GRADE R WEEKLY PLAN

HOME LANGUAGE (10 HOURS PER WEEK)

TERM 2 WEEK 19

Shared Reading Text(s): Life Skills Topic table with objects & labels LS Topic: Touch, Taste & Smell
(Please also use books, posters, rhymes, songs, adverts, etcl.)
COMPONENT CONTENT, CONCEPTS & SKILLS (Assessment in bold)
Listen & Speak  Vocabulary: sour, bitter, salty
Describe similarities & differences (continued)
 Identify parts of the whole (body parts) spicy, cinnamon, vinegar
Read & View
 Divides multi-syllable words – by clapping Synonyms & antonyms:
Phonics
 Completes jig-saw puzzles rough/bumpy/coarse/prickly
Handwriting  Understands that sounds make up words, e.g. c-a-t = cat smooth/ fine/silky/slippery
Writing  Copies patterns, letters & words onto paper Sound: t- beginning/end of word

Assessment items highlighted in pink (Create as many opportunities as possible)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Whole What do you see? Read and clap Learners describe “Read” well- Combine sounds:
group: Learners name caption: I Touch, taste/smell: known names on le-mon; cof-fee;
Use text to (vocabulary) the I taste, I smell. sweet, sour, salty, labels using visual cin-na-mon; vi-
teach all objects, smells, Touch, compare bitter, spicy, etc. cues, e.g. Milo, ne-gar, pea-nut-
language skills tastes, textures & describe Match objects milk, tea, sugar. but-ter; n-u-t;
(Overlaps on LS Topic table. textures. Focus and labels from Sound out words h-o-t; r-a-t;
with LS Topic Categorize: place on opposites. packages/adverts. to assist guessing. What sounds do
in this case) in 3 boxes, read & Encourage use of Break up words - Write t & other you hear at the
clap labels on sentences: This clapping. known letters in end of these
boxes: touch, one feels ..., but Recognise t in air/mat/ friend’s words: nut, hot,
smell, taste that one feels ... labels back. salt, sweet?
Small group Group 1: Group 2: Group 3: Assess Group 4: Group 5:
activities: Copy the pattern Draw a face with Break up words in Cut and paste Build puzzles of
Opportunities around the edge black crayon, syllables by items from body parts
to practice and finger paint colour in with dye clapping adverts that Also cut up own
the above your favourite Tell your friend Combine match, e.g. fruit, pictures (See
skills taught in food in the plate about the parts syllables, then meat, spreads. Maths activity)
big group (Big circle or oval you use to taste, sounds to form Copy name of into 4-6 parts and
cut out earlier) smell, see, hear words favourite(s)below rebuild
Phonologica Discrimination: Analysis: Assess Synthesis: Assess Memory: Association:
l awareness Close eyes and Break up names Put the sounds Copy patterns Give words that
Listening identify the parts of objects on LS together to make made with parts remind you of:
Skills of the body Topic table by words: m-a-t; of the body, e.g: sour, salty, sweet,
(Auditory making the clapping syllables l-i-p; p-o-t; n-u-t; Oo-l, lll-oo, oo-ll, cinnamon,
perception) & sounds. What What part is at p-i-l; s-u-n; h-e-n; ll-o-ll, ooo-lll-o vinegar, coffee?
phonics sound was last? the end? m-a-n; n-e-t; s-i-t
Story time Green egg and The very hungry Goldilocks Are you my In the night
focus on ham – Dr Seuss caterpillar – (Dramatise later mother? kitchen – M.
enjoyment Eric Carle in Performing PD Eastman Sendak
Compare tastes Arts)
Integration: Walking/waiting Outdoor play: Snack time: Performing Arts: Sand box: Add
Extended in lines: Compare Describe smell Rhyme/song letters and sticks
opportunities Put hand on textures: coarse and taste of about tastes, e.g. to copy letters in
in other parts different parts of sand, gravel, bark, different items in Barny’s Peanut sand
of the day the body: l-e-g, seeds, leaves lunchbox butter song (Assess those not
ch-i-n; h-ea-d assessed yet)
 GRADE R WEEKLY PLAN
MATHEMATICS (7 HOURS PER WEEK)

TERM: 2 WEEK: 19

TOPICS CONTENT, CONCEPTS & SKILLS (Assessment in bold)

Number & relationships  Reinforce numbers 1 – 4
Patterns  Mental Maths
 Solve addition & subtraction problems up to 4
Shape and Space
 Order & compare – more, less than & equal
Measurement  Make & complete own puzzle
 Time concept: evening, say/sings days of week
Data Handling

Type assessment items in bold or highlight (Create as many opportunities as possible)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Welcome Sing days of week Say days of week. Weather chart. Check calendar. Date & weather
Register Discuss weather, Name today. What day is it Yesterday was Sing days. How
Weather date on calendar Date & weather. today? What Wednesday, many days in a
Date Compare boys & Count learners. happens today? today is …? What week? Discuss
girls – more or Any absent? Who is absent? day comes after days of weekend.
News/Values
less. News Values Song & prayers today? Values & songs
Mathematics Reinforce Time: Evening Mental Maths: Addition & Compare number
Ring: number: 4 What happens Clap, take same Subtraction: of different
Practical Oral: Count after supper number of beads, Kinaesthetic: collections of
demonstration forwards & time? Who does Match with Three and one is objects: more
of concepts as backwards what? Compare number symbol four learners than, fewer/less
explained in Rote count 1 – 7 to other times of flashcard Four take away than, equal/same
CAPS Many & few the day. When do Semi-concrete: three is one number
Show number you come to Match with dot Count noses, Compare sets of
symbols – form school? Go home? flash card mouths, eyes counters: most
groups of 1 – 4 Arrange days on Draw same Story sums (See least, equal
Nr before/after labels in sequence number on paper CAPS) number

Small group Modelling clay: Draw with kokis: Arrange picture Teacher Assesses: Construction
activities: Roll a snake and picture of evening cards of evening Play with beads, game: Lego
Practice skills shape the symbol activities and activities in blocks or counters Sort blocks
taught in 4 colour in with sequence and tell Take 4 of a kind according to size
Maths Ring Make different crayons for your friend what Solve addition & and colour – 4 of
shapes/forms and cutting up into a you do first, next, subtraction a kind. Build any
arrange in groups puzzle during HL last problems (CAPS) object/pattern
of 4 activities Draw your own Say/sing days of with the groups of
Build a picture pictures the week 4 you have made
Integration: Outdoors: Toilet routine: Performing Arts: Sand play: Snack time:
Extended Put up the Who will go Number rhyme or Mould 4 of a kind, Who has 2 pieces
opportunities number 4 at before/ after you? song, e.g. e.g. 4 mud cakes, of bread, fruit?
in other parts various stations to 1,2,3,4,5 Once I 4 with yoghurt Who has more,
of the day indicate the caught a fish alive, tubs, 4 washing less, equal, most,
maximum number Song of powder scoops least? Addition &
of learners Days of the week Assess those not subtraction up to
allowed done yet 4

GRADE R WEEKLY PLAN

LIFE SKILLS (6 HOURS PER WEEK)
TERM 2 TOPIC: I TOUCH, I TASTE, I SMELL WEEK: 19

STUDY AREA CONTENT, CONCEPTS & SKILLS (Assessment in bold)

Beginning Knowledge Different temperatures & textures - vocabulary
Tastes & smells I like
Personal & Social Safety precautions
Well-being Experience new tastes, smells & textures
Use of objects or props in drama, movement and music – including instruments
Creative Arts
Creative/Free dance
Adapt running fast/slow
Climb over 4 different objects/textures
Physical Education
Kick stationary ball
Balance: blocks/bricks/stilts

Type assessment items in bold or highlight

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Beginning Temperature: Textures: Send Learners taste and Smell: Blindfold a Safety
Knowledge Touch and objects around. describe: few learners. precautions: How
& Personal describe: ice / Close eye and sweet/sour/salty/ Guess what can you protect
& Social Warm /cold touch. Compare bitter. Find other spreads, fruit, yourself against
water, metal hard, soft, fine, things on the spice, drink you eating/ breathing
Well-being
against cheek, rough, coarse, table that is also smell. Also use in harmful things?
Topic fluffy material silky, smooth, sweet, sour, salty, pungent smells Discuss
questions Safety measures bumpy, fluffy, etc bitter with care (Jik)
Visual Arts Maths: Clay Maths: Kokis HL: Finger paint HL Group 2: Maths:
(Integrated in Roll a snake and Draw a picture of Copy the pattern Draw a face with Sort Lego into
HL and Maths shape symbol 4. evening activities around the edge black crayon, groups of 4, same
small group Form shapes/ and colour in with and paint your colour in with dye size & colour.
activities) forms and arrange crayons to cut up favourite food in Add paper, glue, Build any object or
in groups of 4. into a puzzle the plate (Big scissors, sawdust, pattern with at
Build own picture. during HL circle or oval cut crayon shavings, least 3 groups.
activities. out earlier). etc.

Performing Rhyme: Peas Porridge with body Repeat songs & rhymes Roll play parts of
Arts percussion (slap knees, flick fingers) Use 2 instruments along with rhyme Goldilocks & 3
Action song: Barney ‘s “Peanut butter” (rhythm sticks and drum) bears or other
Number song: 1-2-3-4-5 Creative/free dance using tissues – well-known story
Creative/free dance using ribbons – work in groups and perform to others
change tempo Conclusion: Relax and touch textures
Conclude with imagination activity : around you (carpet, clothing, skin,
image different smells/tastes hair)
Physical Adapt running fast/slow – use tambourine to indicate tempo List/draw equipment:
Education Climb over 4 different objects/textures – Verbalise actions Tambourine
Kick stationary ball – use both feet Tyres, ladders, large drums, cushions,
Balance on blocks/bricks/stilts while doing arm actions etc.
Conclude with body awareness - Close eyes and touch … clap Big balls or stuffed bags
the name of that part of the body Wooden blocks, bricks or stilts

Integration Snack time: Outdoor play: Snack time: Performing Arts: Home Language:
What is your Compare textures Describe smells & Rhyme/song, e.g. Use topics table
favourite item in sand, gravel, bark, taste of items in Barny’s Peanut for text of the
lunch box? Why? seeds, leaves lunchbox butter song week
Assess running