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MY COMPARISON CHART
SKINNIBONES | WOBBLEFLUFFS | |
key headings | ||
physical appearance | ||
theyspeak . . . | ||
personality | ||
food intake | ||
unusual habits |
NB Use your dictionary to help you spell challenging words.
BRING OUT THE “CREATIVE GENIUS” IN YOU!
Ideas of names: Nobbilinocks
Penopods
Grannygoos
Snuzzlesnoods
WRITING:
Language (capital letters and full stops) | 1 | 2 | 3 | 4 | 5 |
Spelling | 1 | 2 | 3 | 4 | 5 |
Use of descriptive words. | 1 | 2 | 3 | 4 | 5 |
My unique person is …………………………………and he/she looks like this:
Heracles
Many years ago in the land of Castalia, word spread that the King and Queen were expecting a little baby. Everyone was overjoyed to hear the news, except a young servant, Alcmene, who worked in the palace. Alcmene’s husband had died in the war and she was sad because she would never have a child of her own.
The gods on Mount Olympus noticed how sad she was, especially Zeus, who was the most powerful god. Zeus felt compassion for her and granted Alcmene the child she had always longed for.
Alcmene proudly held her baby in her arms and said, “You’re such a big strong boy. I’m going to name you Heracles.”
(Retold by the author, original writer unknown)
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(1)
(2)
(1)
(1)
(3)
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:
3.1 reads a variety of South African and international fiction and non-fiction texts for different purposes (e.g. poems, stories, myths, brochures, reference books and text-books);
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:
4.1.1 writes for personal, exploratory, playful, imaginative and creative purpose (e.g. letters, descriptive paragraphs, limericks).
LEARNING OUTCOME 5: THINKING AND REASONING The learner is able to use language to think and reason, as well as to access, process and use information for learning.
Assessment Standard
We know this when the learner:
5.3 processes information:
5.3.6 makes judgements based on the information and draws conclusions.
Key headings | SKINNIBONES | WOBBLEFLUFFS |
physical appearance | Very tallThin (narrow beds) | Big people |
they speak… | Very fast; leave out words | Take their time; like telling jokes |
personality | Like working hard.Very organised and disciplined | Relaxed, fun-loving, sociable |
food intake | Eat what is necessary to keep going. No delicacies or sweet things. Eat quickly. | Enjoy food.Eat every hour. |
unusual habits | Stand while eating.No sweet and cake shops.When they make appointments they define the time limits exactly. | Eat every hour and then take a nap. |
Activity 3
1. They were expecting a baby.
2. She was sad because her husband had died in the war and she would never have her own child.
3. She would not be able to have a baby if she had no husband.
4. Zeus was the most powerful god and he lived on Mount Olympus.
5. He was a powerful god and made her wish to have a baby come true.
6. Something like: The strong one ( strong ).
7. (a) overjoyed
(b) baby
(c) compassion
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