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Activity 1
Now take a look at the sixteen items in the picture on the next page. Look at them for 60 seconds (your teacher will time you) and then put the page away and try to write all the items down in a list.
1.. | 2.. | |||
3. | 4. | |||
5. | 6. | |||
7. | 8. | |||
9. | 10. | |||
11. | 12. | |||
13. | 14. | |||
15. | 16. |
CHILDREN, CHILDREN EVERYWHERE
Children, children everywhere,
children dark and children fair,
children of all shapes and sizes,
children springing odd surprises,
children chasing, running races,
children laughing, making faces,
children cooking mud for dinner,
children, every one a winner.
Children jumping, children wiggling,
children grumping, children giggling,
children singing, sneezing, weeping,
children sometimes even sleeping,
children giving children hugs,
children chewing worms and bugs,
children in their parents’ hair
children, children everywhere.
Did you understand?
1. What does the poet mean by saying “children cooking mud for dinner?”
I think he means that
2. What does “in their parents’ hair” mean?
I think it means that
What to do next
Find pictures of children who are like the children in the poem. (fair/dark; sleeping; laughing/sneezing, etc.) Paste some on the next page and use others to make a CHILDREN, CHILDREN EVERYWHERE poster.
LEARNING OUTCOME 3: READING AND VIEWING The learner is able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.
Assessment Standard
We know this when the learner:
3.7 understands the vocabulary and discusses the choice of words, imagery and sound effects in poems, stories and multimedia texts (e.g. rhythm, rhyme, alliteration, word pictures, humour);
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
We know this when the learner:
4.1 writes different kinds of texts for different purposes and audience:
4.1.3 writes and designs various media texts for different audiences, (e.g. poster, cartoon strip, simple brochures).
Deliberate spelling mistakes
Activity 1
(i) watch
(ii) notebook
(iii) shell
(iv) dice
(v) pencil-sharpener
(vi) red pen
(vii) key
(viii) dog
(ix) eraser
(x) pen-knife
(xi) postage stamp (R2,00)
(xii) sweets
(xiii) postage stamp (R5,00)
(xiv) coin’s
(xv) comb
(xvi) blue thread / cotton
Activity 2
1. They are playing – fantasy – pretending their mud cakes are real.
2. They are being a nuisance – worrying their parents.
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