4.8 Giants - giants around us

English home language

Giants

Educator section

Memorandum

To the educator

Using progress reports and profiles of the learners in Grade 1, the Grade 2 educator can assess the ability of each learner in the class.

The Grade 2 educator also needs to know which work has been covered in Grade 1 so that she can revise, consolidate and re-teach where necessary, before proceeding to the Grade 2 phonics, writing, reading etc. Make sure the learners understand the written instructions on each page. The learners furthermore need to know where and when to go for help when doing written work e.g. finding out how to spell a word etc.

The slower learners need continual support whereas the fast learners can be given additional work based on the activities for further stimulation.

Time schedule for the modules 1 – 7

All learners should complete all seven modules during the year. Allow them to progress at their own speed covering ± one and a half modules per term.

Jack and the Beanstalk introduce the learners to the concept of giants, gigantic buildings, animals and whales.

Interesting activities including riddles, class discussions and listening activities are developed around the theme of “Giants”.

• Phonics: Revise or, ar and the silent e at the end of a word.

oor as in door

ar + e as in ware

ou and ow

Integration of themes

• a Healthy environment

Discuss the reasons why some animals become extinct. How can this be prevented?

• Human rights

Our heritage (buildings, country, customs) need to be preserved. Give reasons why this is necessary.

Encourage the children to research something that is renowned for its size, e.g. the biggest mountain, building, animal or person. If there are no books available in the school library, let them look at home and begin to collate material with the help of their parents. Those who wish can also make a model of the object or animal.

In the class make a graph to show the height or length of the different animals so that the children can compare their sizes.

Read the following poem together and discuss the questions. Allow the children to express their feelings and help them to find the right words to say what they mean.

Leaner section

Content

Giants around us

Did you hear the skies rumble? Did you hear the skies roar?

That was the sound of a powerful snore.

Did you feel the earth tremble? Did you feel the earth shake?

Don’t panic I'm warning you, but giants are awake.

Have you heard the wind whoosh fiercely and blow the houses down?

Only a vast gigantic sneeze could do that in a town.

Oh, some people may tell you that thunder is about

Or that an earth tremor is starting and shaking us all about.

But let me tell you clearly, and of this there is no doubt

That all those signs together mean that giants are about!

Read the poem about the giants.

• Could it be true? Have you heard the weather making noises like that?
• What does the wind sound like?
• What does thunder or rain sound like?

• What do you imagine that the different noises could be? Write them here?

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We usually read stories of giants in fairy tales or folk tales. These stories are often very old and have been told time and time again.

• Write a fairy tale that you know or make up your own. Remember, all things are possible in a fairy tale!

Plan your story:

• Check your spelling. Now write out your story.

Assessment

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

Assessment Standard 1.1: We know this when the learner listens attentively for a longer period (with extended concentration span) and responds to an extended sequence of instructions;

Assessment Standard 1.3: We know this when the learner listens with enjoyment to stories, poems, songs and other oral texts, and shows understanding:

1.3.7 works out cause and effect in the oral text.

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 4.2: We know this when the learner writes for different purposes;

4.2.1 writes drafts and short texts for various purposes;

Assessment Standard 4.6: We know this when the learner writes so that others can understand, using appropriate grammatical structures and writing conventions:

4.6.4 uses some narrative devices (e.g. once upon a time);

Assessment Standard 4.7: We know this when the learner writes with increasing legibility:

4.7.1 uses handwriting tools and implements effectively;

4.7.2 forms letters clearly and easily;

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

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

5.2.2 uses higher order thinking and the language associated with it, e.g. I think;

Assessment Standard 5.3: We know this when the learner uses language to investigate and explore:

5.3.2 offers solutions and alternatives.