GRADE 6

Unit 6: How do you do it? Lesson plan for Term 2 Weeks 1 and 2 Name of Unit: How do Time: 2 weeks (12 hours) you do it? Grade 6: Term 2: Weeks 1 Subject: English Home Language and 2 Summary of the unit This unit is all about finding out how to do something you want to do. This is known as instructional text. The learners will listen to and discuss instructional text, read instructional text and also write instructional text. With regard to language structures and conventions, they will work on stems, prefixes, suffixes, subject, predicate and object. Curriculum reference Curriculum Standards (CAPS) Grade 6 English Home Language Term 2 Weeks 1 and 2 Skill CAPS requirements Activities Listening & Speaking How do you do it? Listens to and discusses an instructional text, e.g. recipe, (2 hours) directions.

Reading & Viewing (5 hours 30 minutes)

Writing (4 hours) Language Structure & Conventions (30 mins plus integrated time with other skills).

How to make a banana milkshake. Listens to and discusses an instructional text, e.g. recipe, directions. How to change a plug. Reads a recipe or other Read a recipe. instructional text Reads a recipe or other instructional text. Write instructions. Writing: Writes an instructional text, e.g. on how to make a cup of tea. Stems, Prefixes, Suffixes Language: Stems, Prefixes and Suffixes. Subject, Predicate and Object.

Language structures and conventions: Subject and Predicate. Educator preparation for the whole unit before starting 1. You will find video clips of teaching procedural text in a classroom on the Internet. One such example is the 5th Grade Reading lesson on procedural text which shows aa teacher called Mrs Schaeffer using a science experiment to teach procedural text http://goo.gl/SKROyl 2. Read through the activities in this unit and familiarise yourself with them and what resources they require so that you can be totally prepared before the unit begins. 3. Identify the necessary vocabulary for this story unit and write the words onto wordlists. Constantly revise the vocabulary and ensure that the learners’ understanding of the terminology is consolidated. Try to include two spelling tests over the two week period. 4. Note that this unit does not include any reading activities based on the Graded Readers used by the class or the Grade 6 Home Language Reader used by the class. 5. Note who might need remediation and extension and plan accordingly by finding relevant activities for students who come to your notice.

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Learning Activities and how to teach them Listening and Speaking

Activity: How do you do it? Listening and Speaking: Listens to and discusses an instructional text, e.g. recipe, directions. This is the introductory page to the Unit, introducing the learners once again to procedural text. The questions for discussion are geared to this topic. Place the learners in groups to discuss the images and questions provided.

Listening and Speaking

Activity: How to make a banana milkshake Listening and Speaking: Listens to and discusses an instructional text, e.g. recipe, directions. Preparation Read through the text before the lesson to become familiar with it. Listen Read the text to the learners emphasizing the headings such as ‘You will need,’ ‘Method’ etc. The learners are allowed to draw pictures about what they are hearing as you speak. After listening After listening, place the learners in pairs to discuss what they have just read and work through the questions about the procedural text. Here are the suggested answers. a) What did you like about this procedural text and what didn’t you like about it? Learners own answers

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GRADE 6

Resources Learner activities for this unit, computer and speaker to view any video clips, dictionaries. Assessment Informal Assessment The assessment in Unit 6 is an Informal Baseline Assessment where the educator keeps a record of the learners’ general progress in acquiring the prescribed listening and speaking, reading, writing and language convention skills. Choose your own form of informal assessment. Note the marking memo guide for the activities under the relevant activities for each skill. The rating scale below could be used. Formal Assessment Use the following scale for recording and reporting assessment in the Intermediate Phase. There is no formal assessment in this unit. Rating code Description of competence 7 Outstanding achievement 6 Meritorious achievement 5 Substantial achievement 4 Adequate achievement 3 Moderate achievement 2 Elementary achievement 1 Not achieved

Pour, break, peel, add, beat, pour, enjoy c) In your opinion, what was the main message that came across? Learners own answer such as ‘If you follow these instructions you’ll be able to make delicious banana milkshake.” d) Can you visualise how this procedural text would be written? Learners own answer. When reviewing the discussion one could mention the various sections of procedural text writing. The learners now work on their own and write their answers to the questions in their class workbook. Write down the recipe as you think it should be written, using your drawings to guide you. Learners own answer. Make sure you start with imperative or command verbs as you write each instruction. Learners own answer. Use the key headings that you think a recipe should have. Learners own answer. Draw a picture of how you imagine the final banana milkshake. Learners own answer. When you have finished, ask your teacher to show you the original recipe instructions and compare yours with the original. Are they similar? Learners own answer. Listening and speaking: Relate your own easy recipe to your friend. In this activity the learners talk about something they have made to eat that is really simple to make. ● Tell your friend how you did it Learners own answer. ● Use imperative verbs as you recall the method you used (e.g. mix, beat, mash etc). ● Learners own answer. ● Work with another pair. Relate what your partner told you to the new pair. You can use words instead of numbers for the instructions (e.g. first, next, then etc. ) ● Learners own answer. Assessment (Informal Baseline Assessment) Assessment is informal baseline assessment. Note the learners answers and participation make your own notes about their contributions.

Reading and viewing

Activity: How to change a plug. © e-classroom 2015



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GRADE 6

b) Did you notice the imperative verbs at the beginning of each sentence in the method? Recall some of them.

Preparation Bring a plug to school so that when the learners have read the instructional texts, you can show them what an open plug looks like. Pre-reading The learners read ‘How to change plug: part 1’. They scan the text and predict what it will be about. They also cast an opinion on how it is written. Read the text The learners read the text and relate to a friend what they have read. They read the next part of the text ‘How to change a plug: part 2’’ with their friend and then they answer the questions in their class workbook. Suggested Answers 1. Describe the features of the two versions describing how to change a plug. Learner’s own answer: something like ‘The first version is a lot of reading with no breakdown of the structure. The second one is easier to read and follow because of the way it is written and the useful image.’ (5 marks) 2. Which version of the instructions do you find easier to follow? What makes it easier to follow? Learner’s own answer. Something like ‘I prefer the second list of instructions as it is easier to follow’. (5 marks) 3. Draw a table consisting of two columns and list the ways in which the two versions differ. Version 1 The image is irrelevant to the task. The writing is written very casually. It’s hard to work out the items you need to have before you start. The description is very long. The first version doesn’t use easy to follow sentences.

Version 2 The image is relevant to the task. The writing is very precise and to the point. The items needed are listed at the top. The description is short. The way the sentences are written in the second one make it easier to follow.

(10 marks) 4. Look at the verbs in the second version. Which of them are written in the command or imperative form? 1). Open the plug 4). Attach each wire 7). Replace the plastic covering (3 marks) 5. The learners improve and rewrite the instructions of version 2 using the command form of the verbs. Suggested answers: 1. Open the plug using a screwdriver. Ensure the plug is facing you as shwn. Loosen the screws holding the plug in place. 2. Strip some of the plastic insulation to reveal the wires.

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GRADE 6

Reading and viewing: Reads a recipe or other instructional text.

(7 marks) 6. In your opinion how should a procedural text be written and what categories would you use? Learner’s own answers. The categories would be a title, a ‘materials needed’ section, instruction section starting with command verbs and relevant images. (4 marks)

Assessment (informal baseline assessment) Assessment is informal baseline assessment. Note the learners’ answers and participation make your own notes about their contributions.

Language structure and conventions Activity: Language: Suffixes, Prefixes and Stems. Language structures and conventions: Suffixes, Prefixes, Stems Preparation Get familiar with suffixes, prefixes and stems. All the instructions are provided on the worksheets. Suggested answers: 1. Prefixes non-, dis- and un- (9 marks) disagree

nonsense

disgrace

unwilling

unworthy

non-fat

disappoint

non-negotiable

unused

2. Suffixes –able, -ment and -ness (9 marks) probable

softness

disappointment

contentment

comfortable

carelessness

passable

movement

blindness

3. Root words (9 marks) Learners own answers such as: cycl (circular) options

graph (write or draw)

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phon (sound)



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GRADE 6

3. Follow the diagram to the right and work out where blue (neutral) goes. Do likewise for brown (live) and green and yellow wire (earth). 4. Attach each wire to its correct connection and tighten the screws to secure the wires in place. 5. Insert all the wire strands securely in the terminals. 6. Secure the cable clamp where the wires enter the plug. 7. Replace the plastic covering.

paragraph,

phonics

tricyle

autograph,

phone

cyclone

biography

saxophone

cyclist

photograph

telephone

GRADE 6

bicycle

microphone

recycle 4. Make words using prefixes (20 marks) Learners own answers for in-, un-, dis-, re-, im-, de-, ex-, pre, mis-.

5. Make words using suffixes (20 marks) Learners own answers for –ful, -ist, -ly, -ion, -ness, -y, less, -or, -ment, -able. 6. Add the correct prefixes (5 marks) a) The problem with taxis is that they are often overcrowded. b) John was re-elected as the captain of the cricket team. c) The tuck shop offered the students a refund because the milk was sour. d) She added a postscript (a PS) at the end of her letter. e) We get prepaid electricity at our house. 7. Make new wordsusing these root words (10 marks) Learners own answers from board, take, order, qualify, load, depend, sad, amaze, soft, manage. (Total = 82marks)

Reading and viewing

Activity: Reading a recipe and instructions Reading and viewing: Reads a recipe or other instructional text.

The learners read the following recipe on their own and then answer the questions. I Suggested answers: Answer these questions 1. Are the instructions for this recipe clear? (2) Learners own answer such as ‘No, they don’t make sense’. 2. Create a catchy title for the recipe. (2) Learners own answer. 3. Do you think the write should have added any images? Give reasons for your answer. (2) Learners own answer. 4. Name the three distinct features of procedural text. (3) Learners own answer such as ‘Heading, Materials needed and Instructions’. © e-classroom 2015



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Method Add the coconut oil and only 3 popcorn kernels to a large pot. Cover and cook over medium-high heat until all 3 kernels have popped. Take the three kernels out of the pot. Add the rest of the popcorn kernels. Cover and take the pot off of the heat. Wait 30 seconds. Put the pot back on the heat. Shake the pot occasionally until the popping slows down.

After about 2 minutes, and once the popping has slowed down, take the lid off of the pot. This lets the steam out and keeps the popcorn crisp.While the popcorn is popping, melt the butter and add the honey. Pour over the popcorn and sprinkle with salt. Toss until completely coated. You could also do this in a large paper bag. (Mark out of 10)

6. What is a command verb? Give six examples.

A command verb is a verb used in such a way that it gives an intruction or command .



Learners own answers such as cook, add, cover, etc (6 marks).



(Total = 25 marks)

Read: How to write up science experiments The learners read the following experiment and rewrite it using the headings given above. Suggested answers: Aim In this experiment we planted seeds and watched them germinate into seedlings. Apparatus You’ll need some pumpkin seeds, mung beans or sunflower seeds. We used good potting soil. You’ll also need a container to hold the soil and the seeds, some water and of course the right amount of light and heat. Diagram

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GRADE 6

5. In the recipe the writer has got the Method jumbled. Rewrite the Method in the correct sequence.

After filling the container with soil we planted the seeds inside the soil and placed the container on a window sill in the warm sunlight. We kept the soil moist by watering it every day and recorded our observations. Results The seeds began to sprout beautifully after a week. Conclusions We concluded that we had used the right conditions for growth with adequate water, sunlight, oxygen and light. (1 mark each = 6 marks) Assessment (Informal Baseline Assessment) Assessment is informal baseline assessment. Note the learners’ answers, progress and participation. Make your own notes about their contributions.

Writing

Activity: Write instructions. Writing: Writes an instructional text, e.g. on how to make a cup of tea. Before writing Revise the six stages of writing with the learners. The first step is the planning stage where they will plan and brainstorm their instructions. Write The learners now take what they have written and create the first draft, keeping to the correct formats of procedural text. After writing They ask a friend to check their work, to make sure that they have the correct spelling and that they have done everything they are supposed to do. After correcting any mistakes found by the friend, the learners now give their work to another person to proofread. Thereafter they make any corrections necessary and write their final drafts to hand in to the teacher. Assessment (Informal Baseline Assessment) Assessment is informal baseline assessment. Note the learners’ answers and participation make your own notes about their contributions. Suggested outline: 1. Materials needed subheading followed by a list of items. This could include a picture. Method (Instructions). ● Each instruction starts a new line and is numbered. ● The numbers can be replaced by linking words such as First, Second, Next etc. ● The instructions contain command verbs ● The instructions must be exact. © e-classroom 2015



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GRADE 6

Method

GRADE 6

(The method could contain images to make it easier to follow). Rubric for assessment Criteria Gives a title that describes the outcome.

Mark allocation 2

Adds a ‘Materials needed’ subheading followed by a list of items. This could include a picture.

2

Adds a Method (Instructions) subheading

2

4

10

● Each instruction starts a new line and is numbered ● The numbers can be replaced by linking words such as First, Second, Next etc ● The instructions contain command verbs ● The instructions must be exact Suitable images are included in the instructions.

10 Total = 30

Language structure and conventions Activity: Subject, Predicate and Object Language structures and conventions: Subject and Predicate Suggested answers: 1. How many sentences can you make? (9)

Learners can make nine sentences. Subject Monkeys The children The boys

Predicate love bananas climb trees play hide and seek

2. Subject, verb and object No answers required 3. Find the subject and object (6) Learners own answers such as: a) Mark damaged the books. b) Cindy helped a friend. c) The lions ate the meat. 4. Make sentences (12) Learners own answers. 5. Complete these sentences by adding a predicate that includes an object. (6) Learners own answers. © e-classroom 2015



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Revision This last page provides extra activities to consolidate what the learners have learned in this unit. 1. Underline the verbs in the following sentences. (9) a) Cut off the chord near the place where it enters the plug. b) Now open up the new plug. c) Twist the copper strands of the wire together and feed them into the correct connection d) Replace the plastic cover and tighten the screw. e) Attach each wire to its correct connection and tighten the screws to secure the wires in place. 2. Divide these sentences into subject and predicate. Circle the object. (9) Subject Predicate The sail of the boat catches the wind Many brightly coloured fish chase each other The black cat licked her paws a) The sail of the boat catches the wind. b) Many brightly coloured fish chase each other. c) The black cat licked her paws. 3. Root words, suffixes and prefixes (12) Circle the correct suffix to go with each root word. Then use the new word in a sentence. a) depend -able Learners own sentence

b) sad -ness Learners own sentence



c) amaze -ment Learners own sentence



Circle the correct prefix to go with each root word. Then use the new word in a sentence. d) connect reLearners own sentence



e) load overLearners own sentence



f) shape reLearners own sentence

4. Write a procedural text on how to make a boiled egg. (12) Make sure it includes:a heading that describes the outcome (2) ● a list of items needed (2) ● step-by-step instructions. (8) Learners own sentences Total = 50 © e-classroom 2015



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GRADE 6

6. Complete these sentences by adding a subject (5) Learners own answers. (Total = 38)