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What to do
| LO 2.2.1 | LO 2.2.4 |
| LO 2.4.2 |
4. WORDPOWER
Now it is time to create something amazing
Time to change
Change one letter in each word to make a new word. Use the clues.
| LO 6.1.1 |
Now try this word metamorphosis trick
Change the adjectives to nouns. The first one has been done for you.
| Adjectives | Nouns |
| Miraculous | Miracle |
| Beautiful | |
| Mysterious | |
| Famous | |
| Natural | |
| Volcanic |
Try some more transformations
Change the meaning of each sentence by using a preposition opposite in meaning to the one in italics.
| Sentences | ‘Transformed’ prepositions |
| She climbed under the fence. | |
| The children ran down the hill. | |
| We played against your team. | |
| The rain fell before the match started. | |
| Their performance was below expectation. |
Now that you know what PREPOSITIONS are, try using the correct ones in the proverbs below.
1. Rome was not built ___________________ .
2. A drowning man clutches ____________ a straw.
3. It is no use crying _______________spilt milk.
4. Birds _____________ a feather flock together.
5. People who live _____________glasshouses shouldn’t throw stones.
6. A man may lead a horse ___________ water, but he cannot make it drink.
7. There is no rose _________ a thorn.
8. There is no smoke ______________ fire.
9. Don’t put all your eggs ___________ one basket.
10. Necessity is the mother ___________ invention.
| LO 6.2.2 |
5. MORE WORDPOWER
This is a challenge! You will need to refer to the poem THE TOAD .
What to do
Imitate and create
What to do
| LO 4.1.1 |
Now follow this recipe for a poem called a HAIKU.
A HAIKU is a Japanese form of poetry and is ‘cut down to size’ like Bonsai trees.
It consists of THREE LINES with SEVENTEEN SYLLABLES in all, arranged as follows:
1 st line = 5 syllables, 2 nd line = 7 syllables, 3 rd line = 5 syllables.
Examples:
Hot beach Shimmering heat wavesA hot pebble in the hand,Light-dance on the sea
Snail Snail crawling slowly -Leaving a shimmering line.Leave my garden, please!
| LO 2 |
| SPEAKING The speaker is able to communicate effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.1 communicates experiences, more complex ideas and information in more challenging contexts, for different audiences and purposes:2.1.2 uses language for creative and imaginative self-expression (e.g. poems, response to music);2.1.4 asks and responds to challenging questions;2.2 applies interaction skills in group situations:2.2.1 follows conventions for appropriate interaction in group work;2.2.2 gives balanced and constructive feedback;2.2.3 shows sensitivity to cultural and social differences (e.g. affirms and incorporates diverse language, experiences, examples); |
| Learning Outcomes(LOs) |
| LO 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. |
| We know this when the learner: |
| 3.1 reads and responds critically to a variety of South African and international fiction and non-fiction (journals, poetry, novels, short plays, newspapers, textbooks, etc.): |
| 3.1.1 reads aloud and silently, adjusting reading strategies to suit the purpose and audience; |
| 3.1.2 uses appropriate reading and comprehension strategies (skimming, and scanning, predictions, contextual clues, inferences, monitoring comprehension, etc.); |
| 3.7 identifies and critically discusses cultural and social values in texts: |
| 3.7.3 discusses the diversity of social and cultural values in texts; |
| 3.8 understands and uses information texts appropriately: |
| 3.8.1 summarises main and supporting ideas; |
| 3.8.2 selects and records relevant information appropriately; |
| 3.9 interprets and analyses independently details in graphical texts (maps, line graphs, bar graphs and pie charts) and transfers information from one form to another. |
| LO 4 |
| WRITING The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes different kinds of texts for different purposes and audiences: |
| 4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. journals, poems, myths, dialogues, argumentative essays); |
| 4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. research report, letter to the newspaper, technical instructions); |
| 4.1.4 shows understanding of style and register (e.g. transfers information form story into a newspaper article). |
| LO 6 |
| LANGUAGE STRUCTURE AND USE The learner knows and is able to us the sounds, words and grammar of the language to create and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.1 uses prefixes, stems and suffixes/extensions to form words; |
| 6.2 works with sentences: |
| 6.2.2 identifies and uses nouns, pronouns, prepositions, articles, conjunctions, and modals. |
1. Poems for inspiration
For the educator:
Encourage learners to write and talk about the obvious (metamorphosis) as well as the deeper changes (transformations).
2. Wordpower
1. pear
2. pup
3. pea carrot
4. sock
| Adjectives | Nouns |
| Miraculous | Miracle |
| Beautiful | Beauty |
| Mysterious | Mystery |
| Famous | Fame |
| Natural | Nature |
| Volcanic | Volcano |
Transformations:
Prepositions
1. in
2. at
3. over
4. of
5. in
6. to
7. without
8. without
9. in
10. of
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