do you need coloured markers for?
b. Visualise decorating your little bow-tie pasta butterflies? What colours would you
use?
c. Would you like to use these instructions to make a mobile? Why or why not?
2. Read the follow-up questions out loud to learners.
3. Hand out the DBE workbooks.
4. Instruct learners to turn to the story on page 128.
5. Explain that you will read the text to learners. They must follow along with the text as
you read.
6. Read the text with fluency and expression to learners.
7. Read the Text first, and then say the comment in the Second Read column.
8. Next, instruct learners to turn and talk with a partner.
9. Instruct learners to take turns reading the text to each other.
10. Tell learners to orally discuss the follow-up questions together.

LESSON PLAN: TERM 2 175

WEEK 7 - THURSDAY
Text Think Aloud: Second Read

1. Decorate seven pieces of bow-tie pasta I can visualise the way I would decorate
using the coloured markers. these little bow-ties to make a beautiful
butterfly. I would use purple and blue
markers and draw stripes! I wonder how you
would decorate your bow-ties?

2. Bend each twist tie around a pasta bow- I can visualise myself carefully wrapping the
tie. Then twist the ends together to make twist tie around the pasta. I am holding the
antennae. pasta so carefully so that I don’t break it!

3. Cut out two identical butterfly shapes I can visualise myself drawing the outline
from the cardboard. of a butterfly on the cardboard. Then, I
can visualise myself cutting. The cutting is
difficult, because it is much more difficult to
cut cardboard than plain paper!

4. Glue two pieces of string to form I can visualise squirting some glue onto the
antennae on the head of one of the cardboard! Then, I can visualise myself trying
cardboard butterflies. to stick the string onto the glue. It is difficult
to get the string to stick on the little line of
glue!

5. Decorate both butterflies. I can visualise the pattern I would draw on

these butterflies! I would decorate them with
yellow and blue spots!

6. Stick the ends of a piece of string to the --

wings of one cardboard butterfly.

7. Cut pieces of string of various lengths. Tie I can visualise tying all the butterflies onto
one end of each piece of string around the hanger. When I hold up the hanger, it is
the base of the antennae of a different like all the butterflies are fluttering and flying
pasta butterfly. Tie the other end to a in the air!
hanger.

Follow up questions Responses

What must you do before you cut out You must bend each twist tie around a pasta
two identical butterfly shapes from the bow-tie. Then twist the ends together to
cardboard? make antennae.

176 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - THURSDAY
Visualise decorating your little bow-tie pasta I would use…
butterflies? What colours would you use?

Why question Possible response

Would you like to use these instructions to This is an opinion question. Learners may say
make a mobile? Why or why not? yes or no – there is no right or wrong answer.
They must give a reason for their opinion,
like:
• Yes, I would like to use these
instructions to make a mobile, because
I think the mobile would be beautiful.
• No, I would not like to make this mobile
because I don’t have the materials
needed.

Ask learners to formulate a question about the text.

1. Ask learners to independently think of a question that they can ask about the text.
2. If necessary, remind learners of some of the question words or phrases, for example:
who; what; when; where; how; why; in your opinion; do you think; list; etc.
3. Tell learners to turn and talk, and share their questions with each other.
4. Then, ask a few learners to share their questions with the class.
5. Give other learners the opportunity to answer these questions.

WEEK 7: THURSDAY / DAY 4: TEACH THE COMPREHENSION STRATEGY

Modelling 1. Explain that this week, we have been working on visualising.

(I DO) 2. Explain that when we visualise, we try to imagine what is
happening in the text, like a movie inside our minds.
3. Hand out the DBE workbooks to learners.
4. Instruct learners to open to: page 128
5. Read out loud while learners follow along: 1. Decorate seven
pieces of bow-tie pasta using the coloured markers.
6. Close your eyes and explain what you visualise must happen in
this step of the instructions, like:
a. I visualise myself counting out my seven little bow-ties.
b. I can visualise myself choosing the colours to decorate the
bow-ties with, so that they look like butterflies
c. I can visualise each of my pastas being coloured a different
colour after I decorate them!

LESSON PLAN: TERM 2 177

WEEK 7 - THURSDAY
Work with 1. Read out loud while learners follow along: 3. Cut out two identical
learners butterfly shapes from the cardboard.
(WE DO) 2. Instruct learners to close their eyes, and to visualise themselves
completing this step of the process.
3. Ask learners: What did you visualise?

4. Listen to learners ideas, like:

a. I visualise myself drawing the outline of the butterfly shape
on the cardboard before cutting.
b. I can visualise the crunching sound the cardboard makes as it
is cut.
c. I can visualise my hand hurting because the cardboard is thick
and difficult to cut!
d. I visualise the cardboard butterfly cut-outs at the end!

Pair work 1. Write the following questions on the board:

(YOU DO) a. What did you visualise?
b. How was your visualisation similar to your partner?
c. How was your visualisation different from your partner?
2. Explain that now, learners will work with a partner to visualise.
3. Read out loud while learners follow along: 5. Decorate both
butterflies.
4. Instruct learners to visualise this.
5. Then, instruct learners to discuss the questions with their
partners.
6. After 3-5 minutes, call learners back together.
7. Call on 2-3 learners to share their answer to each question.

NOTES Tell learners to open their exercise books, and copy down the
following notes to remind them of how to visualise:

Visualise
To visualise, we:
Close our eyes
Imagine what we see, hear, smell, taste and feel
Try to see the story like a movie in our minds

178 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - FRIDAY
WEEK 7: FRIDAY / DAY 5: POST-READING

TITLE Butterflies flutter by

DBE WORKBOOK 128

1, PAGE

ACTIVITY TEXT ILLUSTRATION

IMPORTANT NOTE:
If you have access to the materials needed, please use this time to allow
learners to follow the instruction and make their own butterfly mobiles!

COMPREHENSION Visualise
STRATEGY

PURPOSE Visualisation helps learners to see how the events in the text are
connected to each other. This helps them to think about the story as a
whole, rather than just page by page. This also helps to give meaning to
the words on the page – by turning them into a scene from a movie in
our minds.

POST-READING

Getting Ready
Before the lesson begins, write the following sentence starter on the board:
I can visualise…

1. Hand out exercise books.

2. Remind learners that this week, we have been learning how to visualise a text.
3. Explain that today, learners will visualise the butterfly mobile we would make if we
followed the instructions in the text.
4. Instruct learners to close their eyes. Instruct them to think about their mobile. What
colours would their butterflies be? Where would they hang their butterfly mobile once it
was all finished? How long would the strings be?
5. Read the text out loud to learners while their eyes are closed.
6. Instruct learners to open their books and to draw a picture of their mobile that they
visualised.
7. Instruct learners to use the sentence starter to write 1-2 sentences about their
visualisation.

Turn and Talk:

1. When there are 2-3 minutes left, instruct learners to put their pencils away.
2. Instruct learners to turn and talk with a partner and to discuss how they visualised their
butterfly mobile.

Hang up learner drawings at learner eye-level around the room. This helps learners have
conversations about the theme.

LESSON PLAN: TERM 2 179

WEEK 7 - FRIDAY
WEEK 7 FRIDAY / DAY 5: TEACH THE GENRE

TEXT TYPE PURPOSE TEXT STRUCTURE LANGUAGE FEATURES

PROCEDURAL To describe or 1. Goal: a statement Written in the

instruct how of what is to be imperative, e.g. Paint
something is done achieved, e.g. a blue background ...
through a series of How to make In chronological order,
sequenced steps. a cover for a e.g. First ... next ...
portfolio. Use of numbers and
2. Materials/ bullet points to signal
equipment order.
needed listed in Is written for an
order, e.g. Large unnamed person,
sheet of art rather than a specific
paper, paints, etc. individual.
3. Sequenced steps Expressions of cause
to achieve the and effect.
goal, e.g. First,
paint a blue
background on
the paper.
4. May have
accompanying
visual text, e.g.
storyboard,
diagrams, etc.

INTRODUCE THE 1. Explain that this cycle, learners will write a procedural text.
GENRE 2. Remind learners that we read a set of instructions this week
together in the DBE workbook (Butterflies flutter by). Instructions
are a type of procedural text!
3. Explain that instructions are written that are for a specific
purpose: to tell someone what they must do, step-by-step.
4. Explain that procedural texts can also be written to tell someone
how something happens, step-by-step (like the example below)!
5. Explain that in a procedural text where we explain how something
happens, we must:
a. Use the present tense (which we will discuss in WEEK 8)
b. Use numbers and steps.
c. Write in order of how things happen.
d. Use determiners, like: first, second, then, last, etc.
e. Make the writing clear and easy to understand.

180 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 7 - FRIDAY
READ THE SAMPLE The Life Cycle of a Butterfly
TEXT 1. First, the butterfly lays an egg.
2. Second, the egg hatches. A caterpillar comes out of the egg.
3. Third, the caterpillar eats, grows and sheds its skin up to five
times.
4. Fourth, the caterpillar goes to a plant and makes a cocoon around
itself. The cocoon is called a chrysalis.
5. Last, a butterfly breaks out of the chrysalis.

DISCUSS 1. What does this text teach us about?

2. What words do you notice at the beginning of each sentence?
3. What tense is the text written in?
4. How do we know this is a procedural text?

NOTES Tell learners to open their exercise books, and write down the
following heading and notes:

Procedural Text
1. I write in order of how things happen.
2. I use numbers (like a list).
3. I use the present tense.
4. I use words like: first, second, next, then, etc.

LESSON PLAN: TERM 2 181

NOTES

182 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4 - TERM 2

8
WEEK

THEME:
BUTTERFLIES
‘Live life like a butterfly. Take a rest, but never forget how to fly.’
– Unknown

183
WEEK 8 - MONDAY
WEEK 8: MONDAY / DAY 1: WRITING - PLANNING

TOPIC Describe what you do to get ready to come to school each day!

GENRE Procedural text

PLANNING Make a list

STRATEGY

MODEL THE 1. Introduce the writing topic.

PLANNING 2. Show learners that you think before you write.
STRATEGY (I DO) 3. Orally share some of your ideas about completing the writing
topic, like:
I must think step-by-step about all the things I do to get ready to
come to school in the morning. We all have a different routine
that we follow in the morning! I wake up and bath. Then I brush
my teeth. Then, I make lunch for my children to take to school.
Then, I get dressed. After that, I catch a taxi to school.
4. Have the writing frame written on one side of the chalkboard.
5. Show learners how you make a list by answering the questions.
6. Complete the plan on the other side of the chalkboard.

Getting ready for school Getting ready for school

1. What is the first thing you do 1. I bath.
after you wake up? 2. I brush my teeth.
2. What is the second thing you 3. I make lunch.
do? 4. I get dressed.
3. What is the third thing you do? 5. Catch a taxi.
4. What is the fourth thing you do?
5. How do you get to school?

LEARNERS USE 1. Instruct learners to think before they write about all the steps
THE PLANNING they take to get ready to come to school each day.
STRATEGY 2. Instruct learners to close their eyes and visualise themselves after
(YOU DO) they wake up in the morning. Instruct them to think about what
they do just after waking up. Instruct learners to imagine what
they do after that. Remind learners to break down what they do
into small steps.
3. Next, tell learners to turn and talk with a partner, to share their
ideas.
4. Show learners the writing frame on the chalkboard, and tell them
to use this frame to plan their procedural text, just like you did.
5. Hand out exercise books.
6. Tell learners not to copy your plan – they must write their own
ideas!
7. As learners work, walk around the room and hold
mini-conferences.

184 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - MONDAY

WEEK 8: MONDAY / DAY 1: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 185

WEEK 8 - TUESDAY
WEEK 8: TUESDAY / DAY 2: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

The fuzzy caterpillar -

Curled up on a leaf, Hold yourself tightly and pretend to

curl up in a ball

Spun her little cocoon Move your forefinger in circles

And then fell fast asleep! Pretend to close your eyes and sleep

While she was sleeping Pretend to close your eyes and sleep

She dreamed that she could Flap your arms like you are flying
fly,

And later when she woke up Open your eyes

She was a butterfly! -

THEME magical, miserable, species, hatch, unique

VOCABULARY

QUESTION OF THE DAY

Question How many species of butterflies do you think there are in the world?

Graph 3 COLUMN GRAPH

Options 15 000 / 17 000 / 20 000

Follow up questions

Question How many learners think there are 15 000 species of butterflies in the
world?

Answer __ learners think there are 15 000 species of butterflies in the world.

Question How many learners think there are 17 000 species of butterflies in the
world?

Answer __ learners think there are 17 000 species of butterflies in the world.

Question How many learners think there are 20 000 species of butterflies in the
world?

Answer __ learners think there are 20 000 species of butterflies in the world.

Question How many species of butterflies do most learners think there are in
the world?

Answer Most learners think there are __ species of butterflies in the world.

186 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - TUESDAY
Question How many species of butterflies do fewest learners think there are in
the world?

Answer Fewest learners think there are __ species of butterflies in the world.

Question How many species of butterflies do you think there are in the world?

Answer I think there are 15 000 species of butterflies in the world.

Answer I think there are 17 000 species of butterflies in the world.

Answer I think there are 20 000 species of butterflies in the world.

EXPLAIN Explain that there are between 15 000 and 20 000 species in the
world! We do not know the exact numbers, because new species are
discovered sometimes, and species might die out sometimes as well.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 8: TUESDAY / DAY 2: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

LESSON PLAN: TERM 2 187

WEEK 8 - WEDNESDAY
WEEK 8: WEDNESDAY / DAY 3: LANGUAGE AND DRAFTING

LSC Simple present tense (universal statements)

LSC 1. Explain that this week, we are writing a procedural text where
MODELLING we explain what we do each and every morning to get ready for
(I DO) school.
2. Explain that today we will revise the simple present tense.
3. Explain that we will think about how the simple present tense is
used to show that something usually or always happens.
4. Write the following two sentences on the board:
a. I am going to the shop after school.
b. I go to the shop after school.
5. Explain that sentence (a) means that today, you will go to the
shop. But, it is just talking about today!
6. Explain that sentence (b) means it is something you do every day
after school – you always go to the shop after school! (or you
usually do – which means you do unless it is a very strange day!)
7. Explain that when we write our procedural texts about what we
do every day, we must use simple present tense to show it is what
we do every day!

LSC 1. Explain that we will practice using the simple present tense
Ask learners for together.
help 2. Ask learners: What are some things we usually do in our
(WE DO) classroom every day?
3. Help learners to use the simple present tense to list some things
that happen in the classroom every day, like:
a. We sit at our desks.
b. We write in our exercise books.
c. We eat lunch.
d. We have break.
e. We usually sing a song.
4. Remind learners that when we use the simple present tense like
this in English, it means that it is something we do every day!

LSC 1. Write the following sentence starters on the board:

Pair work • I usually … with my friends
(YOU DO) • Every day at break, I…
• On the weekend, I always…
2. Instruct learners to write a sentence using each of these sentence
starters.
3. Give learners time to write their sentences.
4. Then, call learners back together. Call on random learners to read
one of their sentences.
5. Make sure learners are using the simple present tense correctly.

188 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - WEDNESDAY
TOPIC Describe what you do to get ready to come to school each day!

PLANS Before class begins, rewrite your plan on the board:

Getting ready for school Getting ready for school

1. What is the first thing you do 1. I bath.
after you wake up? 2. I brush my teeth.
2. What is the second thing you 3. I make lunch.
do? 4. I get dressed.
3. What is the third thing you do? 5. Catch a taxi.
4. What is the fourth thing you
do?
5. How do you get to school?

WRITING FRAME 1. Next, tell learners that they must turn each point in their plan into
a sentence!
2. They must also arrange the sentences in order of how they usually
complete them each and every morning, using the writing frame.
3. Write the following frame on the chalkboard, and explain it to
learners:

Getting ready for school:

1. First,
2. Second,
3. Next,
4. Then,
5. Last,

DRAFT 1. Hand out learners’ exercise books.

2. Settle learners so you have their attention.
3. Remind learners that they will write their procedural text using
the frame.
4. Instruct learners to write the date and heading: Procedural text:
Draft
5. Instruct learners to find their plan from Monday and think about
their ideas.
6. Instruct learners to complete the writing frame using their plans.
7. Tell learners that they can add more steps or details if they have
time.
8. As learners write, walk around the classroom and help learners
who are struggling.

HOMEWORK Learners must complete the draft.

LESSON PLAN: TERM 2 189

WEEK 8 - WEDNESDAY

WEEK 8: WEDNESDAY / DAY 3: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

190 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - THURSDAY
WEEK 8: THURSDAY / DAY 4: ORAL ACTIVITIES

SONG / RHYME Lyrics Actions

The fuzzy caterpillar -

Curled up on a leaf, Hold yourself tightly and pretend to

curl up in a ball

Spun her little cocoon Move your forefinger in circles

And then fell fast asleep! Pretend to close your eyes and sleep

While she was sleeping Pretend to close your eyes and sleep

She dreamed that she could fly, Flap your arms like you are flying

And later when she woke up Open your eyes

She was a butterfly! -

THEME pattern, life cycle, attach, stage, usually

VOCABULARY

QUESTION OF THE DAY

Question Which stage do you think is the shortest in the life cycle of a butterfly?

Graph 4 COLUMN GRAPH

Options the egg stage / the caterpillar stage / the chrysalis stage / the butterfly
stage

Follow up questions

Question How many learners think the egg stage is the shortest?

Answer __ learners think the egg stage is the shortest.

Question How many learners think the caterpillar stage is the shortest?

Answer __ learners think the caterpillar stage is the shortest.

Question How many learners think the chrysalis stage is the shortest?

Answer __ learners think the chrysalis stage is the shortest.

Question How many learners think the butterfly stage is the shortest?

Answer __ learners think the butterfly stage is the shortest.

Question Which stage do most learners think is the shortest?

Answer Most learners think the __ stage is the shortest.

LESSON PLAN: TERM 2 191

WEEK 8 - THURSDAY
Question Which stage do fewest learners think is the shortest?

Answer Fewest learners think the __ stage is the shortest.

Question Which stage do you think is the shortest in the life cycle of a butterfly?

Answer I think the egg stage is the shortest.

Answer I think the caterpillar stage is the shortest.

Answer I think the chrysalis stage is the shortest

Answer I think the butterfly stage is the shortest.

EXPLAIN Explain that it depends on the species of butterfly! Different species

spend different amounts of time in each stage.

PERSONAL 1. Instruct learners to add the theme vocabulary words to their

DICTIONARIES personal dictionaries.
2. Remind learners to add a picture or definition for each of the
words.

HOMEWORK 1. Learners must complete their dictionary entries.

2. Learners must learn the theme vocabulary.

WEEK 8: THURSDAY / DAY 4: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

192 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - FRIDAY
WEEK 8: FRIDAY / DAY 5: EDITING AND PUBLISHING

EDITING 1. Did I use the simple present tense to show that I do this every
CHECKLIST day?
(Write this on the 2. Are the items in chronological order (in order of how I do them
board before class each day)?
begins) 3. Did I spell all words correctly?
4. Does every sentence start with a capital letter?
5. Does every sentence end with proper punctuation?

EDIT 1. Instruct learners to open their exercise books to the completed

draft.
2. Write the editing checklist on the board.
3. Instruct learners to read their own writing.
4. Instruct learners to make sure the answer to each of these
questions is yes.
5. Instruct learners to fix any mistakes they find.
6. Instruct learners to add any sentences or details that they need
to make sure their procedural text describes what they do each
morning to get ready for school.
7. Instruct learners to move sentences around if needed, so that the
steps are in the correct order.
8. Explain that learners may begin to publish when they are finished
editing.

PUBLISH 1. Explain that in the final draft, learners must give their text a title.
2. Instruct learners to read through their corrections.
3. Instruct learners to rewrite their procedural text, correcting any
mistakes.
4. Instruct learners to rewrite the procedural text correctly, under
their chosen title.
5. Tell learners that they may illustrate each of the steps in their
procedural text, but it is not a requirement.

SHARE 1. Instruct learners to turn and talk to a partner.

2. Instruct learners to read their writing out loud to their partner
and then swop.
3. Instruct learners to each tell each other one thing they liked about
their partners’ writing.

LESSON PLAN: TERM 2 193

WEEK 8 - FRIDAY

WEEK 8: FRIDAY / DAY 5: GROUP GUIDED, INDEPENDENT AND PAIRED READING

GROUP GUIDED READING

GROUP Call a same-ability reading group to work with you.

INDEPENDENT OR PAIRED READING

Tell the rest of the class to complete the reading worksheet activities independently or in
pairs.

194 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

 WEEK 8 - FRIDAY
WEEK 8 CONCLUSION

Find 10-15 minutes at the end of the week to do the following:

UPDATE THE • Tell learners to go back to their K-W-L chart, and to fill in
K-W-L CHART everything that they have learnt in the theme.
• They should also add any new questions about what they still
want to learn.

SUMMARISE • Use learners’ K-W-L charts to update a class K-W-L chart, that
summarises the main learnings of the theme.
• Remember to include:
o Theme vocabulary
o LSC
o The different texts that were read
o The small group discussion
o The comprehension strategy
o The writing genre and task
o All content from the theme

SHARE WITH • Ask learners to think about two things they learnt this week that
FAMILIES they will share with their families.
• Tell learners to turn and talk and share with a partner.
• Ask a few learners to share their points with the class.

ACKNOWLEDGE • Acknowledge the improvements and achievements of a few

AND CELEBRATE learners each week.
• These improvements and achievements can be related to:
o EFAL skills like reading or writing
o Theme content
o Tasks or activities
o Behaviour in the class
o Relationships with other learners
o Attitude to EFAL
o Or any other aspect of classroom life
• Do something small to celebrate any remarkable achievements or
improvements that you have noticed.

LESSON PLAN: TERM 2 195

NOTES

196 GRADE 4 ENGLISH FIRST ADDITIONAL LANGUAGE

GRADE 4 - TERM 2

9 and
WEEKS

10 THEME:
ASSESSMENT WEEKS

197