2.10 The autumn feast – chapter 3

English home language

Autumn in the forest

Educator section

Memorandum

Educator’s page :

The adventures of the Wops family are closely related to the experience of every learner in Grade I, boys as well as girls. They may be exposed to a different environment if they live in towns and cities and through the stories become aware of what it is like to live in a forest without the ordinary amenities like running water and electricity.

Educators need to remember that many learners in Grade I will not have attended Grade R and consequently skills, strategies and concepts for Grade R will not have been learnt. The educator in Grade I must ensure that these are covered in the work that is done with these learners.

Listening and speaking should form a firm foundation on which to build literacy. The degree to which learners can speak their home language will vary according to circumstances, and educators should be aware of their levels of competence.

Language development is a gradual process and learners need the support of the educator to become increasingly more accurate in the use of their home language.

In Grade I learners become involved in listening to and reading stories, writing for genuine purposes, and learning phonics. The classroom environment should be a place that reflects and encourages all aspects of learning the home language.

Time scheduled for the modules 1 to 8

All learners should complete all eight modules doing approximately two modules per term. Allow the learners to proceed at their own speed.

The Wops have feasts every season. In this module they are celebrating autumn.

Baby Wops disappears and the Wise Old Owl helps them find her.

Jumbled words help learners solve the riddles.

• Writing and Phonics: q, u, y, i, j, t, x, z.
• Wordbuilding: de, pe.

Integration of themes

With the Wops celebrating Autumn in the forest, attention is drawn to the ways in which different cultures have different celebrations – Social Justice – Learners become sensitive to these differences.

Integrate with Mathematics and Life Orientation.

Leaner section

Content

• Read the story to the class.

The autumn feast – chapter 3

The party was a happy one. Everyone was singing and dancing and telling tales of long, long ago. The best story was the one told by the Wise Old Owl. He told them of how the Wops lived in caves many many years ago. How they made fires to keep the wild beasts from their caves. How they walked for miles looking for food. There were no underground tunnels and trains; there wasn’t a mall! These were stories of long, long ago when Willy’s grandfather and grandmother were young.

When the sun came up the Wops went home. The Daddies carried their children who had fallen asleep and put them to bed. The festival was over. What fun they had! And now it’s autumn – autumn in the forest of the Wops.

Questions:

1. Retell the story of long, long ago.

2. The Wops went home at sunset. True or false?

3. The Wops went home at sunrise. True or false?

• Draw a picture of the Wops living in a cave long, long ago.
• Draw the fire in front of the cave to keep the wild beasts away.

The Wops of long, long ago.

• Read, draw and write.

My vocabulary page

• Read.
• Keep this page in your file.

• Can you remember?
• Draw the pictures.

Assessment

Learning Outcome 1: LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.1: We know this when the learner listens attentively to instructions and announcements, and responds appropriately;

Assessment Standard 1.3: We know this when the learner listens with enjoyment to short stories, rhymes, poems and songs form a variety of cultures, and shows understanding;

1.3.4 draws a picture of the story, and writes a few words about it;

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.7: We know this when the learner tells a familiar short story that has a beginning, middle and ending, using pictures for support if necessary;

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.5: We know this when the learner develops phonic awareness:

3.5.1 recognises and names letters of the alphabet;

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner writes with increasing legibility:

4.1.1 manipulates writing tools like crayons and pencils effectively;

4.1.2 develops letter formation and handwriting skills, drawing patterns, tracing and copying words;

4.1.3 forms letters of the alphabet successfully.

Assessment Standard 4.6: We know this when the learner begins to build vocabulary and starts to spell words so that they can be read and understood by others:

4.6.1 writes words that represent familiar people, places and things;

4.6.4 builds own word bank and personal dictionary.

Learning Outcome 5: THINKING AND REASONING : The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language to think and reason:

• understands and uses language for logic and reasoning, such as cause and effect;

Learning Outcome 6: LANGUAGE STRUCTURE AND USE : The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.1: We know this when the learner relates sounds to letters and words:

6.1.1 uses phonics to read and spell words.