4.4 Reasons and reading

3.6.1 reads fiction and non-fiction at an appropriate reading and language level;

3.6.4 solves word puzzles;

3.7 uses reference books and develops vocabulary:

3.7.1 uses a dictionary;

3.7.2 demonstrates a reading vocabulary of between 2 000 and 3 500 common words.

LO 4

WRITING The learner will be 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 to communicate information:

4.1.6 expresses an opinion in writing and gives reasons for it;

4.3 writes creatively:

4.3.1 writes a play script or dialogue;

4.5 treats writing as a process, and uses developing knowledge of language structure and use:

4.5.4 rewrites after feedback.

Memorandum

ACTIVITY 1

This could be quite a challenge.

Many answers could be incorrect, but there is more than one answer for each vacant space.

Discuss the possibilities with the learners. Allow them to experiment with words.

By inserting the correct word, the learner is proving to the educator that (s)he understands the passage. In order to understand the passage, the learner will need to read and re-read the passage, before inserting possible answers. Encourage the learners to check the passage to see that it makes sense after filling in the missing words.

Possible answers :

At three (1) months old he was so ill it was believed that he was dying of Aids, and he was (2) sent / transferred to the Red Cross Children’s Hospital. He was so (3) sick / ill that it had been decided that no attempts should be made to resuscitate him if he grew any sicker.

Wendy Tuffin, a 22-year-old psychology (4) student and hospital volunteer, fell in (5) love with the baby in the mere minute that he (6) looked / smiled / gazed at her. Her resistance crumbled and she soon moved him to her family (7) home in Pinelands. Wendy took time off from her studies to be a full-time (8) mom / mother / parent to him and now, two years later, with Thulani a healthy (9) toddler / child / three-year old attending play-school, she has returned to her (10) books / classes and studies.

This section of the unit does not attempt to touch on Aids but this is perhaps a good link to Life Orientation and the Aids Programme. As an experienced educator who has knowledge of the backgrounds of her learners and the environment from which they come, it will be up to you how to take this further. This author has not continued with the Aids link in this module, as excellent material has been written which is already being implemented in the classroom.

The answers given by the learners would mainly be synonyms. This activity is continued on page 29 (Thesaurus).

ACTIVITY 2

1. Ensure that the learners understand

• All the difficult/new words and phrases
• What the story is about
• Ensure that the learners read through the passage quickly, read through the questions and then read through the passage again.
• Before allowing the learners to begin answering the questions, ensure that everybody understands how to go about completing a comprehension.
• Encourage the learners to copy correctly from the passage (spelling) and to write the answers in their own words.

Answers to the comprehension:

• Her name was Sonia Bata (was her name).
• She had nearly 10 000 shoes / she had nearly 10 000 shoes and artefacts spanning 4 500 years.
• Bata Shoe Museum in Toronto housed the collection.
• . . . bark and other plant materials.
• Grass insulated his shoe.
• Insulation protected his foot from the cold/ kept out the cold/ prevented his feet from freezing.
• It is a shoe museum and the building is shaped like a shoe box.
• Chinese shoes were an example of foot mutilation; cruelty and suffering.
• Commoners would have shoes with toes not longer than 15 cms.
• Servants helped gentlemen balance on their extremely high platform shoes.
• Wacky means ‘strange’/‘weird’. (Need correct quotation marks).
• She wore red stiletto’s. (Apostrophe should be correct).
• assistance
• photographs
• insulation
• evidence

Assess this task. Allocate the following marks per question: Nr 1, 2, 3, 5, 6, 7, 11 and 12 = (1) each. Nr 4, 8, 9, 10, 13a-b and 13 c-d = (2) each.

Do corrections of language and spelling. Ensure that all answers are absolutely correct. Correct quoting and apostrophes. Ensure that the learners answer in full sentences and work neatly.