Liza-Marie Thompson

Student number: 13747215

The poet uses end rhyme to emphasise the children’s emotion, the poet
rhymes eat with heat.

The poet uses Assonance to emphasize the children’s emotions. The poet
creates assonance by writing Soaping, wiping, chatting after each other.

1.2) The words “bleat” and “screech” both refer to crying which indicate the
children is in discomfort and upset that they must squeeze in a taxi together
during the time of a Covid pandemic.
1.3) Lebo is a very reckless driver that makes the children nervous, but he soothes
them by giving them sweets. He is also very outspoken and friendly as he
greets everyone.
1.4) Miss Ismail’s approach as an educator and the effect it has on learner’s
attitudes promotes the development of the learners’ basic needs. Miss Ismail
smile as the learner’s elbow greet each other which indicate she is happy that
the children can socialize during the pandemic which promotes the children’s
actualization and love they receive from peers.

QUESTION 2

A very important method one can use to encourage learners to recite and dramatize
the poem is to repeat the poem with the students so that they have a very clear
understanding of the poem. Another effective way is to give different learners each a
line to recite out loud so that participate in reciting the poem. In this way they also
dramatize the poem. It is of utmost importance not to engage in long units where you
only focus on poetry. Rather focus on this one specific poem for the day. Share this
poem both in written and oral form so that learners can learn quicker. Before reading
this poem to the class, introduce its contents by relating it to your learners’ everyday
lives, this way they can relate to the poem, and they will be more interested to learn
and recite it.
QUESTION 3

Blank verse: Poetry without rhyme that is written in a specific meter, nearly always
iambic pentameter. Here's additional information on blank verse.

Rhymed poetry: Rhymed poems, as opposed to blank verse, must rhyme, however
their structure varies. Find out more about poetry that rhymes here.

Free verse: Poetry without a recurring rhyme scheme, metrical structure, or musical
form is referred to as free verse. Here is more information on free verse.

Epics: A long, narrative poem is referred to as an epic poem. These lengthy poems
often describe the incredible exploits and adventures of historical figures. Here is
more information on epics.

Narrative poetry: An epic conveys a story, much like a narrative poetry does.
Examples of this type include Samuel Taylor Coleridge's "The Rime of the Ancient
Mariner" and Henry Wadsworth Longfellow's "The Midnight Ride of Paul Revere."
Find out more about narrative poetry right here.

QUESTION 4

Nursery rhymes are beneficial for speech development and language learning. They
aid in the development of auditory abilities in kids, including sound discrimination and
word music sensitivity. These kinds of rhymes encourage children to pronounce
words clearly, vary their voices (practicing pitch, loudness, and intonation), and
communicate their words by repeating them aloud without concern about judgment.
Excellent nursery rhymes are a logical choice for the first recitation. Children who
say these rhymes build their tongue and mouth muscles. Nursery rhymes can assist
make sure that children learn the fundamental skill of listening comprehension, which
comes before reading comprehension.
QUESTION 5:

Eyes: I would use visuals to make it more interesting for the learners and it would
encourage the students to read more books, because they know that there would be
visuals to intrigue them.

Heart: I would read the book in a way that the characters emotions and feeling are
very important and let my learns know the feeling and emotions the characters are
feeling.

Ears: I would play the storybook I am reading to them firstly on a radio, for them to
hear how the characters voices and how the story is told.

Hands: I would let each one of my students hold a storybook and feel the difference
between different books and the covers of them.

Books: I would let my students want to read books for fun by making reading books
sounds and seem so fun, because I would do my best to interest them in reading.

A curious mind: I would tell my students how fun and exciting reading is and always
do my best to create a fun reading environment for them.
QUESTION 6

Title: The title of the story” “Sindi and the moon” is a very effective title as it
describes and sum the story up very well. The short title makes it very easy for
learners to remember.

Illustrations:

The illustrations portray the plot of the story very effectively, thus the learners can
see an image of what they are reading. Seeing the illustrations, the learners can also
understand the plot better. Illustrations also keep the attention of the learners and
thus they will continue to read as they are intrigued by the illustrations.

Setting:

The setting of the story goes very well with the plot, which makes the story more
effective. The setting is a place that learners can relate to and because they can
relate to it, they are more intrigued by it and want to continue to read. Learners tend
to pay more attention to stories they can relate to. Stories that learners enjoy will
motivate them to read even more.

Dialogue:

The dialogue of the story is very basic so that the learners can easily read and
understand it. It is of utmost importance that stories are on the reading level of
learners so that they don’t struggle to read. If learners are going to struggle they will
give up and feel like they can’t read.

Values of multicultural foundation phase classroom:

It is of utmost importance that different cultures are promoted within the foundation
phase classroom. In this specific story the Caucasian culture will be able to learn
from the black culture and their values as well.