Directorate: Curriculum GET LESSON PLAN

English First Additional

Subject Term 1
Language
Grade 7 Week 7&8
• TEXT: FOLKLORE (TRADITIONAL LITERATURE)
• Watch a video on Traditional Literature and test knowledge attained
• Listening to a folktale and discuss content
Link to Teaching
• Critical thinking on content of the folktale listened to
and Assessment
• Reading a South African folklore
Plan • Addressing key features of literature in the folklore text
• Writing a review on the folklore with the support of frame
• Complete worksheets on Simple, Past and Future Tense
Introduction • TEXT: FOLKLORE (TRADITIONAL LITERATURE)
• Use of visual(video) resources and audio resources to assist learners with understanding
of folklore
• Folklore texts with a South African context will be provided for reading and critical
thinking
Consolidation • Learners should be given the opportunity to read every day
Paper based resources: Digital resources:
Worksheets are provided. [Link]
Flashcards support[Link]
Magazines
Textbook
Dictionary

Skills Teaching Methodologies/ Resources / LTSM

(WHAT I am going to (HOW I am going to (WHAT I am going to use to
teach/guide/support) teach/guide/support…) teach/guide/support…)

Listening & Speaking: • Watch the video on [Link]

traditional literatures and watch?v=eaVh8yGbXNc
complete table below.
• Listen to the story BIRDY
AND THE BOY and discuss
the content with peers
• Listen to the story BIRDY [Link]
AND THE BOY and set /birdy-and-the-boy/
questions for critical
thinking.
TEACHER’S Reading & Viewing: • Read the story HOW THE
ACTIVITIES JACKAL GOT HIS STRIPES
aloud with meaning.
• Identify the Elements of
Literature of the story as set
on the template
Writing & Presenting: • Watch the video on book [Link]
reviews. tch?v=_3sxOcNyOjE
• Write a book review using
the template provided.

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 Language Structures • Watch the video on
& Conventions: Simple, Past and Future [Link]
tense. tch?v=69lzkfvFUqQ
• Complete the worksheets
on Simple, Past and Future
tense
• Listen to the folktale with
the learner and question
him or her on the content.
Let them make inferences.
• Support the learners with
vocabulary that may be
difficult for them.
• Read the folklore with
them and discuss the
content.
• Ask difficult (higher order
PARENT’S cognitive) questions of
ACTIVITIES them. Push them to think
out of the box.
• Ask learners to answer in
full sentences where
possible so that they can
practice using the
language.
LISTENING AND SPEAKING
Activity 1: Watch the video on TRADITIONAL LITERATURES and complete the table below. Discuss
your answers with your peer.

Activity 2: Listen to the story BIRDY AND THE BOY and use the below question words to guide your
conversation with your peer on the content of the story.

Activity 3: Listen to the story BIRDY AND THE BOY and set five questions on the story. Try to set
questions with a high level of difficulty. Prepare your answers as well. Give your questions to your
peer and see if he /she was able to get to the answers.

READING AND VIEWING

Activity 1: Read the folk tale, HOW THE JACKAL GOT HIS STRIPES to your peer, facilitator or teacher.
Focus on your technical reading skills: pronunciation, pace, punctuation etc.

Activity 2: Refer to the Video (week 1) on the Literature elements on stories and complete the
LEARNER’S template

ACTIVITIES WRITING AND PRESENTING

Activity 1: Watch the video on book reviews by clicking on the link

Activity 2: Using the new gained knowledge from the video and complete the book review on the
story HOW JACKAL GOT HIS STRIPES. The template below will provide you with guidance.

LANGUAGE STRUCTURE AND CONVENTIONS

Activity 1: Watch the video on SIMPLE PRESENT, PAST AND FUTURE TENSE by clicking on the link and
complete the worksheets.

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 LISTENING AND SPEAKING

ACTIVITY 1: LISTEN

Watch the video on TRADITIONAL LITERATURES and complete the table below. Discuss your
answers with your peer.

[Link]

TRADITIONAL LITERATURE FAIRY TALES FOLK TALES FABLES

EXAMPLES
(at least 2)

CHARACTERISTICS
(at least 2)

COMMON
CHARACTERISTICS
(at least 2)

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 ACTIVITY 2: LISTEN AND DISCUSS

Listen to the story BIRDY AND THE BOY and use the question words below to guide your
conversation with your peer on the content of the story.

[Link]

WHO WHAT WHERE HOW WHY WHEN

ACTIVITY 3: CRITICAL THINKING

Listen to the story BIRDY AND THE BOY and set five questions on the story. Try to set questions
with a high level of difficulty. Prepare your answers as well. Give your questions to your peer
and see if he /she was able to get to the answers.

[Link]

QUESTIONS ANSWERS

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 READING AND VIEWING

ACTIVITY 1: Reading Aloud

Read the folk tale, HOW THE JACKAL GOT HIS STRIPES to your peer, facilitator or teacher. Focus on your
technical reading skills: pronunciation, pace, punctuation etc.

“The Sun was a strange little child,” said Outa. “He never had any Pap-pa or Mam-ma. No one
knew where he came from. He was just found by the roadside.

“In the olden days when the men of the Ancient Race—the old, old people that lived so long
ago—were trekking in search of game, they heard a little voice calling, calling. It was not a
springbokkie, it was not a tarentaal, it was not a little ostrich. They couldn’t think what it was. But
it kept on, it kept on.” Outa’s head nodded in time to his repetitions.

“Why didn’t they go and look?” asked Willem.

“They did, my baasje. They hunted about amongst the milk-bushes by the roadside, and at last
under one of them they found a nice brown baby. He was lying quite still looking about him, not
like a baby, baasjes, but like an old child, and sparks of light, as bright as the sparks from Outa’s
tinderbox, seemed to fly out of his eyes. When he saw the men, he began calling again.

“‘Carry me, carry me! Pick me up and carry me!’

“‘Arré! he can talk,’ said the man. ‘What a fine little child! Where have your people gone? and
why did they leave you here?’

“But the little Sun wouldn’t answer them. All he said was, ‘Put me in your awa-skin. I’m tired; I
can’t walk.’

“One of the men went to take him up, but when he got near he said, ‘Soe! but he’s hot; the heat
comes out of him. I won’t take him.’

“‘How can you be so silly?’ said another man. ‘I’ll carry him.’

“But when he got near, he started back. ‘Alla! what eyes! Fire comes out of them.’ And he, too,
turned away.

“Then a third man went. ‘He is very small,’ he said; ‘I can easily put him in my awa-skin.’ He
stooped and took the little Sun under his arms.

“‘Ohé! ohé! ohé!’ he cried, dropping the baby on to the red sand. ‘What is this for toverij! It is
like fire under his arms. He burns me when I take him up.’

“The others all came round to see. They didn’t come too near, my baasjes, because they were
frightened, but they wanted to see the strange brown baby that could talk, and that burned like a
fire.

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 “All on a sudden he stretched himself; he turned his head and put up his little arms. Bright
sparks flew from his eyes, and yellow light streamed from under his arms, and—hierr, skierr—the
Men of the Early Race fell over each other as they ran through the milk-bushes back to the road.
My! but they were frightened!

“The women were sitting there with their babies on their backs, waiting for their husbands.

“‘Come along! Hurry! hurry! See that you get away from here,’ said the men, without stopping.

“The women began to run, too.

“‘What was it? What did you find?’

“‘A terrible something,’ said the men, still running. ‘It pretends to be a baby, but we know it is
a mensevreter. There it lies in the sand, begging one of us to pick it up and put it in his awa-skin,
but as soon as we go near, it tries to burn us; and if we don’t make haste and get away from here,
it will certainly catch us.’

“Then they ran faster than ever. Baasjes know—ach no!” corrected Outa, with a sly smile; “Outa
means baasjes don’t know—how frightenness makes wings grow on people’s feet, so that they
seem to fly. So the Men of the Early Race, and the women with their babies on their backs, flew,
and very soon they were far from the place where the little Sun was lying.

“But someone had been watching, my baasjes, watching from a bush near by. It was Jakhals,
with his bright eyes and his sharp nose, and his stomach close to the ground. When the people
had gone, he crept out to see what had made them run. Hardly a leaf stirred, not a sound was
heard, so softly he crept along under the milk-bushes to where the little Sun lay.

“‘Ach, what a fine little child has been left behind by the men!’ he said. ‘Now that is really a
shame—that none of them would put it into his awa-skin.’

“‘Carry me, carry me! Put me in your awa-skin,’ said the little Sun.

“‘I haven’t got an awa-skin, baasje,’ said Jakhals, ‘but if you can hold on, I’ll carry you on my
back.’

“So Jakhals lay flat on his stomach, and the little Sun caught hold of his maanhaar, and rolled
round on his back.

“‘Where do you want to go?’ asked Jakhals.

“‘There, where it far is,’ said the baby, sleepily.

“Jakhals trotted off with his nose to the ground and a sly look in his eye. He didn’t care where
the baby wanted to go; he was just going to carry him off to the krantz where Tante and the young
Jakhalses lived. If baasjes could have seen his face! Alle wereld! he was smiling, and when Oom
Jakhals smiles, it is the wickedest sight in the world. He was very pleased to think what he was
taking home; fat brown babies are as nice as fat sheep-tails, so he went along quite jolly.

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 “But only at first. Soon his back began to burn where the baby’s arms went round it. The heat
got worse and worse, until he couldn’t hold it out any longer.

“‘Soe! Soe! Baasje burns me,’ he cried. ‘Sail down a little further, baasje, so that my neck can get
cool.’

“The little Sun slipped further down and held fast again, and Jakhals trotted on.

“But soon he called out again, ‘Soe! Soe! Now the middle of my back burns. Sail down still a
little further.’

“The little Sun went further down and held fast again. And so it went on. Every time Jakhals
called out that he was burning, the baby slipped a little further, and a little further, till at last he
had hold of Jakhals by the tail, and then he wouldn’t let go. Even when Jakhals called out, he held
on, and Jakhals’s tail burnt and burnt. My! it was quite black!

“‘Help! help!’ he screamed! ‘Ach, you devil’s child! Get off! Let go! I’ll punish you for this! I’ll
bite you! I’ll gobble you up! My tail is burning! Help! Help!’ And he jumped, and bucked, and
rushed about the veld, till at last the baby had to let go.

“Then Jakhals jumped round, and ran at the little Sun to bite him and gobble him up. But when
he got near, a funny thing happened, my baasjes. Yes truly, just when he was going to bite, he
stopped halfway, and shivered back as if someone had beaten him. At first he had growled with
crossness, but now he began to whine from frightenness.

“And why was it, my baasjes? Because from under the baby’s arms streamed brightness and
hotness, and out of the baby’s eyes came streaks of fire, so that Jakhals winked and blinked, and
tried to make himself small in the sand. Every time he opened his eyes a little, just like slits, there
was the baby sitting straight in front of him, staring at him so that he had to shut them again
quick, quick.

“‘Come and punish me,’ said the baby.

“‘No, baasje, ach no!’ said Jakhals in a small, little voice, ‘why should I punish you?’

“‘Come and bite me,’ said the baby.

“‘No, baasje, no, I could never think of it.’ Jakhals made himself still a little smaller in the sand.

“‘Come and gobble me up,’ said the baby.

“Then Jakhals gave a yell and tried to crawl further back.

“‘Such a fine little child,’ he said, trying to make his voice sweet, ‘who would ever do such a
wicked thing?’

“‘You would,’ said the little Sun. ‘When you had carried me safely to your krantz, you would
have gobbled me up. You are toch so clever, Jakhals, but sometimes you will meet your match.
Now, look at me well.’

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 “Jakhals didn’t want to look, my baasjes, but it was just as if something made his eyes go open,
and he lay there staring at the baby, and the baby stared at him—so, my baasjes, just so”—Outa
stretched his eyes to their utmost and held each fascinated child in turn.

“‘You’ll know me again when you see me,’ said the baby, ‘but never, never again will you be able
to look me in the face. And now you can go.’

“Fierce light shot from his eyes, and he blew at Jakhals with all his might; his breath was like a
burning flame, and Jakhals, half dead with frightenness, gave a great howl and fled away over the
vlakte.

“From that day, my baasjes, he has a black stripe right down his back to the tip of his tail. And
he cannot bear the Sun, but hides away all day with shut eyes, and only at night when the Old Man
with the bright armpits has gone to sleep, does he come out to hunt and look for food, and play
tricks on the other animals.”

ACTIVITY 2: CRITICAL THINKING AND COMPREHENSION

Refer to the Video (week 1) on the Literature elements on stories and complete the template

ELEMENTS OF LITERATURE: How the Jackal got his stripes

Characters

Characterization

Theme

Setting

Conflict

Mood

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Point of view

WRITING AND PRESENTING

ACTIVITY 1:

Watch the video on book reviews by clicking on the link.

[Link]
[Link]

ACTIVITY 2:

Using the new gained knowledge from the video complete the book review on the story HOW
JACKAL GOT HIS STRIPES. The below template will provide you with guidance.

NAME OF THE BOOK / STORY:

GENRE:

WHAT DID YOU THINK ABOUT THE TITLE?

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WHO WAS THE MAIN CHARACTER AND WHAT DID HE/SHE DO?

WHO WERE THE OTHER IMPORTANT CHARACTERS?

WHO WAS YOUR FAVOURITE CHARACTER AND WHY?

COULD YOU RELATE TO ANY OF THE CHARACTERS IN THE STORY? EXPLAIN

HAVE YOU EVER DONE OR FELT SOME OF THE THINGS THE CHARACTER DID?

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DID YOU OR DIDN’T YOU LIKE THE BOOK / STORY? GIVE A REASON FOR YOUR ANSWER.

WOULD YOU RECOMMEND THIS BOOK / STORY TO A FRIEND? GIVE A REASON FOR
YOUR ANSWER.

REVIEWER:

DATE:

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 LANGUAGE STRUCTURE AND CONVENTIONS

ACTIVITY 1:

Watch the video on SIMPLE PRESENT, PAST AND FUTURE TENSE by clicking on the link and complete the
worksheets. [Link]

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