Grade 3

TERM 1
English
HOME
LANGUAGE
Lesson
Plan
DISCLAIMER/EDITING PROCESS

Dear Colleagues,
Welcome to the NECT Home Language Programme!
Please note that the NECT Home Language Term 1 materials were developed within an
extremely short period of time. For this reason, we acknowledge that further edits and
changes are likely.
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2 In the subject line, write the document reference. For example: GRADE 3 TERM 1
LESSON PLAN PAGES 45–47
3 In the body of the email, list the changes that must be made. Or, alternately, make
changes to the hard copy then scan or photograph the page, and attach it to the email.
4 If you have a bigger language issue that you would like to bring to our attention, please
reference this in the subject line. For example: EVIDENCE OF REGIONAL DIALECT
5 Then, in the body of the email, please describe the issue.
6 Please send all emails with your name, position and cell phone number, so that we can
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7 Thank you for adding your expertise to this programme! We want to ensure that the
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Contents
Management Notes v
Core Methodologies xii

Week 1 Orientation 1
Monday 2
Tuesday 6
Wednesday 9
Thursday 14
Friday 17

Week 2 Orientation 21
Monday 22
Tuesday 27
Wednesday 31
Thursday 36
Friday 38

Week 3 What is friendship? 41

Monday 43
Tuesday 47
Wednesday 52
Thursday 58
Friday 62

Week 4 What is friendship? 67

Monday 69
Tuesday 73
Wednesday 79
Thursday 85
Friday 89

Week 5 Determination 93
Monday 95
Tuesday 100
Wednesday 105
Thursday 111
Friday 115
Week 6 Determination 119
Monday 121
Tuesday 125
Wednesday 130
Thursday 136
Friday 140

Week 7 Me and my siblings 145

Monday 147
Tuesday 152
Wednesday 157
Thursday 163
Friday 167

Week 8 Me and my siblings 171

Monday 173
Tuesday 177
Wednesday 183
Thursday 189
Friday 194

Week 9 Imagination 199

Monday 201
Tuesday 206
Wednesday 211
Thursday 217
Friday 221

Week 10 Imagination 225

Monday 227
Tuesday 231
Wednesday 237
Thursday 243
Friday 247
 Management Notes

Management Notes
Learning Outcomes
This term, your learners should achieve the following outcomes:

LISTENING & SPEAKING

1 Learners should be able to say or sing 4 new rhymes or songs

2 Learners should be able to participate in a class discussion to share prior knowledge
3 Learners should be able to discuss the shared reading story, using a discussion frame
as a guide
4 Learners should be able to make up their own stories for the creative storytelling activity
5 Learners should be able to talk about their writing
6 Learners should understand and be able to use some of the following vocabulary

rescue trustworthy honest promise threaten defend

trait adventurous generous sandcastle moat spade
shy outgoing accident thoughtful patient apologise
determined determination achieve talent donate attitude
goal decision decide injury amputate disease
gravity defy adapt crutches inspire prejudices
ruin annoyed siblings trust reaction expected
furious generous possession albino perspective annoyed
prejudice guilty uncomfortable comfortable lonely clingy
independent imagination real pretend beanstalk giant
impressed magic harp creature villain fiction
nonfiction doubt confidence activist publish editor
beam

PHONEMIC AWARENESS & PHONICS

1 Learners should be able to identify phonemes aurally

2 Learners should be able to recognise the following phonemes with automaticity
3 Learners should be able to blend and segment the following phonemes

st oa dr ee gr oo
sh th ch cr oo ng
ar or ur ir

Grade 3 Term 1 Lesson Plan  v

Management Notes

Learners should be able to break the following words into syllables

READING

Learners should be able to decode the following words

stop stand rust must goat boat

road toad drop drip drag dress
drum seem tree feel green bleed
grab green groan grin grub moon
spoon doom gloom room sheep ship
shop wish dash thick thin think
moth with chop chip chin rich
much crust crack crush crash crop
book took look shook crook sing
song king swing sting car sharp
cartoon garden start born storm torch
short sport turn nurse hurt burst
burnt bird third thirst chirp first

Learners should be able to read the following words by sight

eat phone scared help friend please

ruin why knock sorry over hurt
won shoes like different dance beauty
because one always special toy idea
hair alone leave around play thought
poor magic money about giant picture
colourful words read write

Learners should be able to read a connected text such as the example that follows

I like to read. I must read a story. I must read a story about a king. I must
read a story about a king and his ship. I must read a story about a great king and
his colourful ship. I will read with my mom. My mom also likes to read. My mom
will read the story with me. She will read the story about the king and his ship
with me. She will read the story about the great king and his colourful ship with
me.

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 Management Notes

COMPREHENSION

1 Learners should be able to make predictions about the text by reading the pictures
2 Learners should be able to recall details about the text
3 Learners should be able to recount the text
4 Learners should be able to sequence events from the text
5 Learners should start to understand what it means to visualise, make connections, make
inferences and wonder about the text
6 Learners should be able to reflect on the text using a discussion frame
7 Learners should be able to answer written comprehension questions on the text
8 Learners should be able to construct a summary of the text

WRITING

1 Learners should be able to draw a picture that conveys meaning

2 Learners should be able to add one to two labels to their drawing
3 Learners should be able to complete a short writing frame
4 Learners should be able to write 1 paragraph using a writing frame or plan
5 Learners should be able to write: a list/a list of instructions

Materials and Resources Provided

Please note that all resources provided belong to the school. Resources will only be
issued once, so they must be properly accessioned and looked after.
In Term 1 teachers are provided with the following resources:

1 Coloured Display Boards x 4

Use these boards to frame your work for the week. Every week, display your: phonic
sound and words; high frequency words; theme vocabulary words; illustrations; and
writing frame.
2 Handwriting Chart/s
Display these charts at the front of the classroom, so that they are clearly visible to
learners. Grade 1 and 2 teachers will be given Print Handwriting Charts. Grade 2 and 3
teachers will be given Print and Cursive Handwriting Charts.
3 Term 1 Lesson Plan
Use this lesson plan to see what to teach on a daily basis. The core methodologies tell
you how to teach each lesson. For the first two weeks of Term 1, you will follow an
orientation programme.
4 Term 1 Tracker
Use this document to complete your ATP and Term Planner. Tick off and date each
lesson and assessment activity as it is done. Reflect on your teaching.

Grade 3 Term 1 Lesson Plan  vii

Management Notes

5 Term 1 Big Book

Use the big book stories during Shared Reading lessons. There are eight stories for the
term – one story for every week.
6 Term 1 Resource Pack
The resource pack includes the following items:
• Flashcard Words are provided for theme vocabulary; high frequency words; phonic
sounds and words. Cut them up and store them in an orderly fashion. Use these
flashcard words with the display boards.
• Theme Vocabulary Illustrations are provided where appropriate. Cut them up and
store them in an orderly fashion. Use these flashcard words with the display boards.
• Creative Storytelling Sheets are provided for each theme. These are a series of 3 or
4 pictures that tell a story. There are 10 copies of each sheet – one per small group.
Please make more copies if required.
• Assessment Record Sheets are provided to record learner results and comments
for the term.
7 Term 1 Reading Worksheets x 8
Eight Reading Worksheets are provided for the term – one for every week from Week
3 to Week 10. Use these worksheets with the whole class during group guided reading.
There are 20 copies of each Reading Worksheet. Please make more copies if required.

Weekly Routine: 7 hours

1 The structured learning programme follows the same routine every week.
2 This makes it easy for teachers and learners to follow.
3 Learners can prepare for the next activity once they know the routine.
4 The routine is based on the CAPS minimum time for Home Language: 7 hours
per week.
5 This routine is designed to work as part of a bilingual programme together with the
PSRIP EFAL structured learning programme.
6 Please display this routine in your classroom and try to learn it off by heart!

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 Management Notes

Monday Tuesday Wednesday Thursday Friday

Oral 15 Oral 15 Oral 15

Activities Activities Activities
Phonics 15 Phonics 15 Phonics 15 Phonics 15
Handwriting 15 Handwriting 15 Handwriting 15
Shared 15 Shared 15 Shared 15 Shared 15
Reading Reading Reading Reading
Writing 30 Writing 30
Group 30 Group 30 Group 30 Group 30 Group 30
Guided Guided Guided Guided Guided
Reading Reading Reading Reading Reading
1.45 1.15 1.45 1.00 1.15

Weekly Preparation

It is important to remember that the Home Language programme has reduced the need
for teachers to PLAN, but that PREPARATION is still required! One afternoon per week,
get together with your colleagues (all Foundation Phase teachers), and do your preparation
together.

When doing your preparation, remember to:

1 Read through the lesson plan for the week.
2 Make sure that you know and understand the methodologies that must be used. If not,
go to the section titled ‘Core Methodologies’ and revise accordingly.
3 Next, check which flashcards and illustrations are needed for theme vocabulary, high
frequency words, phonics and the writing frame. Get these flashcards and illustrations
ready as follows:
a Cut the flashcards or illustrations out
b Try to stick them onto cardboard or paper
c If possible, laminate or cover in plastic
d Store the flashcards for a lesson together in an envelope, or with a rubber band
around them
4 Collect any other resources that you may need, including pictures or real objects.
5 Check that your Big Book is in order.
6 Read through any activities in the DBE Workbook that you will complete.
7 Practise doing the writing lessons.
8 Make sure that your Tracker is up-to-date from the previous week and reflect on
your progress.

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Management Notes

Themes and Reading Schedule

WEEK THEME SHARED READING TEXT READING

NUMBER WORKSHEET

1
ORIENTATION
2
3 What is friendship? Wendy whale to the rescue 3
4 What is friendship? Mbuso’s sandcastle 4
5 Determination Zodwa’s new shoes 5
6 Determination Musa Motha – A gravity-defying dancer 6
7 Me and my siblings Bear gets a haircut 7
8 Me and my siblings Go play Fanisa! 8
9 Imagination Jack and the beanstalk 9
10 Imagination Stacey’s first book 10

Term 1 Programme of Assessment

The Programme of Assessment is designed in accordance with the Abridged Section 4 of
CAPS. This can be found at the back of the Tracker for every term.

Classroom Displays

DISPLAY BOARDS

1 As part of this programme, you will be given four large different-coloured

display boards.
2 Each coloured board will be used to display a different set of words for the week.
3 Use these boards as follows:
a Green board –display the theme vocabulary words and illustrations for the week.
b Blue board –display the high frequency words for the week.
c Yellow board –display the phonic sound and words for the week.
d Pink board –display the writing frame for the week.
4 The words on these boards must be updated every week.
5 Please do not leave up all the theme vocabulary and illustrations for the year. These
displays should be related to the theme you are doing. If the whole classroom is
full of the words and illustrations it becomes overwhelming, and learners will stop
noticing them.
6 Once you have taken down a set of words and illustrations, file them carefully.
7 Look after these words so that you can use them again the following year.

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 Management Notes

THEME TABLE

1 Try to create a theme table in your classroom.

2 Use this space to display pictures and real objects that relate to the theme.
3 Label these items, so that learners can learn this vocabulary.

Grade 3 Term 1 Lesson Plan  xi

Core Methodologies

Core Methodologies
Classroom Management
Some fundamental classroom management strategies are included as ‘core methodologies’.
These are strategies that are used all the time in this programme, so it is important to
master them.
Objective: To improve time-on-task, learner behaviour and collaboration between learners. To
reduce disruptions to learning. To introduce an element of play to learning.

SEATING AND SMALL GROUPS

1 It is very important to give time and careful attention to how you seat learners in the
classroom.
2 When doing this, consider these important points:
a Seat learners in mixed abilities – you do not want struggling learners to sit
together, and strong learners to sit together. Mix learners up so that the whole
classroom is a mixed-ability space.
b Seat learners strategically to avoid conflict or excessive noise. Do not seat learners
who bother each other together. Do not seat learners who cannot stop talking
together. Avoid problems by separating these learners.
3 In the learning programme, there are a few activities that require learners to work in
small groups.
4 These should be groups of 3–4 learners, seated close together. Do this so that when
you tell learners to work in their ‘small groups’ they can form these groups quickly and
efficiently, without moving too much.
5 If learners are seated in rows, an easy way to form small groups is to have two learners
in the front row turn around and face the two learners just behind them in the second
row. They can make a group of four quickly and efficiently.
6 Do not leave this up to learners. Decide how to form small groups in your classroom,
and train learners to get into these groups quickly and quietly.
7 If you see that the dynamics of a group are not working, make changes to the group –
do not force learners to work together.

MANAGING GROUP DISCUSSIONS

1 In the learning programme, there are a few activities that require learners to hold group
discussions.
2 Train learners to do this as follows:
a First, learners must get into their small groups
b Next, learners must take note of the discussion questions or frame

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c Then, every learner must have a turn to answer each question, so:
• Learner 1 must answer Question 1
• Learner 2 must answer Question 1
• Learner 3 must answer Question 1
• Learner 4 must answer Question 1
• Learner 1 must answer Question 2
• Learner 2 must answer Question 2
• Learner 3 must answer Question 2
• Learner 4 must answer Question 2
• And so on
3 It can be a good idea to use a ‘talking stick/stone/item’ to control this.
a Give each group an item like a colourful stick or stone.
b The person who holds the item speaks and everyone else in the group listens.
c Once the first learner has spoken, he or she must pass the item to the next learner,
and so on.
4 If the group has to report back, then once everyone has answered, the group can vote
for the best answers to each question.

READING TRANSITION ACTIVITIES

1 During all Group Guided Reading lessons, teachers must work with two groups.
2 Between the two groups, it is important to take an ‘active break’ before settling learners
to work on the next Reading Worksheet activity.
3 Do this as follows:
a When you are finished working with them, send Group 1 back to their tables.
b Call the class to attention.
c Do a Reading Transition Activity with the whole class.
d Settle the learners back down with the Reading Worksheet.
e Explain the next activity on the Reading Worksheet.
f Remind learners that they must first finish the activity they are working on before
moving to the next activity – they must work at their own pace.
g Call Group 2 to come and work with you.
4 In Term 1, we recommend that you use these 4 Reading Transition Activities
with learners:

Activity 1: Teacher Says

1 Tell learners to stand up.
2 Explain that you are going to do different movements, like: touch your head; fly a kite;
wiggle your nose; jump three times; etc.
3 If you first say ‘teacher says’, then learners must do the action.
4 If you do not say ‘teacher says’, then learners must stand still.

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Core Methodologies

5 If a learner does the action when you did not say ‘teacher says’, then that learner is out
and must sit down.
6 The winner is the last learner standing.

Activity 2: Dance Party

1 Tell learners to stand up.
2 Explain that you are going to play some music on your phone.
3 When learners hear the music, they must dance.
4 As soon as you switch the music off, learners must freeze.
5 Put the music on and off a few times, so that learners can dance and freeze a few times!

Activity 3: Wiggle, Wiggle, Freeze

1 Tell learners to stand up.
2 Say: wiggle, wiggle, wiggle, wiggle, wiggle, wiggle, freeze!
3 Learners must say this with you and they must wiggle their bodies as they say ‘wiggle’.
4 When they get to ‘freeze’ they must stand dead still and be silent!
5 Repeat this a few times.

Activity 4: My Chair and Me

1 Tell learners to stand up next to their chairs. There must be some space around them.
2 Give learners instructions to follow – they must do this quickly and quietly.
3 These instructions are all related to the chair and they practise the use of prepositions.
4 Give instructions like:
• stand behind your chair
• pick up your chair
• climb on your chair
• step over your chair
• etc.

Oral Activities

At the start of the Home Language lessons on Mondays, Wednesdays and Fridays you will
do oral activities. These are the listening and speaking activities of the programme. They
are carefully designed to give learners individual opportunities to speak.

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 Core Methodologies

Teach Theme Vocabulary

Objective: To extend learners’ cognitive, conceptual and academic vocabulary, in order to
improve reading comprehension and general knowledge. To better equip learners with the
language required to function effectively in the Intermediate Phase.

1 Teach 3 new theme vocabulary words to learners.

2 Use the methodology ‘PATS’ to teach new vocabulary.
3 PATS is an acronym for Point, Act, Tell and Say.
4 It is not always possible to do all four actions for each theme word – just do what is
appropriate.
a P – POINT to a picture or real item, if possible.
b A – ACT out the theme word, if possible.
c T – TELL learners what the theme word means. Give a simple explanation of
the word.
d S – SAY the word in a sentence, and have the learners repeat the word after you.
5 Once you have taught the theme vocabulary for the week, display the words on the
display board, together with the theme word illustration.
6 Not every learner will recall the new theme vocabulary immediately. Do not worry
about this, and do not make learners repeat the word many times!
7 Learners will encounter the new vocabulary multiple times during the theme, and will
be given the opportunity to build their vocabulary authentically.

Song or Rhyme
Objective: To consolidate learners’ knowledge of new vocabulary. To learn through play.

1 The specific song or rhyme which you are to do with the learners is listed in the
lesson plan.
2 Over time, the learners will get to know these songs and rhymes, and they will sing
them automatically.
3 However, when they are first introduced, you need to teach learners the words, actions
and tune (if there is one).
4 Teach the song or rhyme to the learners, line-by-line as follows:
a Sing or say the whole song or rhyme for the class. Explain the meaning of it to
learners if necessary.
b Sing or say the first line, and then let learners repeat after you.
c Sing or say the second line, and then let learners repeat after you.
d Sing or say the first two lines together, and then let learners repeat after you.
e Continue on in this manner until you have taught learners the whole song or rhyme.
5 Always include appropriate actions with the song or rhyme.
6 Let learners request to sing their favourite songs at the end of the day – this is a fun way
of reinforcing the new language that they have learnt.

Grade 3 Term 1 Lesson Plan  xv

Core Methodologies

Introduce the Theme: Accessing Prior Knowledge

Objective: To establish and acknowledge learners’ prior knowledge of a topic, and to build on
what is already known about that topic. To model the graphic organisation of knowledge by
using the strategy of mind-mapping.

1 In this activity, the teacher starts by making a quick mind-map on the chalkboard.
2 The teacher draws a circle with the name of the theme in the middle of the board.
3 Next, the teacher asks learners: What do you already know about this theme?
4 The teacher writes down learners’ ideas around the mind map. The teacher should try
to group similar ideas together, for example, if the theme is ‘Friendship’ you may have a
mind map that looks like this:

To be a good friend you must:

Things friends do together:
• Listen to your friends
• Play after school
• Share things with them
• Play at break
• Take turns when playing
• Tell secrets
• Be kind
• Stick together

Theme:
Friendship

If your friend does something

Things to find out about your
bad, you must:
friends:
• Tell them what they did wrong
• Who do they live with?
• Tell them how this makes you
• When is their birthday?
feel
• What games do they like?
• Help them to apologise or make
• What are they scared of?
things right

5 In the second week of the cycle, the teacher will use the mind map to help learners
revise and reflect on what they learned in the first week of the cycle.
6 The teacher will ask learners: What new and interesting things have we learned about
this theme so far?

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Creative Storytelling Week 1

Objective: To give learners the opportunity to use new language authentically, and to apply
their knowledge of a topic and creativity to create a meaningful story. To build learners’
sequencing skills. To give learners the opportunity to work collaboratively and co-operatively in
a small group.

1 This activity gives learners the opportunity to use their imagination and creativity, their
new theme vocabulary and their sequencing skills to make up a new story.
2 Tell learners to get into their small groups.
3 Hand each group a copy of the creative storytelling sheet for the theme. You will find
this in the Resource Pack.
4 These sheets have a series of 3–4 pictures that can be used to build a story related to
the theme.
5 Tell learners to think of a story that fits with the pictures.
6 Give learners a minute or two to think about their ideas.
7 Next every learner in the group must take a turn to share their version of the story.
8 Walk around and listen to different learners as they tell their stories.
9 Collect the sheets and store them carefully for the next week.
10 Encourage learners to tell their story to someone at home.

Creative Storytelling Week 2

Objective: To give learners the opportunity to use new language authentically, and to apply
their knowledge of a topic and creativity to create a meaningful story. To build learners’
sequencing skills. To give learners the opportunity to work collaboratively and co-operatively in
a small group.

1 Tell learners to get into their small groups.

2 Hand each group a copy of the creative storytelling sheet for the theme.
3 Remind learners that last week, they made up their own stories around the pictures.
4 This week, learners must work as a group to decide on a group story.
5 Remind learners that their story should be creative, but also must fit with the pictures!
6 Call the class to attention.
7 Ask 1–2 different groups to share their group stories.
8 Thank learners for sharing their stories.

Discussion of Shared Reading Text

Objective: To teach learners critical thinking and summary skills and to give them the
opportunity to practise and develop these skills. To build learners’ confidence by providing
authentic opportunities to formulate and express opinions, evaluations, connections and

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Core Methodologies

inferences. To give learners the opportunity to work collaboratively and co-operatively in a

small group.

1 The Discussion of the Shared Reading Text takes place on Fridays.

2 Start by writing the discussion frame on the chalkboard.
3 Next, read and explain the discussion frame to learners.
4 Learners should understand that there is no judgement of answers to open-ended
questions – differing answers and opinions are welcomed.
5 At the end of the lesson, call the class to attention.
6 In the last few minutes, ask different learners or a specific group to share their answers.
7 Thank learners for their answers and contributions.
8 If answers are incorrect, or need to be expanded on, correct learners or ask prompting
questions.

Phonemic Awareness & Phonics/Handwriting

Grade 1& 2 (until phonics programme is complete)
Phonemic Awareness & Phonics and Handwriting work together in this programme.

Consolidation: Mondays
Objective: To informally assess learners’ phonemic awareness and recall of taught phonics and
handwriting. To remediate or consolidate phonic and handwriting knowledge through self-
correction. To use assessment observations for formative purposes.

1 On Mondays during Handwriting, learners practise their print by revising sounds,

syllables and words learnt in previous weeks.
2 Tell learners to open their exercise books. As soon as learners are able to, they should
write the date.
3 Next tell learners to fold the page in half, and number from 1–5 in the margin, and from
6–10 in the middle of the page. (The number of sounds, syllables and words will differ
from lesson to lesson.)
4 Tell learners to write down the sound, syllable or word as you say it – they must
write next to the correct number. If they cannot write the sound or word, they must
write a dash –.
5 Remind learners that this is a quick activity to see if they remember how to write the
sounds, syllables and words that they have already learnt.
6 Tell learners that they are checking their phonics and handwriting.
• They need to see if they know how to write a sound, syllable or word correctly.
• They also need to see if they know how to form the letters properly.
7 Call out the sounds, syllables and words in the lesson plan.
8 Next, instruct learners to take a coloured pencil and correct their own work.

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9 Correctly write the answers on the chalkboard, saying the sound and describing the
writing process as you do this.
10 Tell learners that if they struggled to remember a sound or to write a letter, they must
work on this during the week.
11 Collect learners books at the end of the day, and make a note of who needs
additional help.

Learning New Sound and Words: Tuesdays and Wednesdays

Objective: To explicitly and systematically develop learners’ phonemic awareness. To
explicitly and systematically teach home language phonemes to learners, and to practice the
identification and use of the taught phoneme in words.

Introduce the New Sound

1 Say the sound and hold up the flashcard, for example: /p/
2 Say the sound and instruct learners to repeat the sound x 3.
3 Discuss how the sound for /p/ is the same in home language and English / different in
home language and English.
4 For single sounds, show learners the sound on the alphabet frieze.
5 Ask learners: Can you think of words that begin with /p/?
6 Brainstorm words with learners, like: path, power, pap, pencil
7 Ask learners: Can you think of words that end with /p/?
8 Brainstorm words with learners, like: map, clap, cap

Introduce the New Words

1 Say each word loudly and clearly as you show the flashcard to learners: pat, sap, tap
2 Show each word to learners, as you say it.
3 Ask learners to repeat the words after you.
4 Stick up the flashcards of the words on the Phonics Display Board.

Writing New Letter(s) and Words: Tuesdays and Wednesdays

Objective: To explicitly and systematically develop learners’ ability to correctly and fluently
write graphemes that correspond to the taught phonemes.

1 Teach learners to correctly form the printed letter(s) for the sound taught.
2 Model writing the sound on the chalkboard – describe the letter formation process as
you write.
3 Tell left-handed learners to put their heads on the desk.
4 Then, stand with your back to learners, and raise your right hand.
5 Tell right-handed learners to follow you as you write the letter(s) in the air.

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Core Methodologies

6 Next, repeat this process with left-handed learners.

7 Then tell learners to work with a partner and to write the sound on each other’s backs
with their fingers.
8 After this tell learners to write the sound on their desks with their fingers.
9 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
10 Learners must then write the sound/words/sentences into their books.
11 Learners must underline the newly learnt sound in any words/sentences written.

Segmenting and Blending: Thursdays

Objective: To explicitly and systematically develop learners’ phonemic awareness, and ability
to blend and segment taught phonemes, in order to read and write independently. To increase
recognition of phonemes with automaticity.

I do…

1 Start with a word from the Tuesday lesson.

2 Say the word: pat
3 Segment the word into the individual sounds: /p/ - /a/ - /t/
4 Say the beginning sound of the word: /p/
5 Say the middle sound of the word: /a/
6 Say the end sound of the word: /t/
7 Write the word on the board: pat
8 Model pointing and blending the sounds to make a word: /p/ - /a/ - /t/ = pat
9 Repeat this with a word from the Wednesday lesson.

We do…

1 Start with a word from the Tuesday lesson.

2 Say the word: tap
3 Ask learners: What is the first sound in the word? /t/
4 Ask learners: What is the middle sound in the word? /a/
5 Ask learners: What is the last sound in the word? /p/
6 Ask learners to segment the word into each individual sound: /t/ - /a/ - /p/
7 Write the word: tap
8 Instruct learners to blend the sounds in the word with you: /t/ - /a/ - /p/ = tap
9 Repeat this with a word from the Wednesday lesson.

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 Core Methodologies

Word Find: Fridays

Objective: To provide an opportunity for learners to consolidate their knowledge of taught
phonemes. To give learners the opportunity to practise the skill of blending to build words. To
increase recognition of phonemes with automaticity.

Write the table on the chalkboard that includes previously learnt sounds as well as the
sounds taught on Tuesday and Wednesday.

bl- i p

oo d a

nk e m

Model

1 Remind learners of the sounds of the week: for example: /bl/ and /oo/
2 Review all of the sounds and blends on the chalkboard.
3 Explain that learners will have three minutes to make as many words as they can using
the sounds and blends above.
4 Show learners how to make a word using a target sound, like: /bl/ – /oo/ – /d/
5 Remind learners they can make a word using any of the sounds – they do not need to
use /bl/ or /oo/.
6 Show learners how to make another word, like: /p/ – /i / – /nk/
7 Remind learners they can make words using the target sounds, like blood, or words
without the target sound, like pink.

Learners do

1 Tell learners to open their exercise books and write the heading: bl, oo.
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words (and
others): blood, blink, blank, bloom, pink, map, dam, doom, pad, dip, mood

Grade 3 Term 1 Lesson Plan  xxi

Core Methodologies

Phonemic Awareness & Phonics/Handwriting

Grade 2&3 (once the phonics programme is complete)
Phonemic Awareness & Phonics and Handwriting work together in this programme.

GRADE 2 TERMS 3–4

HANDWRITING

Changing Words: Mondays

Objective: To remediate or consolidate phonic and handwriting knowledge through self-
correction. To develop reading skills by helping learners to focus in on and identify changes to
words or sentences, that change the meaning of the words or sentences.
Note: At first, learners will have to do this activity in PRINT. As soon as learners know enough
cursive, please instruct them to complete the activity in CURSIVE.

1 On Mondays during Handwriting, learners practise their cursive writing by revising

sounds and words learnt in previous weeks.
2 Tell learners to open their exercise books and write the date.
3 Next tell learners to number from 1–5 in the margin, skipping a line between
each number.
4 Write the sentence provided in the lesson plan on the chalkboard next to number 1, like:
1 I want a book.
5 Instruct learners to copy the sentence into their books.
6 Next, instruct learners to write different subject morphemes (In Eng or Afriks –
pronouns) next to the numbers, like:
• He
• She
• They
• We
7 Instruct learners to rewrite the sentence, using each of these pronouns.
8 Remind learners that this is a quick activity to see if they remember how to write the
sounds and words that they have already learnt.
9 Tell learners that they are checking their phonics and handwriting.
10 At the end of the lesson, correctly write the sentences on the chalkboard, saying the
sounds and describing the cursive writing process as you do this.
11 Then, ask learners to point out any patterns they can see, like: where the
sentence changes.
12 Underline any patterns, like:
• He wants a book.
• She wants a book.

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• They want a book.

• We want a book.
13 Instruct learners to take a coloured pencil and correct their own work.
14 Tell learners that if they struggled to remember a sound or to write a letter in cursive,
they must work on this during the week.
15 Collect learners’ books at the end of the day, and make a note of who needs additional
help. Some learners may be struggling with phonics, while others may be struggling
with writing cursive!

GRADE 3 TERMS 1–2

HANDWRITING

Singular to Plural Words: Mondays

Objective: To remediate or consolidate phonic and handwriting knowledge through self-
correction. To develop reading skills by helping learners to see and anticipate the patterns of
change in a word depending on the noun prefix.
Note: At first, learners will have to do this activity in PRINT. As soon as learners know enough
cursive, please instruct them to complete the activity in CURSIVE.

1 On Mondays during Handwriting, learners practise their cursive writing by revising

words learnt in previous weeks.
2 Tell learners to open their exercise books and write the date and heading
Singular to Plural Words.
3 Next tell learners to write numbers 1–5 in the margin, skipping lines between numbers.
4 Remind learners that this is a quick activity to see if they remember how to write the
sounds and words that they we have already learnt.
5 Tell learners that they are checking their phonics and handwriting.
6 Call out the singular words in the lesson plan. Learners must write these words next to
the numbers, as follows.
Singular to Plural Words
1 cat
2 pot
3 car
4 goose
5 child
7 Next, instruct learners to rewrite the words as plurals.
8 In the last five minutes of the lesson, correctly write the words on the chalkboard, saying
the sounds and describing the cursive writing process as you do this.
9 Then, ask learners to point out any patterns they can see, like: where the words change.
10 Underline these patterns, like:

Grade 3 Term 1 Lesson Plan  xxiii

Core Methodologies

Singular to Plural Words

1 cat
cats
2 pot
pots
3 car
cars
4 goose
geese
5 child
children
11 Tell learners to think about these patterns when they are reading or writing.
12 Instruct learners to take a coloured pencil and correct their own work.
13 Tell learners that if they struggled to remember a sound or to write a letter in cursive,
they must work on this during the week.
14 Collect learners’ books at the end of the day, and make a note of who needs additional
help. Some learners may be struggling with phonics, while others may be struggling
with writing cursive!

GRADE 3 TERMS 3–4

HANDWRITING

Singular to Plural Sentences: Mondays

Objective: To remediate or consolidate phonic and handwriting knowledge through self-
correction. To develop reading skills by helping learners to see and anticipate the patterns of
change in a sentence depending on the noun prefix.
Note: At first, learners will have to do this activity in PRINT. As soon as learners know enough
cursive, please instruct them to complete the activity in CURSIVE.

1 On Mondays during Handwriting, learners practise their cursive writing by revising

words learnt in previous weeks.
2 Tell learners to open their exercise books and write the date and heading
Singular to Plural Sentences.
3 Next tell learners to write numbers 1–5 in the margin, skipping lines between numbers.
4 Remind learners that this is a quick activity to see if they remember how to write the
words that they we have already learnt.
5 Tell learners that they are checking their phonics and handwriting.
6 Call out the singular sentences in the lesson plan. Learners must write these sentences
next to the numbers, as follows.

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Singular to Plural Sentences

1 The cat drinks the milk.
2 The pot is on the stove.
3 The car drives.
4 The goose eats.
5 The child plays.
7 Next, instruct learners to rewrite the sentences as plurals.
8 In the last five minutes of the lesson, correctly write the sentences on the chalkboard,
saying the sounds and describing the cursive writing process as you do this.
9 Then, ask learners to point out any patterns they can see, like: where words change.
10 Underline these patterns, like:
Singular to Plural Sentences
1 The cat drinks the milk.
The cats drink milk.
2 The pot is on the stove.
The pots are on the stove.
3 The car drives.
The cars drive.
4 The goose eats.
The geese eat.
5 The child plays.
The children play.
11 Tell learners to think about these patterns when they are reading or writing.
12 Instruct learners to take a coloured pencil and correct their own work.
13 Tell learners that if they struggled to remember a sound or to write a letter in cursive,
they must work on this during the week.
14 Collect learners’ books at the end of the day, and make a note of who needs additional
help. Some learners may be struggling with phonic sounds, while others may be
struggling with writing cursive!

PHONICS

Revision of Sounds Through Segmenting and Blending: Tuesdays

and Wednesdays
Objective: To explicitly and systematically develop learners’ phonemic awareness, and ability
to blend and segment taught phonemes and syllables, in order to read and write independently.
To increase recognition of phonemes with automaticity.

I do…

1 Start with a word from the Tuesday lesson.

2 Say the word: fight

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Core Methodologies

3 Segment the word into sounds: /f/-/igh/-/t/

4 Say the first sound of the word: /f/
5 Say the middle sound of the word: /igh/
6 Say the last sound of the word: /t/
7 Write the word on the chalkboard: fight
8 Model pointing to and blending the sounds to make a word: /f/-/igh/-/t/ = fight
9 Repeat this with a word from the Wednesday lesson.

We do…

1 Start with a word from the Tuesday lesson.

2 Say the word: fright
3 Ask learners: What is the first sound in the word? /fr/
4 Ask learners: What is the middle sound in the word? /igh/
5 Ask learners: What is the last sound in the word? /t/
6 Write the word on the chalkboard: fright
7 Instruct learners to blend the sounds in the word with you: /fr/-/igh/-/t/ = fright
8 Repeat this with a word from the Wednesday lesson.

You do…

1 Tell learners to take out their exercise books and write the date and heading: igh words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call the five words out from the lesson plan.
4 Learners must write these words next to the correct number. They should use their
segmenting and blending skills to help them spell these words.
5 Learners must underline the targeted sound in each word.
6 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
7 Tell learners to correct their work with a coloured pencil.
8 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.
Other than the You do part above, this is the same as Gr 1–2 Thursdays

HANDWRITING

Writing New Letter(s) and Words: Tuesdays and Wednesdays

Objective: To explicitly and systematically develop learners’ ability to correctly and fluently
write graphemes that correspond to the taught phonemes.

1 Teach learners to correctly form the cursive letter(s) for the sound taught.
2 Teach the lower case and upper case for each letter.

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3 Model writing the sound on the chalkboard – describe the letter formation process as
you write.
4 Tell left-handed learners to put their heads on the desk.
5 Then, stand with your back to learners, and raise your right hand.
6 Tell right-handed learners to follow you as you write the letter(s) in the air.
7 Next, repeat this process with left-handed learners.
8 Then tell learners to work with a partner and to write the sound on each other’s backs
with their fingers.
9 After this tell learners to write the sound on their desks with their fingers.
10 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
11 Learners must then write the sound/words/sentences into their books.
12 When modelling words, emphasise the way that cursive letters link or join to
one another.
13 Learners must underline the sound in any words/sentences written.

Other than point 12 above, this is the same as Grade 1–2

PHONICS

Letter Swap: Thursdays

Objective: To remediate or consolidate phonic knowledge. To develop reading skills by helping
learners to focus in on and identify a single change to a word that changes the meaning of
the word.

I do…

1 Explain that today, we will practise looking for small differences in words. This helps us
to be better readers.
2 Write the two words provided in the lesson plan on the chalkboard, like: sight, light
3 Explain that today we will try to figure out what sound is different in the two words.
4 Model finding the difference for learners, like: sight, light
5 Explain the difference, like: the /s/ and /l/ sound is different, but everything else in the
word is the same!

We do…

Part 1
1 Write the two words provided in the lesson plan on the chalkboard, like: bright, flight
2 Ask learners: what is the difference between these two words?
3 Call on a learner to come and underline the difference between the two words, like:
bright, flight
4 Explain the difference between the two words.

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Core Methodologies

Part 2
1 Next, write the word provided in the lesson plan on the chalkboard, like: fight
2 Ask learners: What is one sound you could swop in this word to make it into a
different word?
3 Write a list of learners’ ideas on the chalkboard, like: light, night, fit, fat

You do…

1 Write the word provided in the lesson plan on the chalkboard, like: fright
2 Ask learners: What is one sound you could replace in this word to make it into a
different word?
3 Instruct learners to make as many other words as they can, replacing only one sound in
the word.
4 At the end of the of the lesson, call learners back together.
5 Call on learners to come up to the chalkboard and write one of their words.
6 Go through the words, and explain which sound has been swopped.
bright, flight, frat, right

PHONICS

Word Find: Fridays

Objective: To provide an opportunity for learners to consolidate their knowledge of taught
phonemes. To allow learners to practise the skill of blending to build words. To increase
recognition of phonemes with automaticity.
Write the table on the chalkboard. It includes previously learnt sounds as well as the sounds
taught on Tuesday and Wednesday. It also includes some prefixes.

ph- u- p ama-

th- b a isi-

l e m izi-

Model
1 Remind learners of the sounds of the week: /igh/ and /ck/
2 Review all of the sounds and blends on the chalkboard.
3 Explain that learners will have three minutes to make as many words as they can using
the sounds and blends above.
4 Show learners how to make a word using a target sound, like: /l/ – /igh/ – /t/ = light
5 Remind learners they can make a word using any of the sounds – they do not need to
use /igh/ or /ck/.

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6 Show learners how to make another word, like: /t/ – /a/ – /p/ = tap
7 Remind learners they can make words using the target sounds, like light, or words
without the target sound, like tap.

Learners Do
1 Tell learners to open their exercise books and write the heading: igh, ck.
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words
(and others):
tight, light, pack, pick, lack, lick, unpack, unpick, packs, picks, do, undo, lights,
lacks, licks
Other than the highlighted point above, this is the same as Gr 1–2 Fridays

Grade 3 Term 1 Lesson Plan  xxix

Core Methodologies

Shared Reading with Comprehension Strategies

A new Shared Reading story is read every week.
Shared Reading is done as follows:
Monday: Pre-Read
Tuesday: First Read
Thursday: Second Read
Friday: Post-Read
For these Shared Reading sessions, make sure all learners are settled and can clearly
see the big book pictures. Remind learners of your expectations during shared reading
time, such as:
• Sit comfortably and STILL
• Keep your HANDS in your laps
• Keep your EYES and thoughts on the story
• Turn your VOICES off (make a gesture showing zipped lips)

The main objectives of Shared Reading in this programme are as follows:

1 The learners experience what it is like to read an entire story that is more complex than
they are able to read alone. Because learners are not worried about the technical part of
reading, they can focus on the storyline and the characters. The learners can also enjoy the
stories, and develop a love for reading.
2 As the teacher reads the story aloud, she incidentally models certain reading skills: she
reads from the first to the last page; she reads from the top of the page to the bottom; she
reads from left to right; she responds to punctuation marks; she reads fluently and at a
good pace; and she reads with expression, which adds to the meaning of the text. Learners
incidentally learn many skills by observing a fluent reader.
3 As the teacher reads, she embeds meaning by: pointing to a part of the picture; by using
a gesture or action; and by adding expression to her voice. The teacher also explicitly
adds meaning, by stopping to explain a word or phrase. By listening to the teacher and by
watching her, the learners are acquiring new language skills.
4 Then, very importantly, during Shared Reading, the teacher must teach the learners how
to think about a story, and how to build their understanding of a story. In this programme,
we have chosen to build comprehension skills by modelling and teaching different
comprehension strategies. The following comprehension strategies are used:
• Predict
• Visualise
• Search the text
• Summarise
• Think about the text (wonder)
• Make connections
• Make inferences
• Make evaluations

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COMPREHENSION STRATEGIES

The table below provides information on each strategy.

Strategy 1: Predict

Explanation When learners predict, they say what they think will happen in a story. Learners can
predict what will happen by looking at the pictures in a book. They can also predict
what will happen next after they have read a page of the text. Finally, learners can
predict how they think the story might end.
Objective By getting learners to predict, you are getting them to think about the story before
they have even read it. Learners must use clues to try and work out who the characters
are, and what main events will take place. By predicting, learners are developing their
comprehension skills by thinking about the story.
Steps 1 Look at the picture.
2 Ask learners: What do you think is happening here?
(For predicting
3 Let learners think about the question.
with pictures)
4 If learners cannot answer, give an example answer to the question.
5 Show how the pictures link to each other to build a story.
Examples 1 What do you think is happening here?
2 How do you think this character feels? Why?
(For predicting
3 What do you think you will see in the next picture?
with pictures)
Steps 1 Read a page of text.
2 Ask learners: What do you think happens next?
(For predicting
3 Let learners think about the question.
with text)
4 If learners cannot answer, give an example answer to the question.
Examples 1 What do you think happens next?
2 What do you think this character does next?
(For predicting
3 How do you think this story ends?
with text)

Strategy 2: Visualise

Explanation When learners visualise, they must think about what is happening in the story like a
scene from a movie. They must try to see the story in their minds as it happens.
Objectives Visualisation helps to give meaning to the words on the page by turning them into a
scene from a movie in the learners’ minds. Visualisation also helps learners to see how
the events in the text are connected to each other. This helps them to build understanding
think about the story as a whole, rather than just page by page.
Steps 1 Read the text on the page.
2 Say: Now we are going to visualise the story as if we were watching a movie.
3 Instruct learners to close their eyes. Explain that learners must listen to the
words and make a movie in their mind.
4 Read the text again.
5 Tell learners what you visualised. (Model the skill.)
6 Ask learners: What did you see? (What happened in your movie?)
7 Listen to and discuss learners' answers. Make sure learners’ answers are
relevant to what is happening in the story.

Grade 3 Term 1 Lesson Plan  xxxi

Core Methodologies

Examples 1 I visualised when Joe won the race. I could see the sweat coming off his head
and flying everywhere. I could see his eyes focussed on the finish line, and his
body working as hard as it could.

Strategy 3: Search the text

Explanation Search the text questions are the most basic type of comprehension questions.
These questions ask learners to think about or look at the words on the page, and
to recall information.
Objective These questions are a basic check for understanding of the words on the page. This
strategy shows learners how to identify and search for a key word that will help them to
answer these questions.
Steps 1 Read the text on the page.
2 Ask learners a question about the information in the text, like: Who did Joe want
to beat in the race?
3 Let learners answer the question.
4 NOTE: Help learners to find the answer by identifying a useful key word, and
then searching the text for that key word. This will usually lead them to the
answer.
Examples 1 Who did Joe want to beat in the race?
2 What did Joe do before the race?
3 When did Joe train for the race?
4 Where was the race being held?

Strategy 4: Summarise

Explanation When learners summarise, they think about what happened in the story. They can
also think about other things, like: what they liked about the story; and what they
learnt from the story.
Objective Summarising shows that the learner has understood and thought about the story. Asking
learners to summarise a story is the best way to check their understanding.
Steps 1 Read the text.
2 Remind learners: When we summarise, we think of the most important parts
of a story. We can also think about what we liked about the story, and what we
learnt from the story.
3 Give learners a minute to think about the story.
4 Instruct learners to turn and talk and share their summary with a friend.
5 Finally, you may ask learners to write down their summaries, using a frame to
assist them.
Examples Story: Joe wins the race
Learners could summarise the story as follows:
This story is about a boy called Joe who wants to beat the fastest boy in the
school, Sizwe in a running race. Joe practices all the time, and finally beats Sizwe.
I liked the part where Joe broke the tape at the end of the race – it was so exciting.
I learnt that if you try hard and never give up you can be successful.

Strategy 5: Think about the text (Wonder)

Explanation When the teacher wonders, the teacher thinks out loud about the text. She lets the
learners hear what she is thinking about the text.

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Objective By modelling how to think/wonder about a text, we teach learners two things. Firstly, we
teach learners that good readers do not just read the words, they always think about
what they are reading. Secondly, we show learners the kinds of thoughts that good
readers have about a text.
By doing this, we show learners how to think creatively and critically about a text. In time,
learners will start to do this for themselves.
Steps 1 Read the text on the page.
2 Think of a question or idea that a fluent reader might have about the text. (Ideas
have been provided in the First Read and Second Read blocks in the lesson
plans.)
3 Say: I see / I notice…
4 Say: I wonder…?
5 Learners do not need to answer the question.

Example I see that Sizwe laughed at Joe when he entered the race. I wonder if this will upset
Joe?

Strategy 6: Make connections

Explanation When learners make connections, they compare the story to their own lives (text
to self), or to another text (text to text), or to something else in the world (text to
world).
Objective Making connections helps learners understand the text more deeply by connecting it to
other things that they already know, or have experienced. To show learners that they can
make different kinds of connections: text to another text; text to self, their own lives; and
text to the world – other information that they already know about the world.
Steps 1 Read the text on the page.
2 Ask learners a question, like: When was a time that you wanted to win
something, like Joe?
3 Use modelling to give a sample answer, like: When Joe wanted to win the race, it
reminded me of how I used to compete with my sister at school. She always got
top marks for everything, and my parents were so proud. I wanted my parents to
feel proud of me too.
Examples 1 How does this remind you of your own life?
2 Tell me about a time when something similar happened to you.
3 If you were Joe, what do you think you would have done when Sizwe laughed at
you?
4 How do you think Sizwe felt when Joe beat him?
5 Which other character does this remind you of?

Strategy 7: Make inferences

Explanation Making an inference involves using what you already know, together with what you
have read to make a good guess about something in the story. This is what is meant
by ‘reading between the lines’. When learners make an inference, they make a good
guess about something in the story.
Sometimes, the author does not write down every single detail of the story.
The author leaves parts of the story unfinished, so readers can work it out for
themselves.
Objective Learners need to work out parts of a story by making inferences – they need to learn to
‘read between the lines’. To do this, they must use what is written, together with what they
already know to try and work out what is not explicitly written down.

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Core Methodologies

Steps 1 Read the text on the page.

2 Ask learners: What do you know about this? What does the text say?
3 Ask learners: What else can we guess about this? Is there something that the
text does not say?
4 Ask learners: What can we infer about Joe from the way he kept on practising?
5 Listen to and discuss learners’ answers. Make sure learners’ answers are logical.
6 If learners struggle, give them an example of an inference. Use the following
sentence frame to help: Based on … I think …
Example Text:
My brother applied to go to University. I came home and saw my brother holding a
letter and smiling. My mother was crying, and laughing and hugging him.
Inference:
Based on the fact that my brother applied to go to university, and that he is holding
a letter looking very happy, we guess that his application was successful.

Strategy 8: Make Evaluations

Explanation When we evaluate a text, we make a judgement about an aspect of the text.
Objective Learners must be taught that they must always evaluate what they read, and must be
able to support or justify their evaluations.
Steps 1 Read the text on the page.
2 Ask learners an evaluation question, and ask them to support their answer. For
example: Do you think x did the right thing? Why or why not?
3 Listen to and discuss learners’ answers. Make sure learners’ answers are logical.
4 If learners struggle, share your own evaluation as an example: I think x did the
right thing because x
Example Some evaluation questions start with:
1 Do you think…
2 Do you agree with…
3 In your view…
4 Did you like…

Below is a description of the core methodology of each of the Shared Reading lessons:
Pre-Read; First Read; Second Read; and Post-Read. Read these descriptions to get a clear
understanding of the flow of each lesson.

SHARED READING: PRE-READ

COMPREHENSION STRATEGY: PREDICT

In the Pre-Read, we build comprehension skills by getting learners to think about the story
before it is read.

1 Tell learners that today they will look at the pictures in the story, and think about
the story.
2 Tell learners that, based on what they see, they will make predictions about the story.
This means they will use the pictures to try and guess what the story is about.

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3 Explain to learners that they must not think of each picture on its own. They must think
about how the pictures relate to each other. They must connect all the pictures to each
other to try and work out what the entire story is about.
4 Show learners the cover of the story and read the title aloud.
5 Ask learners: What do you think will happen in this story?
6 Next, look at each picture in the story, and as you look, ask learners:
a What do you see in this picture?
b What do you think is happening here?
c What do you think might happen next?
7 If learners forget to connect the different pictures, prompt them to do this. For example:
‘Can you remember what this boy was doing in the last picture? What is he doing now?
What do you think is happening?’
8 When you get to the last picture, ask learners: How do you think this story will end (if
appropriate)?
9 Thank learners for their predictions.
10 If you have time, read through the story once without stopping.

SHARED READING: FIRST READ

COMPREHENSION STRATEGY: THE STRATEGY THAT MUST BE USED IS IDENTIFIED

IN THE LESSON PLAN.

In the First Read, we first build comprehension skills by reading and explaining the story
to learners. We also model how to think about the story. Before reading, tell the class what
you are going to do. Say something like: ‘Class, it is time for Shared Reading. Remember,
whenever we read or listen to a story, it is important to always think about the story. Today,
I am going to show you how I think about the story. I am going to do this by (for example)
visualising what happens in the story. This means that as I read, I will make a movie of the
story in my mind.’

1 Read each page of the story fluently and clearly. As you read, use gestures, actions and
facial expressions, and change tone of voice (expression) to enhance meaning.
2 Where necessary, stop and explain a word or phrase to learners.
3 At the same time, during the First Read, we also focus on modelling and teaching a
comprehension strategy to learners.
4 At the end of each page you will see two coloured blocks, labelled First Read and
Second Read.
5 Once you have read the page to learners, pause and show that you are thinking by
saying what is in the block. By doing this, you are modelling how to think about the
story. It is important that you understand what you are saying – if it does not make
sense to you, it will not make sense to your learners.
6 On the last page of the story, there are a few questions in the First and Second
Read blocks.

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Core Methodologies

7 Ask different learners to answer the questions.

8 Show learners that there can be more than one correct answer to a question, and that
learners may have different opinions.

SHARED READING: SECOND READ

COMPREHENSION STRATEGY: THE STRATEGY THAT MUST BE USED IS IDENTIFIED

IN THE LESSON PLAN.

In the Second Read, we continue to build comprehension skills by reading the story to
learners, and by modelling how to think about the story. Once again, tell the class what
you are going to do. Say something like: ‘Class, it is time for Shared Reading. Remember,
whenever we read or listen to a story, it is important to always think about the story. Today,
I am going to show you how I think about the story. I am going to do this by (for example)
visualising what happens in the story. This means that as I read, I will make a movie of the
story in my mind.’

1 Next, read each page of the story fluently and clearly. As you read, use gestures, actions
and facial expressions, and change tone of voice (expression) to enhance meaning.
2 At the same time, during the Second Read, you will model how to think about the story.
3 At the end of each page you will see two coloured blocks, labelled First Read and
Second Read.
4 Once you have read the page to learners, pause and show that you are thinking by
saying what is in the block for the Second Read. By doing this, you are modelling how
to think about the story. It is important that you understand what you are saying – if it
does not make sense to you, it will not make sense to your learners.
5 On the last page of the story, there are a few questions in the First and Second
Read blocks.
6 Ask different learners to answer the questions.
7 Finally, ask learners to formulate a question about the text.
a Ask learners to independently think of a question that they can ask about the text.
b If necessary, remind learners of some of the question words or phrases, for example:
who; what; when; where; how; why; in your opinion; do you think; list; etc.
c Tell learners to turn and talk, and share their questions with each other.
d Then, ask a few learners to share their questions with the class.
e Give other learners the opportunity to answer these questions.

SHARED READING: POST-READ

The purpose of the Post-Read activity is to give learners an opportunity to consolidate their
understanding of the story, and to practise using the new language that they have learnt.

xxxvi  English Home Language

 Core Methodologies

In the post-read, you will do one of four activities:

1 Illustrate the text
2 Act out the story
3 Oral or written recount from the story
4 Written comprehension

ILLUSTRATE THE TEXT

1 Settle the learners at their desks, with their exercise books or blank paper, pencils
and crayons.
2 Tell learners that they are going to visualise something from the text. Remind learners
that when they visualise something, they think about what it looks like, smells like, feels
like, and sounds like. They also visualise how they feel about this character, event or
item from the text.
3 Ask learners to close their eyes and relax. Read the text to them once more.
4 Then, ask learners to open their eyes, and draw what they have visualised from the text.
Learners can add labels to explain smell, taste, etc.
5 Then, learners must use the sentence starter/s to write a sentence or two about what
they have visualised.
6 Finally, allow learners to turn and talk, and to share their visualisations with a partner.

ACT OUT THE STORY

1 Settle the learners on the carpet, or in a quiet space outside.

2 Tell learners that today they will act out parts of the story that they have read.
3 Hold up the big book. Read the first page.
4 Give learners the instruction of what to act out. (In lesson plan.)
5 Act out the instruction with learners.
6 Repeat with every page.
7 Train learners to respond to a signal that they should be quiet and listen as you read a
page between actions.

ORAL OR WRITTEN RECOUNT FROM THE STORY

1 Settle the learners so that you have their attention.

2 Follow the steps in the lesson plan to recount part of the story with learners.
3 First, you will model recounting something from the story.
4 Next, you will tell learners to think of something from the story – they should not copy
your recount.
5 Then, learners will TURN AND TALK and share their recount with a partner.
6 Finally, you will call on a few learners to share their recounts with the class.
7 If the lesson is a written recount, learners will then draw / write their recount in their
exercise books.

Grade 3 Term 1 Lesson Plan  xxxvii

Core Methodologies

WRITTEN COMPREHENSION

1 Before the lesson, write the title of the text as a heading on the chalkboard.
2 Next, write the comprehension questions on the chalkboard, together with the sentence
starters for the answers. (Where applicable.)
3 Instruct learners to open their exercise books and write the heading.
4 Tell learners that today, they are going to think about and write the answers to these
questions.
5 Read through the questions with learners, and explain if required.
6 Tell learners they do not need to write down the questions, only the answers.
7 Walk around and help learners who struggle.
8 In the last two minutes, go through the answers with learners, and allow them to correct
their own work.

Group Guided Reading

Objective: To listen to each learner read aloud as an individual, and to explicitly build
technical reading skills and comprehension skills with each learner. To allow the rest of the
class the opportunity to practice reading phonic words, high frequency words and short,
decodable sentences, before completing short written comprehension activities independently.
It is very important that you listen to every learner read individually, at least once per week.

WHAT TO DO WITH THE REST OF THE CLASS:

1 Before you begin the group guided reading session with a group, you must first settle
the rest of the class with their exercise books and decodable Reading Worksheets.
2 Make sure the worksheets are protected, by using flip files or plastic sleeves.
3 Train learners on the routine of Home Language Group Guided Reading as follows:
a Settle the class with their reading worksheets
b Explain the first worksheet activity that must be completed
c Call a group to read for you
d Once you have listened to every learner in the group, send the group back to
their seats
e Instruct the class to do a transition activity, like: Teacher says; Dance party; Wiggle,
wiggle, freeze; or My chair and me
• Note: 30 minutes is a long time for young learners to stay seated and work quietly
and independently. For this reason, it is important to do a transition activity to
allow learners the opportunity to take a break and do something fun and physical.
f Resettle the class with their worksheets
g Explain the next worksheet activity that must be completed
h Call another group to read for you
4 It is a good idea to seat a weaker reader next to a stronger reader, so that as learners read
the worksheets, some peer tutoring can take place.

xxxviii  English Home Language

 Core Methodologies

STRUCTURE OF THE READING WORKSHEETS:

1 Each weekly worksheet consists of 10 activities. There are 10 group guided reading
sessions per week. However, every group has a chance to work with the teacher once per
week. This means that learners will complete the Worksheet activities during 9 sessions.
2 Icons remind the learners of what to do on each day:
a The mouth reminds learners to sound out words.
b The eye reminds learners that they must read these words by sight.
c The single child reminds learners to read on their own.
d The two children remind learners to read with a partner.
e The hand holding a pen reminds learners that they must draw or write.
3 A master list of all phonic and high frequency words taught is kept. New stories are
structured using the phonic and high frequency words of the week, and by including
phonic and high frequency words that were previously taught. This means that learners
never encounter words on the worksheet that they have not seen before.

ASSIGNING GROUPS AND TEXT SELECTION FOR GROUP GUIDED READING:

1 In the first two weeks of school, listen to every learner read individually.
2 Use the rubric below to sort learners according to their abilities.
3 Assign learners to same-ability groups.
4 In this programme, there are 10 slots per week to listen to reading. This means that you
may form up to 10 groups. If you form fewer than 10 groups, you may use the extra
time slots to work with struggling readers.
5 In your Tracker you will find a form to fill in the names of learners per group, and a
table that allows you to keep track of what each group has read.
6 Please note: this rubric divides learners based on their technical reading skills.
7 If there are many learners at the same level, you may want to use reading
comprehension as a further way to divide the group.
8 In a class of 40 learners, there may be:
• No full group at level 1, only a few individual learners
• 1 group at level 2
• 2 or 3 groups at level 3
• 2 or 3 groups at level 4
• 1 or 2 groups at level 5

Grade 3 Term 1 Lesson Plan  xxxix

Core Methodologies

I think this I think this I think this I think this I think this
learner reads learner reads learner reads learner reads learner reads
at: at: at: at: at:
Level 1 Level 2 Level 3 Level 4 Level 5

• This learner • This learner • This learner • This learner • This learner
knows no knows just a knows many knows many knows many
or very few few common common common common
words. words. words. words and words.
• This learner • This learner • This learner can decode • This learner
does not does not needs help most can decode
seem to seem to to decode previously previously
recognise recognise previously unseen unseen
many some unseen words. words.
letter-sound letter-sound words. • This learner • This learner
relationships. relationships, occasionally reads with
OR this needs help to fluency and
learner decode more expression.
needs a lot of challenging • This is one
help to read words. of the best
previously • This learner readers in
unseen reads with the class.
words. some fluency.

WHAT TO DO WITH EACH GROUP DURING GROUP GUIDED READING:

1 Call a group to read to you.

a Make sure they all have the correct text.
b Seat the group in a circle.
c Remind learners of the sight words they have learnt for the week. Show the group
the flashcards of these words and practice reading them.
d Next, give learners a few minutes to read part of the text independently and
in silence.
e Then, ask each learner to read part of the text aloud, on his or her own.
2 During group guided reading, it is important to remember to:
a Point out the high frequency words. Remind learners that there are some words
that appear so often, that we must learn to read them by sight.
b Build decoding skills. If a learner cannot read a word, do not just help the learner
with the word straight away. Rather, encourage the learner to sound the word out,
and then blend the sounds together to form the word.
c Praise and encourage learners. Make group guided learning a positive experience
for learners and use this time to try and build learners’ confidence.
d Build reading fluency. Help learners to improve the fluency of their reading. Tell
learners that their reading should sound like they are talking. Model reading fluency
for learners and let them repeat after you.
e Build reading comprehension. Tell learners that they must always think about what
they are reading. Teach learners to pause, go back, and reread what they have read if
they lose track of the meaning. Teach learners to visualise as they read – to build a

xl  English Home Language

 Core Methodologies

movie in their heads of what they are reading. Teach learners to try and remember
what they have read. Also encourage learners to ask if they do not understand
something.

CARE OF THE READING WORKSHEETS:

1 It is a good idea to put the worksheets into flip files or plastic sleeves when
learners use them.
2 Look after these worksheets carefully and store them properly once they have
been used.
3 You should be able to use the same worksheets for many years, as learners do not write
on them. Instead, they write in their exercise books.

ALTERNATE TO GROUP GUIDED READING

Remember that the point of Group Guided Reading is to listen to each learner read
individually, in order to help them build technical reading skills. If you do not have enough
space in your classroom for this, or if you struggle to control the class’s behaviour whilst
you listen to a group read, there is an alternative.
During the time for Group Guided Reading, settle all learners at their desks with the
reading worksheets. Then, do the following:

1 Explain the first worksheet activity that they must do.

2 Then, call individual learners one at a time to your table to read aloud to you.
3 Listen to each learner read from a level appropriate text.
4 Build the learner’s technical reading skills.
5 After 15 minutes, instruct the class to do a transition activity.
6 Then, resettle learners in their seats with their worksheets.
7 Explain the next activity that they must do.
8 Continue to call individual learners to your table to read aloud to you.

If you decide to use this alternate method of listening to reading, you must ensure that you
listen to every learner read at least once per week.

Process Writing
Objective: To teach learners a process to put their original thoughts into writing with some
support. To show learners that working through a process allows them the opportunity to
change, refine and improve their thoughts, rather than having to ‘get it right the first time’.
Process writing consists of planning, drafting, editing, publishing and presenting. These
four parts of the writing process are introduced over the three grades, as learners become
more proficient.

Grade 3 Term 1 Lesson Plan  xli

Core Methodologies

PLAN THE WRITING

1 In this programme, planning focusses on teaching learners how to plan using:

a A list
b A mind map
2 Before learners create their own plan, you must model this for them, so that they know
exactly what to do. The lesson plan guides you to do this.
3 Explain to learners that you always THINK about what you are going to write. You must
explain your thoughts out loud, so that learners can hear them.
4 Use the planning template to create your own writing plan.
5 Next, give learners a few minutes to think about what they are going to write.
6 Allow learners to turn and talk, and share their ideas with a partner.
7 Finally guide and support learners as they then use the planning template to complete
their own plans.

DRAFT THE WRITING

1 Before the lesson begins, rewrite your planning frame from the MONDAY lesson on the
board. Write the writing frame template on the board.
2 Next, briefly explain and model how learners will use their plans to create a draft.
3 Show learners the writing frame template that helps them to do this.
4 As learners complete their draft, walk around the classroom and offer support.

EDIT THE WRITING

1 Write the editing checklist from the lesson plan on the chalkboard.
2 Read through and explain the criteria to learners.
3 You may want to show learners how to correct a common mistake.
4 Allow learners time to edit and correct their own writing, using the checklist.

PUBLISH AND PRESENT THE WRITING

1 Instruct learners to neatly rewrite their final version.

2 Give learners the opportunity to swop books and read each other’s writing.
3 Give different learners the opportunity to share their writing by reading it to the
whole class.
4 Ask some learners to rewrite their piece onto blank paper and then illustrate it, and sign
it. Display this writing on a classroom wall.
5 Collect learners’ books. You are only required to formally mark 2 pieces of writing per
term using the rubrics provided. However, please read and comment on the learners’
final writing pieces for every cycle.
6 Again, confidence is an important part of developing writing skills.

xlii  English Home Language

 Core Methodologies

Writing Strategies
Objective: To equip learners with a number of strategies that act as scaffolds to assist them to
turn their thoughts into original writing.

1 Follow the lesson plans to complete the writing task for each week.
2 In the lesson plans, you will notice that the same routine is always followed. This is to
help learners, so that they know what to expect in writing lessons. This helps to build
confidence.
3 You will also notice that different strategies are slowly taught to learners so they are able
to successfully complete sentence frames.
4 The aim is for learners to eventually use these strategies automatically.
5 These strategies help learners feel confident about their writing by showing them that
there is a series of steps to follow when they write.

STRATEGY 1: TEACHER MODELS WRITING FIRST

a The teacher first demonstrates the task to the class (she shows the class exactly
what they are going to do).
b By watching the teacher, the learners have a clear idea of the task.

STRATEGY 2: WRITERS THINK BEFORE THEY WRITE

a Writing is the act of putting thoughts onto paper.

b This means that writers must think first and decide what to write about before writing.
c It also means that there are no correct or incorrect ‘answers’ when writing – every
writer has his or her own thoughts to write about.
d Always build in time for learners to think about what they want to write.

STRATEGY 3: WRITERS DRAW A LINE FOR EACH WORD

a Learners think about the sentence they want to write, and say it aloud.
b They count how many words there are in the sentence, and draw a line to represent
each word.
c Lines must be drawn from left to right and from the top of the page to the bottom.
d Lines must be the approximate length of the words.
e Spaces must be left between words.
f At the end of the sentence, the learner puts a full stop.
g With lines in place, the learner fills in words that are known, or must try to write
down the starting sounds of a word before asking for help.
h This gives a structure to the learner’s writing, which builds confidence. Even
learners who really struggle can start the writing process in this way.

Grade 3 Term 1 Lesson Plan  xliii

Core Methodologies

STRATEGY 4: WRITERS USE RESOURCES TO WRITE WORDS

a Teach learners not to ask for help to write all unknown words. They should first
use other resources to find out how to write the unknown word. For example:
• Words on a word wall
• Other books
• Spelling lists
• They can even ask their classmates.

STRATEGY 5: WRITERS USE THEIR MEMORIES TO WRITE WORDS

a Learners should try to remember words they have learnt, and to write these words
from memory.

STRATEGY 6: WRITERS SAY WORDS SLOWLY LIKE A TORTOISE

a Teach learners to say an unknown word very slowly to hear its different sounds.
(Segmenting)
b Next, teach learners to write down every sound that they can hear. (They may not
spell the word correctly, but this will be a starting point to write unknown words.
For example, are may be written as ar or even r. The teacher can then build on this
and show the writer the correct spelling.)
c Try to read the learner’s phonetic writing, and praise them for using their phonetic
knowledge to try and build words. This is an important skill to encourage.

STRATEGY 7: WRITERS READ WHAT THEY WRITE

a Learners read their sentences aloud to themselves or to a peer. Reading one’s writing
to a classmate makes the writing process more meaningful.
b As they do this, they check that they have not left out any words.
c They also check that the word order is correct.
d Most importantly, set this up so that learners enjoy the reading process, and feel
proud of what they have written.

STRATEGY 8: WRITERS TURN AND TALK

a At different times in the lesson, learners can turn to a partner, and take turns to talk
to each other.
b This can be used to share ideas about what to write about, to read their writing to
each other, to tell each other about their pictures, or to check that they understand
what to do.
c Teach learners to face each other and talk quietly when they turn and talk.

xliv  English Home Language

 Core Methodologies

STRATEGY 9: HOLD MINI-CONFERENCES

a This is a useful strategy to use as learners are writing.

b Walk around the room, and stop where you see a learner struggling.
c Hold a mini-conference with that learner.
d Engage with the learner’s work, listen to the learner, and help the learner as needed.
e Remember to try and give all learners some individual attention, and to praise their
efforts and improvements.

Grade 3 Term 1 Lesson Plan  xlv

Grade 3
TERM 1
Week

1
Orientation
Week 1 • Orientation

Monday
Oral Activities 15 minutes

INTRODUCE THE THEME: ACCESSING PRIOR KNOWLEDGE (FIRST WEEK OF

THE THEME)

1 Tell learners that this year, we will study different themes.

2 Explain that a theme is a big idea that will guide our learning together.
3 Draw a circle with the word learning in the middle of the chalkboard.
4 Ask learners: What do you like to learn about?
5 Write down learners’ ideas around the mind map. Group similar ideas together.
6 If learners struggle to respond, ask the following prompting questions:
a What did you like learning about Grade 1?
b What did you like learning about in Grade 2?
c Why did you like learning about…?

THEME VOCABULARY

1 Explain that this year, we will learn lots of new words to help us express our thought
and ideas better!
2 Teach using PATS.
3 Display words and illustrations on the Theme Vocabulary Board.
a Same
• Hold up 1–5 fingers.
• Explain that learners must hold up the SAME number of fingers.
• Repeat 4–5 times.

Handwriting 15 minutes

1 Explain that we will have an orderly system for handing out exercise books.
2 Choose a system that works for your classroom and learners, like: Using
book monitors.
3 Explain that throughout the year, everyone will get a chance to be a book monitor. This
week, we will practice what the book monitor must do so that everyone knows and
is ready.
4 Show learners where the exercise books will be kept and how they are separated
(groups, rows, etc.)
5 Show learners how to pick up a pile of exercise books for their group, row, etc.
6 Show them how to hand out the books gently, carefully, and quickly (they should not
throw the books!)

2  English Home Language

 Monday

7 Call on a few learners (the number will depend on what makes sense for the setup of
your classroom) to come be the book monitors of the day.

WEEK 1
8 Instruct the book monitors to practice handing out the books.
9 Instruct them to sit down quietly.
10 Once each learner has their book, explain that the book monitors will also be
responsible for collecting books.
11 Show learners how they must collect the books for their row, group, etc.
12 Show learners where they must put the books.
13 Call on the book monitors of the day to practice collecting the books.

Shared Reading: 15 minutes

Pre-Read
1 Explain that this year, we will have shared reading.
2 Explain that shared reading will happen on the carpet, in the front of the classroom (or
elsewhere, if this will not work in your classroom)
3 Explain that we will need to get onto the carpet quickly and quietly.
4 Show learners how to move to the carpet. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
5 Choose a system to move to the carpet that works for your classroom and learners, like:
Row by row.
6 Tell learners which row they are in, so they know whether they are in Row 1, Row 2,
Row 3, etc.
7 Explain that learners must remember their row.
8 Call learners row by row to move to the carpet.
9 Once all the learners are sitting on the carpet, explain that we will also need to move
back to our seats quickly and quietly.
10 Show learners how to move back to their seats. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
11 Call learners row by row to move back to their seats.

Writing: 30 minutes

Plan and Draft

WRITING FRAME:
One thing I want you to know about me is ____________

Grade 3 Term 1 Lesson Plan  3

Week 1 • Orientation

MODELLING

1 Explain that today, learners will writw about something that they want you (their
teacher) to know about them.
2 Read the writing frame out loud to learners.
3 Use modelling to show learners that you think before you write.
4 Tell learners some ideas you have for filling in the writing frame, like: I have two
children.
5 Use modelling to draw a picture of yourself with your children.
6 Explain which words you will write. Draw a line for each word.
7 Use modelling to complete the writing frame: One thing I want you to know about me
is I have two children.
8 Say words slowly like a tortoise and write the sounds you know.
9 Use resources, like sight words and theme vocabulary words.
10 Erase your example from the board. Explain this was just an example, but learners must
write their own ideas.

ORAL INSTRUCTIONS

1 Ask learners: What would you like me to know about you?

2 Instruct learners to think before they write.
3 Call on 2–3 learners to tell you one thing they want you to know.
4 They must say: One thing I want you to know about me is…
5 Explain that learners will now draw and write about their own feelings!

ORAL INSTRUCTIONS

1 Call on same book monitors to hand out exercise books.

2 As learners are writing, walk around the room and complete mini conferences.
3 Ask learners to tell you about their writing.
4 Help learners to fill in the writing frame.
5 Encourage learners.
6 Call on same book monitors to collect exercise books.

4  English Home Language

 Monday

Group Guided Reading 30 minutes

WEEK 1
1 Explain that we will have an orderly system for handing out Reading Worksheets.
2 Explain that the book monitors will also hand out the reading worksheets to the class.
3 Show learners where the reading worksheets will be kept and how they are separated
(groups, rows, etc.)
4 Show learners how to pick up a pile of reading worksheets by group, row, etc.
5 Show them how to hand out the worksheets out gently, carefully, and quickly (they
should not throw the books!)
6 Call on the same book monitors to come hand out the reading worksheets.
7 Instruct them to practice handing out the reading worksheets.
8 Instruct them to sit down quietly.
9 Instruct all learners to look at the worksheets.
10 Explain the icons on the reading worksheet to learners:
a Eyes: Look and say words
b Mouth: Sound out words
c One learner reading: Individual reading
d Two learners reading: Pair reading
11 Explain that the book monitors will also be responsible for collecting the reading
worksheets.
12 Show learners how they must collect the worksheets for their row, group, etc.
13 Show learners where they must put the worksheets.
14 Call on the book monitors of the day to practice collecting the reading worksheets.

Grade 3 Term 1 Lesson Plan  5

Week 1 • Orientation

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Introduce new sound and words

1 Explain that when we do phonics this year, it is important to listen very carefully.
2 Explain that today, we will play a game called Teacher Says. This is a game that requires
us to listen very carefully! We will use this game often throughout the year!
3 Explain the rules to learners:
a Explain that you are going to do different movements, like: touch your head; fly a
kite; wiggle your nose; jump three times; etc.
b If you first say ‘teacher says’, then learners must do the action.
c If you do not say ‘teacher says’, then learners must stand still.
d If a learner does the action when you did not say ‘teacher says’, then that learner is
out and must sit down.
e The winner is the last learner standing.
4 Tell learners to stand up.
5 Play the game until there is just one learner standing!

Handwriting: 15 minutes

Write new letter(s) / words / sentences

1 Remind learners that book monitors will be responsible for handing out exercise books
and reading worksheets.
2 Remind learners where the exercise books will be kept and how they are separated
(groups, rows, etc.)
3 Remind learners how to pick up a pile of exercise books for their group, row, etc.
4 Remind them how to hand out the books gently, carefully, and quickly (they should not
throw the books!)
5 Call on a few learners to come be the book monitors of the day. They should be
different from the learners you chose on Monday.
6 Instruct the book monitors to practice handing out the books.
7 Instruct them to sit down quietly.
8 Once each learner has their book, instruct all the learners to open to their first
clean page.
9 Instruct learners to quickly copy the date from the board. Explain that learners will only
have one minutes to do this. (It is important to train learners to do this quickly!)
10 Explain that the book monitors will also be responsible for collecting books.
11 Remind learners how they must collect the books for their row, group, etc.
12 Remind learners where they must put the books.

6  English Home Language

 Tuesday

13 Call on the book monitors of the day to practice collecting the books.

WEEK 1
Shared Reading: 15 minutes

First Read
1 Remind learners that this year, we will have shared reading.
2 Remind learners that shared reading will happen on the carpet, in the front of the
classroom
3 Explain that we will need to get onto the carpet quickly and quietly.
4 Show learners how to move to the carpet. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
5 Choose a system to move to the carpet that works for your classroom and learners, like:
Row by row.
6 Tell learners which row they are in, so they know whether they are in Row 1, Row 2,
Row 3, etc.
7 Explain that learners must remember their row.
8 Call learners row by row to move to the carpet.
9 Once all the learners are sitting on the carpet, explain that for shared reading, there are
rules about how we must sit on the carpet.
10 Ask learners: What are some of the things you think are important when we are all on
the carpet together?
11 Brainstorm some ideas with learners, like: not touching other people, not taking up too
much space, listening to the speaker, etc.
12 Explain and show learners how to sit on the carpet for shared reading, like:
a We sit crossed legged or knees up, so that there is enough room for everyone.
b We keep our hands in our laps or on our own bodies.
c We listen quietly while the story is being read.
d We raise our hand to speak.
13 Instruct all the learners to practice how we sit for shared reading for a few seconds.
14 Remind learners that we also need to move back to our seats quickly and quietly.
15 Show learners how to move back to their seats. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
16 Call learners row by row to move back to their seats.

Group Guided Reading 30 minutes

1 Remind learners that we will have an orderly system for handing out Reading
Worksheets.
2 Remind learners that the book monitors will also hand out the reading worksheets to
the class.

Grade 3 Term 1 Lesson Plan  7

Week 1 • Orientation

3 Remind learners where the reading worksheets will be kept and how they are separated
(groups, rows, etc.)
4 Remind learners how to pick up a pile of reading worksheets by group, row, etc.
5 Remind them how to hand out the worksheets out gently, carefully, and quickly (they
should not throw the books!)
6 Call on the Tuesday book monitors to come hand out the reading worksheets.
7 Instruct them to practice handing out the reading worksheets.
8 Instruct them to sit down quietly.
9 Instruct all learners to look at the worksheets.
10 Remind learners of the icons on the reading worksheet:
a Eyes: Look and say words
b Mouth: Sound out words
c One learner reading: Individual reading
d Two learners reading: Pair reading
11 Remind learners that the book monitors will also be responsible for collecting the
reading worksheets.
12 Remind learners how they must collect the worksheets for their row, group, etc.
13 Remind learners where they must put the worksheets.
14 Call on the book monitors of the day to practice collecting the reading worksheets.
15 Then, give a quick oral quiz to learners to test their memory of the icons and to practice
raising their hand to speak.
16 Ask learners questions like:
a What is the icon that tells us to do pair reading?
b What does the mouth icon mean?
c What must you do when you see a picture of a mouth?
d Etc.

8  English Home Language

 Wednesday

Wednesday

WEEK 1
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
a different
• Hand out learner books.
• Draw a SIMPLE shape on the board.
• Explain that learners must draw a DIFFERENT shape in their own book.
• Repeat 4–5 times.

CREATIVE STORYTELLING (FIRST WEEK OF THE THEME)

1 Explain that this year, we will work in small

groups for creative storytelling. We will need
to move into small groups quickly!
2 Tell learners how they must make small
groups. Show learners who will be in
each group.
3 (For example: if learners are seated in rows,
an easy way to form small groups is to have
two learners in the front row turn around and
face the two learners just behind them in the
second row.)
4 Make sure all the learners understand who
is in their group and how they must get into
their group.
5 Play a game to help learners learn how to
quickly and quietly form their small groups.
6 Explain that when you say the word ‘go’
learners will have 30 seconds to get into their
small group.
7 Any learner who isn’t in their group by the end of the 30 seconds is out, along with their
entire group! They must then come stand at the front of the room.
8 Play this game until you have one group left. (If necessary, shorten the time to 20
seconds, 10 seconds).

Grade 3 Term 1 Lesson Plan  9

Week 1 • Orientation

Phonemic Awareness and Phonics: 15 minutes

Introduce new sound and words

1 Remind learners that when we do phonics this year, it is important to listen very
carefully.
2 Explain that today, we will play Teacher Says.
3 Remind learners of the rules:
a Explain that you are going to do different movements, like: touch your head; fly a
kite; wiggle your nose; jump three times; etc.
b If you first say ‘teacher says’, then learners must do the action.
c If you do not say ‘teacher says’, then learners must stand still.
d If a learner does the action when you did not say ‘teacher says’, then that learner is
out and must sit down.
e The winner is the last learner standing.
4 Tell learners to stand up.
5 Play the game until there is just one learner standing!

Handwriting: 15 minutes

Write new letter(s) / words / sentences

1 Remind learners that book monitors will be responsible for handing out exercise books
and reading worksheets.
2 Remind learners where the exercise books will be kept and how they are separated
(groups, rows, etc.)
3 Remind learners how to pick up a pile of exercise books for their group, row, etc.
4 Remind them how to hand out the books gently, carefully, and quickly (they should not
throw the books!)
5 Call on a few learners to come be the book monitors of the day. They should be
different from the learners you have chosen already.
6 Instruct the book monitors to practice handing out the books.
7 Instruct them to sit down quietly.
8 Once each learner has their book, instruct all the learners to open to their first
clean page.
9 Instruct learners to quickly copy the date from the board. Explain that learners will only
have one minutes to do this. (It is important to train learners to do this quickly!)
10 Instruct learners to write their name neatly and quickly underneath the date. Explain
that they will have 30 seconds to do this.
11 Instruct learners who have extra time to write their names again (or as many times as
possible in the 30 seconds).
12 When the 30 seconds are finished, instruct learners to close their books.
13 Remind learners that the book monitors will also be responsible for collecting books.

10  English Home Language

 Wednesday

14 Remind learners how they must collect the books for their row, group, etc.
15 Remind learners where they must put the books.

WEEK 1
16 Call on the book monitors of the day to practice collecting the books.

Note: You can look at learners name writing to do an informal assessment about which
learners in your class know how to write their names, and how quickly they are able to do so.

Writing: 30 minutes

Plan and Draft

WRITING FRAME:
One thing I want you to know about me is ____________
Another thing that is important about me is ____________

MODELLING

1 Explain that today, learners will add a sentence to their writing from Monday.
2 Today they will think about another important thing for people to know about them!
3 Read the new writing frame to learners.
4 Use modelling to show learners that you think before you write.
5 Explain some ideas you have for filling in the writing frame, like: Another thing that is
important for you to know about me is that I love to read.
6 Use modelling to add to your drawing, like: You reading a book.
7 Explain which words you will write. Draw a line for each word.
8 Use modelling to complete the writing frame, like: Another thing that is important
about me is I love to read!
9 Say words slowly like a tortoise and write the sounds you know.
10 Use resources (sight words, theme vocabulary word) to add labels to your drawing.
11 Erase your example from the board. Explain this was just an example, but learners
must write their own ideas.

ORAL INSTRUCTIONS

1 Remind learners that on Monday, we thought about something we wanted people to

know about us.
2 Today we will add a sentence to our writing.
3 Ask learners: What is one thing another thing you think is important for people to
know about you?
4 Instruct learners to think before they write.

Grade 3 Term 1 Lesson Plan  11

Week 1 • Orientation

5 Explain that learners should come up with their own ideas – they should not copy
your idea!
6 Explain how we turn and talk:
a Learners must turn to the person next to them.
b They must take turns telling their partner the answer to the question.
c When their partner is talking, they must listen carefully!
7 Instruct learners to turn and talk with a partner about one thing they like about school.
8 Walk around and help make sure every learner has a partner to talk to. Make sure
learners are talking to their partner about the question you have asked.
9 Call on 3–4 learners to tell you what their partner thinks is important for other
people to know.
10 They must say: Another thing my partner thinks is important to know about them is…
11 Explain that learners will now use the writing frame to draw and write their own ideas!

ORAL INSTRUCTIONS

1 Call on same book monitors to hand out exercise books.

2 Instruct learners to find their writing from Monday. They will add to this!
3 As learners are writing, walk around the room and complete mini conferences.
4 Ask learners to read their writing.
5 Help learners complete the writing frame.
6 Help learners say words slowly like a tortoise and use resources.
7 Encourage learners.

TURN AND TALK

1 When there are 2–3 minutes left, instruct learners to put their pencils away.
2 Remind learners that when we turn and talk, we turn to our partner and discuss!
3 Instruct learners to turn and talk with a partner about their drawings.

Hang up learners’ writing at learner eye-level around the room. This helps learners have
conversations about the theme.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Remind learners that we will have an orderly system for handing out Reading
Worksheets.
2 Remind learners that the book monitors will also hand out the reading worksheets to
the class.

12  English Home Language

 Wednesday

3 Remind learners where the reading worksheets will be kept and how they are separated
(groups, rows, etc.)

WEEK 1
4 Remind learners how to pick up a pile of reading worksheets by group, row, etc.
5 Remind them how to hand out the worksheets out gently, carefully, and quickly (they
should not throw the books!)
6 Call on the Wednesday book monitors to come hand out the reading worksheets.
7 Instruct them to practice handing out the reading worksheets.
8 Instruct them to sit down quietly.
9 Instruct all learners to look at the worksheets.
10 Remind learners of the icons on the reading worksheet:
a Eyes: Look and say words
b Mouth: Sound out words
c One learner reading: Individual reading
d Two learners reading: Pair reading
11 Explain that today is Wednesday, so learners must look at the Wednesday activity.
12 Model how to do this activity for learners, using the icons.
13 Then, explain learners must do this independently (skip the pair reading for today!)
14 Explain that when we do independent reading, we must:
a Look at our own paper.
b Try to silently read the words on the paper.
c If we do not know a word, we can either ask the person next to us or skip the word.
15 Give learners time to practice their independent reading. Walk around the room and
make sure learners are engaging with the worksheet.
16 After 5 minutes, remind learners that the book monitors will also be responsible for
collecting the reading worksheets.
17 Remind learners how they must collect the worksheets for their row, group, etc.
18 Remind learners where they must put the worksheets.
19 Call on the book monitors of the day to practice collecting the reading worksheets.
20 Then, give a quick oral quiz to learners to test their memory of the icons and to practice
raising their hand to speak.
21 Ask learners questions like:
a What is the icon that tells us to do pair reading?
b What does the mouth icon mean?
c What must you do when you see a picture of a mouth?
d Etc.

Grade 3 Term 1 Lesson Plan  13

Week 1 • Orientation

Thursday
Phonemic Awareness and Phonics: 15 minutes

Segmenting and Blending

1 Remind learners that when we do phonics this year, it is important to listen very
carefully.
2 Explain that today, we will play a new game called Wiggle, wiggle, freeze.
3 Explain the rules to learners:
a Explain that you will use two words: wiggle and freeze.
b When you say wiggle, learners must wiggle.
c When you say ‘freeze’ they must stand dead still and be silent!
d If learners do not ‘freeze’ they will be out!
4 Tell learners to stand up.
5 Say: wiggle, wiggle, wiggle, wiggle, wiggle, wiggle, freeze!
6 Call on any learners who do not freeze to sit down!
7 Repeat a few times.

Shared Reading: 15 minutes

Second Read
1 Remind learners that this year, we will have shared reading.
2 Remind learners that shared reading will happen on the carpet, in the front of the
classroom
3 Explain that we will need to get onto the carpet quickly and quietly.
4 Show learners how to move to the carpet. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
5 Choose a system to move to the carpet that works for your classroom and learners, like:
Row by row.
6 Tell learners which row they are in, so they know whether they are in Row 1, Row 2,
Row 3, etc.
7 Explain that learners must remember their row.
8 Call learners row by row to move to the carpet.
9 Remind learners how to sit on the carpet for shared reading, like:
a We sit crossed legged or knees up, so that there is enough room for everyone.
b We keep our hands in our laps or on our own bodies.
c We listen quietly while the story is being read.
d We raise our hand to speak.
10 Explain that during Shared Reading, learners must listen to stories very carefully.
11 Read the story on page 2 of the DBE workbook out loud to learners.

14  English Home Language

 Thursday

12 Ask learner the following questions. Remind learners they must raise their hand if they
want to answer:

WEEK 1
a Who is the grade 3 teacher?
b How many new children are there?
c What does the poster on the wall say?
13 Instruct all the learners to practice how we sit for shared reading for a few seconds.
14 Remind learners that we also need to move back to our seats quickly and quietly.
15 Show learners how to move back to their seats. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
16 Call learners row by row to move back to their seats.

Group Guided Reading 30 minutes

1 Remind learners that we will have an orderly system for handing out Reading
Worksheets.
2 Remind learners that the book monitors will also hand out the reading worksheets to
the class.
3 Remind learners where the reading worksheets will be kept and how they are separated
(groups, rows, etc.)
4 Remind learners how to pick up a pile of reading worksheets by group, row, etc.
5 Remind them how to hand out the worksheets out gently, carefully, and quickly (they
should not throw the books!)
6 Call on new Thursday book monitors to come hand out the reading worksheets.
7 Instruct them to practice handing out the reading worksheets.
8 Instruct them to sit down quietly.
9 Instruct all learners to look at the worksheets.
10 Remind learners of the icons on the reading worksheet:
a Eyes: Look and say words
b Mouth: Sound out words
c One learner reading: Individual reading
d Two learners reading: Pair reading
11 Explain that today is Wednesday, so learners must look at the Thursday activity.
12 Model how to do this activity for learners, using the icons.
13 Then, explain learners must do this independently (skip the pair reading for today!)
14 Explain that when we do independent reading, we must:
a Look at our own paper.
b Try to silently read the words on the paper.
c If we do not know a word, we can either ask the person next to us or skip the word.
15 Give learners time to practice their independent reading. Walk around the room and
make sure learners are engaging with the worksheet.
16 After 5 minutes, remind learners that the book monitors will also be responsible for
collecting the reading worksheets.

Grade 3 Term 1 Lesson Plan  15

Week 1 • Orientation

17 Remind learners how they must collect the worksheets for their row, group, etc.
18 Remind learners where they must put the worksheets.
19 Call on the book monitors of the day to practice collecting the reading worksheets.
20 Then, give a quick oral quiz to learners to test their memory of the icons and to practice
raising their hand to speak.
21 Ask learners questions like:
a What is the icon that tells us to do pair reading?
b What does the mouth icon mean?
c What must you do when you see a picture of a mouth?
d Etc.

16  English Home Language

 Friday

Friday

WEEK 1
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
a Same
b Different
• Collect some objects, like: 2 DBE workbooks, a pencil, 2 pieces of chalk,
an eraser.
• Show learners two objects.
• Explain that if the objects are the SAME, learners should give THUMBS UP.
• If the objects are not the same, they must keep their hands on their desks.

DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a My favourite food is…
b My favourite activity is…
2 Explain that this year, we will work in small groups to discuss our shared reading texts.
We will need to move into small groups quickly!
3 When we get into groups, we will use the sentence starters on the board to have a
discussion.
4 Read the discussion frame to learners.
5 Explain that once we get into our groups, each learner in the group must have a turn to
answer each question.
6 Introduce the ‘talking stick/stone/item’.
7 Explain that the learners must pass around the talking stick. When they have the
talking stick, it is their turn to talk. When someone else in their group has the stick they
must listen.
8 Call three learners up to the front of the room and model how to pass the stick and
answer the questions:
a Learner 1 must answer Question 1
b Learner 2 must answer Question 1
c Learner 3 must answer Question 1
d Learner 4 must answer Question 1
e Learner 1 must answer Question 2
f Learner 2 must answer Question 2
g Learner 3 must answer Question 2
h Learner 4 must answer Question 2

Grade 3 Term 1 Lesson Plan  17

Week 1 • Orientation

9 Remind learners how they must make small groups. Remind learners who will be in
each group. This should be the same as the groups from Wednesday!
10 Make sure all the learners remember who is in their group and how they must get into
their group.
11 Explain that when you say the word ‘go’ learners will have 30 seconds to get into their
small group.
12 Then, pass out a talking stick to each group. They must take turns answering the
questions as you have modelled.

Phonemic Awareness and Phonics: 15 minutes

Word Find
1 Explain that when we do phonics this year, it is important to listen very carefully.
2 Explain that today, we will play a game called My chair and me. This is a game that
requires us to listen very carefully! We will use this game often throughout the year!
3 Explain the rules to learners:
a Explain that learners will stand up next to their chairs.
b You will give instructions.
c Learners must listen carefully for the preposition so they do they right thing.
4 Tell learners to stand up.
5 Give some instructions like:
a stand behind your chair
b pick up your chair
c climb on your chair
d step over your chair

Shared Reading: 15 minutes

Post-Read
1 Explain that every week in shared reading, we will do a post-reading activity.
2 Explain that learners will talk about something they liked in the story from the DBE
Workbook from.
3 Use modelling to show learners how to give a 1–2 sentence summary of the story: I
remember that there were two new children at school, Piet and Lebo.
4 Reread the story from page 2 of the DBE workbook.
5 Instruct learners to think about their summaries.
6 Ask 2–3 learners to share their ideas with the class. Help the learners form complete
sentences.
7 Explain and correct any common problems to learners.
8 Remind learners how we turn and talk:

18  English Home Language

 Friday

a Learners must turn to the person next to them.

b They must take turns telling their partner the answer to the question.

WEEK 1
c When their partner is talking, they must listen carefully!
9 Instruct learners to turn and talk and share their own recount with a partner.

Group Guided Reading 30 minutes

1 Remind learners that we will have an orderly system for handing out Reading
Worksheets.
2 Remind learners that the book monitors will also hand out the reading worksheets to
the class.
3 Remind learners where the reading worksheets will be kept and how they are separated
(groups, rows, etc.)
4 Remind learners how to pick up a pile of reading worksheets by group, row, etc.
5 Remind them how to hand out the worksheets out gently, carefully, and quickly (they
should not throw the books!)
6 Call on new Friday book monitors to come hand out the reading worksheets.
7 Instruct them to practice handing out the reading worksheets.
8 Instruct them to sit down quietly.
9 Instruct all learners to look at the worksheets.
10 Remind learners of the icons on the reading worksheet:
a Eyes: Look and say words
b Mouth: Sound out words
c One learner reading: Individual reading
d Two learners reading: Pair reading
11 Explain that today is Wednesday, so learners must look at the Friday activity.
12 Model how to do this activity for learners, using the icons.
13 Then, explain learners must do this independently (skip the pair reading for today!)
14 Explain that when we do independent reading, we must:
a Look at our own paper.
b Try to silently read the words on the paper.
c If we do not know a word, we can either ask the person next to us or skip the word.
15 Give learners time to practice their independent reading. Walk around the room and
make sure learners are engaging with the worksheet.
16 After 5 minutes, remind learners that the book monitors will also be responsible for
collecting the reading worksheets.
17 Remind learners how they must collect the worksheets for their row, group, etc.
18 Remind learners where they must put the worksheets.
19 Call on the book monitors of the day to practice collecting the reading worksheets.
20 Then, give a quick oral quiz to learners to test their memory of the icons and to practice
raising their hand to speak.
21 Ask learners questions like:

Grade 3 Term 1 Lesson Plan  19

Week 1 • Orientation

a What is the icon that tells us to do pair reading?

b What does the mouth icon mean?
c What must you do when you see a picture of a mouth?
d Etc.

20  English Home Language

Grade 3
TERM 1
Week

2
Orientation
Week 2 • Orientation

Monday
Oral Activities 15 minutes

RECAP THE THEME: ACCESSING PRIOR KNOWLEDGE (SECOND WEEK OF

THE THEME)

1 Remind learners that this year, we will study different themes.

2 Draw a circle with the word learning in the middle of the chalkboard.
3 Ask learners: What does it mean to be a learner?
4 Write down learners’ ideas around the mind map. Group similar ideas together.
5 If learners struggle to respond, ask the following prompting questions:
a What do you like learning?
b What can you do when you’re trying to learn something but it feels difficult?
c How can you be an excellent learner?

THEME VOCABULARY

1 Explain that this year, we will learn lots of new words to help us express our thought
and ideas better!
2 Teach using PATS.
3 Display words and illustrations on the Theme Vocabulary Board.
a More
• Instruct THREE learners to come stand on one side of you.
• Instruct ONE learner to come stand on the other side of you.
• Ask learners: which group of learners has MORE learners in it?
• Repeat with different numbers of learners.

Handwriting 15 minutes

1 Explain that it is important to decide on our classroom rules.

2 Ask learners: What are the values that are important in our classroom?
3 Write learners’ ideas on the board.
4 Then, make rules together with the learners.
5 Some guidelines for classroom rules:
a They should cover the values listed.
b They should be written in the positive (We do… rather than We don’t…)
c Rules should be universal – they should be true all the time.
d There should be about 5–7 class rules.

Note: After school, write the rules on a poster or big paper. Hang them up for all
learners to see.

22  English Home Language

 Monday

Shared Reading: 15 minutes

Pre-Read
1 Remind learners that this year, we will have shared reading.
2 Remind learners that shared reading will happen on the carpet, in the front of the
classroom (or elsewhere, if this will not work in your classroom)

WEEK 2
3 Remind learners that we will need to get onto the carpet quickly and quietly.
4 Remind learners how to move to the carpet. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
5 Call learners row by row to move to the carpet.
6 Once all the learners are sitting on the carpet, explain that you always need to be able to
get the learners’ attention.
7 Teach an attention-getter, like:
• 1–2–3 EYES ON ME,
• 1–2 EYES ON YOU!
8 Tell learners how the attention-getter works:
a When they hear “1–2–3 EYES ON ME” they must stop talking.
b They must say “1–2 EYES ON YOU.”
c Then, must sit quietly in their seats with their eyes on the teacher.
9 Play a game with learners to help them learn the attention-getter:
a Instruct learners to talk to their neighbours.
b Say: “1–2–3 EYES ON ME”
c Learners must say: “1–2 EYES ON YOU.”
d Then, must sit quietly in their seats with their eyes on the teacher.
e Call out any learners who do not follow the instruction!
10 Once you have practiced the attention-getter, remind learners that they will also need
to move back to their seats quickly and quietly.
11 Remind learners how to move back to their seats. Explain that their hand should not
touch anyone else, their mouths should be quiet, and they must walk quickly and
carefully!
12 Call learners row by row to move back to their seats quickly.

Writing: 30 minutes

Plan and Draft

WRITING FRAME:
This year, my goal is…
Another goal I have is…

Grade 3 Term 1 Lesson Plan  23

Week 2 • Orientation

MODELLING

1 Explain that today, learners will draw about some goals they have for their learning
this year.
2 Read the writing frame out loud to learners.
3 Use modelling to show learners that you think before you write.
4 Tell learners some ideas you have for filling in the writing frame, like: My goals are
to help every learner in our class become a better reader, and to read at least four
books myself
5 Use modelling to draw a picture of yourself reading with a small group of learners, and
then reading at home.
6 Explain which words you will write. Draw a line for each word.
7 Use modelling to complete the writing frame: This year, my goal is to help all my
learners become better readers. Another goal I have is to read four books.
8 Say words slowly like a tortoise and write the sounds you know.
9 Use resources, like sight words and theme vocabulary words.
10 Erase your example from the board. Explain this was just an example, but learners must
write their own ideas.

ORAL INSTRUCTIONS

1 Ask learners: What do you want to learn this year?

2 Instruct learners to think before they write.
3 Remind how we turn and talk:
a Learners must turn to the person next to them.
b They must take turns telling their partner the answer to the question.
c When their partner is talking, they must listen carefully!
4 Instruct learners to turn and talk and discuss their ideas with a partner.
5 Give learners 2–3 minutes to turn and talk.
6 Call on 2–3 learners to tell you one thing they would like to learn this year.
7 They must say: This year, I want to learn…
8 Explain that learners will now draw and write their own ideas!

ORAL INSTRUCTIONS

1 Show learners the chart for class monitors. Explain who the book monitors will be for
the week.
2 Call on book monitors to hand out exercise books.
3 As learners are writing, walk around the room and complete mini conferences.
4 Ask learners to tell you about their writing.
5 Help learners use to add a label.
6 Encourage learners.
7 Call on book monitors to collect exercise books.

24  English Home Language

 Monday

Group Guided Reading 30 minutes

1 Show learners the chart for class monitors. Remind learners who the book monitors will
be for the week.
2 Remind learners that the book monitors hand out exercise books and reading
worksheets.

WEEK 2
3 Explain that another monitor job is the quiet monitor.
4 Explain that the quiet monitors must remind other learners to keep quiet during
independent reading.
5 Show learners what the quiet monitors must do.
6 Explain who the quiet monitors will be for the week.
7 Call on the book monitors to hand out the reading worksheets.
8 Instruct all learners to look at the worksheets.
9 Explain the icons on the reading worksheet to learners:
a Eyes: Look and say words
b Mouth: Sound out words
c One learner reading: Individual reading
d Two learners reading: Pair reading
10 Go through the instructions for the Monday week 3 activity one with learners.
11 Then, explain learners must do this independently (skip the pair reading for today!)
12 Remind learners that when we do independent reading, we must:
a Look at our own paper.
b Try to silently read the words on the paper.
c If we do not know a word, we can either ask the person next to us or skip the word.
13 Remind learners that they will need to complete the activity quietly and independently.
14 Give learners 15 minutes to practise the activity. During this time, call a few learners to
your desk to complete the Group Guided Reading assessment using rubric (below).
15 After 15 minutes, give learners a short break. Quickly play the game: Teacher says.
16 Go through the instructions for the Monday week 3 activity two with learners.
17 Remind learners that they will need to complete the activity quietly and independently.
18 Give learners 15 minutes to practise the activity. During this time, call a few learners to
your desk to complete the Group Guided Reading assessment using rubric (below).
19 At the end of the 30 minutes, call on the book monitors of the day to practice collecting
the reading worksheets.

Grade 3 Term 1 Lesson Plan  25

Week 2 • Orientation

I think this I think this I think this I think this I think this
learner reads learner reads learner reads learner reads learner reads
at: at: at: at: at:
Level 1 Level 2 Level 3 Level 4 Level 5

This learner This learner This learner This learner This learner
knows no or knows just a few knows some knows many knows many
very few words. common words. common words. common words common words.
This learner This learner This learner and can decode This learner
does not seem does not seem needs help most words. can decode
to recognise to recognise to decode This learner previously
letter-sound letter-sound previously occasionally unseen words.
relationships. relationships unseen words. needs help to This learner reads
OR this learners decode words. with fluency and
needs a lot of expression. This
help to read is one of the best
previously readers in the
unseen words. class.

26  English Home Language

 Tuesday

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Introduce new sound and words

WEEK 2
1 Explain that in our classroom this year, it is important to always follow our class rules
that we made together.
2 Read through the final version of the rules with the learners.
3 Discuss the rules. Show learners how we follow each of the rules.
4 Ask learners to demonstrate how we follow the rules.
5 Discuss examples of breaking the rules and inappropriate behaviour in the classroom.
6 Discuss what the consequences will be in the classroom for breaking the
classroom rules.

Handwriting: 15 minutes

Write new letter(s) / words / sentences

1 Remind learners that book monitors will be responsible for handing out exercise books
and reading worksheets.
2 Remind learners where the exercise books will be kept and how they are separated
(groups, rows, etc.)
3 Remind learners how to pick up a pile of exercise books for their group, row, etc.
4 Remind them how to hand out the books gently, carefully, and quickly (they should not
throw the books!)
5 Instruct the book monitors to practice handing out the books.
6 Once each learner has their book, instruct all the learners to open to their first
clean page.
7 Instruct learners to quickly copy the date from the board. Explain that learners will only
have one minutes to do this. (It is important to train learners to do this quickly!)
8 Instruct learners to copy their favourite class rule neatly and quickly underneath the
date. Explain that they will have 5 minutes to do this.
9 Instruct learners who have extra time to copy a second rule into their books (or as many
times as possible in the 5 minutes).
10 When the time is finished, instruct learners to close their books.
11 Remind learners that the book monitors will also be responsible for collecting books.
12 Remind learners how they must collect the books for their row, group, etc.
13 Remind learners where they must put the books.
14 Call on the book monitors of the day to practice collecting the books.

Grade 3 Term 1 Lesson Plan  27

Week 2 • Orientation

Shared Reading: 15 minutes

First Read
1 Remind learners that this year, we will have shared reading.
2 Remind learners that shared reading will happen on the carpet, in the front of the
classroom
3 Explain that we will need to get onto the carpet quickly and quietly.
4 Remind learners how to move to the carpet. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
5 Remind learners of the system to move to the carpet, like: Row by row.
6 Remind learners which row they are in, so they know whether they are in Row 1, Row 2,
Row 3, etc.
7 Explain that learners must remember their row.
8 Call learners row by row to move to the carpet.
9 Remind learners how to sit on the carpet for shared reading, like:
a We sit crossed legged or knees up, so that there is enough room for everyone.
b We keep our hands in our laps or on our own bodies.
c We listen quietly while the story is being read.
d We raise our hand to speak.
10 Explain that during Shared Reading, learners must listen to stories very carefully.
11 Read the story on page 6 of the DBE workbook out loud to learners.
12 Ask learner the following questions. Remind learners they must raise their hand if they
want to answer:
a Who had a birthday?
b What happened after she blew out the candles?
c What did she get as a gift?
13 Use your attention-getter to get learners attention.
14 Remind learners that we also need to move back to our seats quickly and quietly.
15 Show learners how to move back to their seats. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
16 Call learners row by row to move back to their seats.

Group Guided Reading 30 minutes

1 Show learners the chart for class monitors. Remind learners who the book monitors will
be for the week.
2 Remind learners that the book monitors hand out exercise books and reading
worksheets.
3 Remind learners that the quiet monitors must remind other learners to keep quiet
during independent reading.
4 Remind learners who the quiet monitors will be for the week.

28  English Home Language

 Tuesday

5 Show learners the classroom bathroom pass.

6 Explain that during Group Guided Reading, learners must not interrupt you. If they
need to use the bathroom, they must use the bathroom pass.
7 Explain how the learners use the bathroom pass, and the bathroom pass rules, like:
a Only one learner may go to the bathroom at a time.
b Learners must go quickly and quietly. The pass gives them 5 minutes outside the

WEEK 2
classroom.
c Learners must not use the pass more than once per week.
d If you notice learners misusing the bathroom pass, they will not be allowed to leave
on their own during Group Guided Reading.
8 Call on the book monitors to hand out the reading worksheets.
9 Instruct all learners to look at the worksheets.
10 Explain the icons on the reading worksheet to learners:
a Eyes: Look and say words
b Mouth: Sound out words
c One learner reading: Individual reading
d Two learners reading: Pair reading
11 Go through the instructions for the Tuesday week 3 activity one with learners.
12 Remind learners that when we do independent reading, we must:
a Look at our own paper.
b Try to silently read the words on the paper.
c If we do not know a word, we can either ask the person next to us or skip the word.
13 Explain that today we will also do pair reading.
14 Explain that when we do pair reading, we must:
a Quietly read to the person next to us.
b We must take a turn to read quietly.
c We must take a turn to listen to our partner read. We must follow along while our
partner reads, and try to help them if they don’t know a word or a sound.
15 Remind learners that they will need to complete the activity, following all the icons on
the worksheet.
16 Give learners 15 minutes to practise the activity. During this time, call a few learners to
your desk to complete the Group Guided Reading assessment using rubric (below).
17 After 15 minutes, give learners a short break. Quickly play the game: Teacher says.
18 Go through the instructions for the Tuesday week 3 activity two with learners.
19 Remind learners that they will need to complete the activity quietly and independently.
20 Give learners 15 minutes to practise the activity. During this time, call a few learners to
your desk to complete the Group Guided Reading assessment using rubric (below).
21 At the end of the 30 minutes, call on the book monitors of the day to practice collecting
the reading worksheets.

Grade 3 Term 1 Lesson Plan  29

Week 2 • Orientation

I think this I think this I think this I think this I think this
learner reads learner reads learner reads learner reads learner reads
at: at: at: at: at:
Level 1 Level 2 Level 3 Level 4 Level 5

This learner This learner This learner This learner This learner
knows no or knows just a few knows some knows many knows many
very few words. common words. common words. common words common words.
This learner This learner This learner and can decode This learner
does not seem does not seem needs help most words. can decode
to recognise to recognise to decode This learner previously
letter-sound letter-sound previously occasionally unseen words.
relationships. relationships unseen words. needs help to This learner reads
OR this learners decode words. with fluency and
needs a lot of expression. This
help to read is one of the best
previously readers in the
unseen words. class.

30  English Home Language

 Wednesday

Wednesday
Oral Activities 15 minutes

THEME VOCABULARY

WEEK 2
1 Teach using PATS.
2 Display words and illustrations on the Theme Vocabulary Board.
a fewer
• Instruct THREE learners to come stand on one side of you.
• Instruct ONE learner to come stand on the other side of you.
• Ask learners: which group of learners has FEWER learners in it?
• Repeat with different numbers of learners.

CREATIVE STORYTELLING (SECOND WEEK OF THE THEME)

1 Remind that this year, we will work in small

groups for creative storytelling. We will need
to move into small groups quickly!
2 Remind learners how they must make
small groups.
3 Ask learners if they remember who was in
their small group last week? Explain that their
small group will stay the same – they will be
with the same people!
4 Instruct
5 Play a game to help learners learn how to
quickly and quietly form their small groups.
6 Explain that when you say the word ‘go’
learners will have 30 seconds to get into their
small group.
7 Any learner who isn’t in their group by the
end of the 30 seconds is out, along with their
entire group! They must then come stand at
the front of the room.
8 Play this game until you have one group left. (If necessary, shorten the time to 20
seconds, 10 seconds).

Grade 3 Term 1 Lesson Plan  31

Week 2 • Orientation

Phonemic Awareness and Phonics: 15 minutes

Introduce new sound and words

1 Remind learners that in our classroom this year, it is important to always follow our
class rules that we made together.
2 Ask learners to read through each of the rules.
3 Discuss the rules. Show learners how we follow each of the rules.
4 Ask learners to demonstrate how we follow the rules.
5 Discuss examples of breaking the rules and inappropriate behaviour in the classroom.
6 Remind learners what the consequences will be in the classroom for breaking the
classroom rules.

Handwriting: 15 minutes

Write new letter(s) / words / sentences

1 Remind learners that book monitors will be responsible for handing out exercise books
and reading worksheets.
2 Remind learners where the exercise books will be kept and how they are separated
(groups, rows, etc.)
3 Remind learners how to pick up a pile of exercise books for their group, row, etc.
4 Remind them how to hand out the books gently, carefully, and quickly (they should not
throw the books!)
5 Instruct the book monitors to practice handing out the books.
6 Once each learner has their book, instruct all the learners to open to their first
clean page.
7 Instruct learners to quickly copy the date from the board. Explain that learners will only
have one minutes to do this. (It is important to train learners to do this quickly!)
8 Instruct learners to copy as many of the rules as they can neatly and quickly underneath
the date. Explain that they will have 10 minutes to do this.
9 When the time is finished, instruct learners to close their books.
10 Remind learners that the book monitors will also be responsible for collecting books.
11 Remind learners how they must collect the books for their row, group, etc.
12 Remind learners where they must put the books.
13 Call on the book monitors of the day to practice collecting the books.

32  English Home Language

 Wednesday

Writing: 30 minutes

Plan and Draft

WRITING FRAME:

WEEK 2
This year, I want to learn ____________
This year I want to get better at ____________

PREPARATION

1 Write the editing checklist on the chalkboard before the start of the writing lesson.
2 Write your draft on the chalkboard before the lesson. Include one or two mistakes.

EDITING CHECKLIST

1 Do I have at least 2 complete sentences?

2 Did I spell all words correctly?
3 Does every sentence start with a capital letter?
4 Does every sentence end with proper punctuation?

MODEL THE EDITING PROCESS (I DO)

1 Explain that this year, we will begin practicing editing our own work. Explain that when
we edit, we try to fix our own mistakes.
2 To edit, we have to carefully read what we have written. It can also be helpful to read our
work out loud (but still quietly!)
3 Read the editing checklist aloud to learners.
4 Next, read your draft aloud to learners.
5 Go through the checklist, and point out whether your draft is correct, or whether you
need to make corrections or improvements.
6 Model the correction process for learners.

LEARNERS COMPLETE THE EDITING PROCESS (YOU DO)

1 Hand out exercise books.

2 Tell learners to find their draft of the sentences from Monday.
3 Next, tell learners to go through the editing checklist and make any corrections or
improvements that are required.
4 As learners work, walk around the room and hold mini-conferences – ensure you work
with a different group of learners for every writing task.
5 Look for any common errors in learners’ writing.

Grade 3 Term 1 Lesson Plan  33

Week 2 • Orientation

6 Call learners to attention and write the commonly made errors on the chalkboard.
7 Show learners how to correct these errors.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Show learners the chart for class monitors. Remind learners who the book monitors will
be for the week.
2 Remind learners that the book monitors hand out exercise books and reading
worksheets.
3 Remind learners that the quiet monitors must remind other learners to keep quiet
during independent reading.
4 Remind learners who the quiet monitors will be for the week.
5 Show learners the classroom bathroom pass.
6 Remind learners that during Group Guided Reading, they must not interrupt you. If
they need to use the bathroom, they must use the bathroom pass.
7 Remind learners how the learners of bathroom pass rules, like:
a Only one learner may go to the bathroom at a time.
b Learners must go quickly and quietly. The pass gives them 5 minutes outside the
classroom.
c Learners must not use the pass more than once per week.
d If you notice learners misusing the bathroom pass, they will not be allowed to leave
on their own during Group Guided Reading.
8 Call on the book monitors to hand out the reading worksheets.
9 Instruct all learners to look at the worksheets.
10 Explain the icons on the reading worksheet to learners:
a Eyes: Look and say words
b Mouth: Sound out words
c One learner reading: Individual reading
d Two learners reading: Pair reading
11 Go through the instructions for the Wednesday week 3 activity one with learners.
12 Remind learners that when we do independent reading, we must:
a Look at our own paper.
b Try to silently read the words on the paper.
c If we do not know a word, we can either ask the person next to us or skip the word.
13 Explain that today we will also do pair reading.
14 Explain that when we do pair reading, we must:
a Quietly read to the person next to us.
b We must take a turn to read quietly.

34  English Home Language

 Wednesday

c We must take a turn to listen to our partner read. We must follow along while our
partner reads, and try to help them if they don’t know a word or a sound.
15 Remind learners that they will need to complete the activity, following all the icons on
the worksheet.
16 Give learners 15 minutes to practise the activity. During this time, call a few learners to
your desk to complete the Group Guided Reading assessment using rubric (below).

WEEK 2
17 After 15 minutes, give learners a short break. Quickly play the game: Teacher says.
18 Go through the instructions for the Wednesday week 3 activity two with learners.
19 Remind learners that they will need to complete the activity quietly and independently.
20 Give learners 15 minutes to practise the activity. During this time, call a few learners to
your desk to complete the Group Guided Reading assessment using rubric (below).
21 At the end of the 30 minutes, call on the book monitors of the day to practice collecting
the reading worksheets.

I think this I think this I think this I think this I think this
learner reads learner reads learner reads learner reads learner reads
at: at: at: at: at:
Level 1 Level 2 Level 3 Level 4 Level 5

This learner This learner This learner This learner This learner
knows no or knows just a few knows some knows many knows many
very few words. common words. common words. common words common words.
This learner This learner This learner and can decode This learner
does not seem does not seem needs help most words. can decode
to recognise to recognise to decode This learner previously
letter-sound letter-sound previously occasionally unseen words.
relationships. relationships unseen words. needs help to This learner reads
OR this learners decode words. with fluency and
needs a lot of expression. This
help to read is one of the best
previously readers in the
unseen words. class.

Grade 3 Term 1 Lesson Plan  35

Week 2 • Orientation

Thursday
Phonemic Awareness and Phonics: 15 minutes

Segmenting and Blending

1 Remind learners that in our classroom this year, it is important to always follow our
class rules that we made together.
2 Ask learners to read through each of the rules.
3 Go through each rule. Ask learners: Why is this rule important?
4 Discuss why each of the rules is important for creating a safe and happy learning space.
5 Remind learners what the consequences will be in the classroom for breaking the
classroom rules.

Shared Reading: 15 minutes

Second Read
1 Remind learners that this year, we will have shared reading.
2 Remind learners that shared reading will happen on the carpet, in the front of the
classroom
3 Explain that we will need to get onto the carpet quickly and quietly.
4 Show learners how to move to the carpet. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
5 Choose a system to move to the carpet that works for your classroom and learners, like:
Row by row.
6 Tell learners which row they are in, so they know whether they are in Row 1, Row 2,
Row 3, etc.
7 Explain that learners must remember their row.
8 Call learners row by row to move to the carpet.
9 Remind learners how to sit on the carpet for shared reading, like:
a We sit crossed legged or knees up, so that there is enough room for everyone.
b We keep our hands in our laps or on our own bodies.
c We listen quietly while the story is being read.
d We raise our hand to speak.
10 Instruct all the learners to practice how we sit for shared reading for a few seconds.
11 Explain that during Shared Reading, learners must listen to stories very carefully.
12 Read the story on page 6 of the DBE workbook out loud to learners.
13 Ask learner the following questions. Remind learners they must raise their hand if they
want to answer:
a How many candles were on the cake?
b Whose birthday is in May?

36  English Home Language

 Thursday

c Whose birthday is in June?

14 Use your attention-getter to get learners attention.
15 Remind learners that we also need to move back to our seats quickly and quietly.
16 Show learners how to move back to their seats. Explain that their hand should not touch
anyone else, their mouths should be quiet, and they must walk quickly and carefully!
17 Call learners row by row to move back to their seats.

WEEK 2
Group Guided Reading 30 minutes

Note: To prepare for this activity, you need to:

• Have already assessed all learners
• Have grouped learners into same ability groups
• Named the same ability groups. These names should not indicate ability. Some
examples are: different animals, fruits, soccer teams, etc.
• Made a group guided reading chart, so learners can easily see which group
they are in
1 Today, you will need to assign learners into their group guided reading groups.
2 Show learners the group guided chart. Read out the names of each group. Read all the
learners names who are in the group and ask them to stand up. Instruct learners to look
at all the other learners who are standing: these are their group members!
3 Play a game with the learners to help them to remember their groups.
4 Call different groups to STAND UP and then SIT DOWN.
5 Call different groups to WALK QUIETLY to the front of the room, and QUIETLY back
to their seats.
6 Instruct the learners to MEMORISE the names of the other learners in their group.
7 Call on learners to try to name all the other learners in their group.
8 Play these games until all learners know their group guided reading groups.

Grade 3 Term 1 Lesson Plan  37

Week 2 • Orientation

Friday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
a More
b Fewer
• Draw a line down the middle of the chalkboard.
• Draw four circles on one side.
• Draw two circles on the other side.
• Ask learners which side has more.
• Ask learners which side has fewer.
• Repeat with different numbers of circles.

DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a I am good at…
b I really like to…
2 Explain that this year, we will work in small groups to discuss our shared reading texts.
We will need to move into small groups quickly!
3 When we get into groups, we will use the sentence starters on the board to have a
discussion.
4 Read the discussion frame to learners.
5 Explain that once we get into our groups, each learner in the group must have a turn to
answer each question.
6 Introduce the ‘talking stick/stone/item’.
7 Explain that the learners must pass around the talking stick. When they have the
talking stick, it is their turn to talk. When someone else in their group has the stick they
must listen.
8 Call three learners up to the front of the room and model how to pass the stick and
answer the questions:
a Learner 1 must answer Question 1
b Learner 2 must answer Question 1
c Learner 3 must answer Question 1
d Learner 4 must answer Question 1
e Learner 1 must answer Question 2
f Learner 2 must answer Question 2
g Learner 3 must answer Question 2

38  English Home Language

 Friday

h Learner 4 must answer Question 2

9 Remind learners how they must make small groups. Remind learners who will be in
each group. This should be the same as the groups from Wednesday!
10 Make sure all the learners remember who is in their group and how they must get into
their group.
11 Explain that when you say the word ‘go’ learners will have 30 seconds to get into their

WEEK 2
small group.
12 Then, pass out a talking stick to each group. They must take turns answering the
questions as you have modelled.

Phonemic Awareness and Phonics: 15 minutes

Word Find
1 Remind learners that in our classroom this year, it is important to always follow our
class rules that we made together.
2 Ask learners to read through each of the rules.
3 Go through each rule.
4 Ask learners: What questions do you have about the rules?
5 Discuss the rules. Make sure learners have an understanding about:
a What the rules are
b Why the rules are important
c What it looks like to follow a rule
d What it looks like to break a rule
e The consequences for breaking a rule

Shared Reading: 15 minutes

Post-Read
1 Explain that every week in shared reading, we will do a post-reading activity.
2 Explain that learners will talk about something they liked in the story from the
DBE Workbook.
3 Use modelling to show learners how to give a 1–2 sentence summary of the story: I
remember that it was the teacher’s birthday.
4 Reread the story from page 6 of the DBE workbook.
5 Instruct learners to think about their summaries.
6 Ask 2–3 learners to share their ideas with the class. Help the learners form complete
sentences.
7 Explain and correct any common problems to learners.
8 Remind learners how we turn and talk:
a Learners must turn to the person next to them.

Grade 3 Term 1 Lesson Plan  39

Week 2 • Orientation

b They must take turns telling their partner the answer to the question.
c When their partner is talking, they must listen carefully!
9 Instruct learners to turn and talk and share their own recount with a partner.
10 Use your attention-getter to get learners attention.
11 Call on a few learners to share what their partner said.

Group Guided Reading 30 minutes

1 Remind learners that we will have an orderly system for handing out Reading
Worksheets.
2 Remind learners that the book monitors will also hand out the reading worksheets to
the class.
3 Remind learners where the reading worksheets will be kept and how they are separated
(groups, rows, etc.)
4 Remind learners how to pick up a pile of reading worksheets by group, row, etc.
5 Remind them how to hand out the worksheets out gently, carefully, and quickly (they
should not throw the books!)
6 Call the book monitors to come hand out the reading worksheets.
7 Then, explain you will practice what happens during group guided reading.
8 Explain that you will call up one small group. The group must come to the carpet and sit
in a quiet circle.
9 All of the other learners must use their reading worksheets to do independent reading,
just like we have practiced.
10 Call up your first group. When they are sitting in the circle, instruct each learner to go
around and say their name, and one story they like.
11 As you speak with the small group, all the other learners should be working
independently. It is important to correct any behaviour that is not independent reading
during this time.
12 Instruct the first group to quietly walk back to their seats.
13 Repeat this with all groups.

40  English Home Language

Grade 3
TERM 1
Week

3
THEME:
What is friendship?
Week 3 • Theme: What is friendship?

Classroom Preparation
1 At the start of each week, ensure that your classroom is neat and tidy.
2 Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3 Then, prepare the flashcard words and theme word illustrations that you will need.
4 Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: pictures of you with your friends; ask learners to bring pictures too.
5 Do some research on the internet to prepare for the theme. For example: famous
best friends.
6 Make sure all learner exercise books and DBE Workbooks are marked, and neatly
packed where they belong.
7 Make sure all your big books, graded readers and classroom library books are in
good order.
8 Adjust your group guided reading groups if necessary.
9 Plan your informal and formal assessment activities for the week.

Extension Activities
These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.
Activity 1: DBE Workbook 1: Page 2, Let’s read
Activity 2: DBE Workbook 1: Page 3, Let’s write
Activity 3: DBE Workbook 1: Page 4, Let’s do
Activity 4: Draw a picture of one of your friends. Write a sentence describing your friend.

42  English Home Language

 Monday

Monday
Oral Activities 15 minutes

INTRODUCE THE THEME: ACCESSING PRIOR KNOWLEDGE

1 Show learners the picture of Wendy Whale helping her friends in the Big Book story:
Wendy Whale to the rescue
2 Tell learners that we are starting a new theme called: What is friendship?
3 Draw a circle with the name of the theme in the middle of the chalkboard.

WEEK 3
4 Ask learners: What do you already know about this theme?
5 Write down learners’ ideas around the mind map. Group similar ideas together.
6 If learners struggle to respond, ask the following prompting questions:
a What is a friend?
b What do friends do?
c What musn’t friends do?

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• rescue
• trustworthy
• honest

Rhyme or song Actions

Love love love your friends Hug yourself and sway from side to side
Different as they seem Point at different friends
Playing, laughing, joking, helping Pretend to play, laugh, joke and help
True friends are like a dream! Hug a friend

Handwriting 15 minutes

1 Tell learners to open their exercise books and write the date.
2 Next tell learners to number from 1–5 in the margin.
3 Write the following sentence on the chalkboard next to number 1: I trip in the rain.
4 Next, write the following pronouns (subject morphemes) next to numbers 2–5:
a He
b She
c We

Grade 3 Term 1 Lesson Plan  43

Week 3 • Theme: What is friendship?

d They
5 Tell learners to rewrite sentence starting with the word provided.
6 In the last five minutes, correctly write the sentences on the chalkboard, saying the
sounds and describing the cursive writing process as you do this.
7 Then, ask learners to point out any patterns they can see, like: where the
sentence changes.
8 Underline any patterns, like:
a I trip in the rain.
b He trips in the rain.
c She trips in the rain.
d We trip in the rain.
e They trip in the rain.
9 Instruct learners to take a coloured pencil and correct their own work.

ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Pre-Read

COMPREHENSION STRATEGY: PREDICT

1 Settle learners on the carpet or so that they can see the Big Book.
2 Open the Big Book to the story: Wendy Whale to the rescue
3 Do a picture walk of every page, asking learners what they think is happening.
4 Help learners to connect the pictures, so that they have a good sense of what the
story is about.
5 Introduce new vocabulary at relevant parts of the story.
6 Read the story through once, without stopping.

44  English Home Language

 Monday

Writing: 30 minutes

Plan and Draft

TOPIC: What do you think it means to be a good friend? Write a set of instructions
that tell someone how to be a good friend to you.
TASK: Write a set of instructions.
PLANNING STRATEGY: Write a list

WEEK 3
INTRODUCE THE WRITING TOPIC

1 Show learners that you think before you write.

2 Orally, explain your ideas for the topic, like:
3 I think there are some things all people want their friends to do. But, I also think different
people need different kinds of things from their friends. For me, it is important to have
friends who like to talk and listen.

MODELLING THE PLANNING STRATEGY (I DO)

1 Have the planning frame written on one side of the chalkboard.

2 Show learners how you make a list by answering the questions.
3 Complete the plan on the other side of the chalkboard.

Planning Questions Plan

1 What is one important thing a friend must do? a Listen
2 What is another important thing a friend must do? b Be nice
3 What is a third important thing a friend must do? c Share toys
4 What is one thing a friend must never do? d Be mean
5 What is another thing a friend must never do? e Tease
6 What is a third thing a friend must never do? f Share my secrets

LEARNERS USE THE PLANNING STRATEGY (YOU DO)

1 Tell learners to close their eyes and think of important things that someone must do
to be a good friend. Explain that learners should also think of things friends must
never do.
2 Next, tell learners to turn and talk with a partner, to share their ideas.
3 Show learners the planning frame on the chalkboard, and tell them to use this frame to
plan their writing, just like you did.
4 Hand out exercise books.
5 Tell learners to write the heading: Instructions: Plan
6 Tell learners they must write their own ideas – they must not to copy your plan.

Grade 3 Term 1 Lesson Plan  45

Week 3 • Theme: What is friendship?

7 As learners work, walk around the room and hold mini-conferences.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 3.

2 Explain Monday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Monday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

46  English Home Language

 Tuesday

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: st

2 Say the word: stop

WEEK 3
3 Segment the word into the individual sounds: /s/-/t/-/o/-/p/
4 Say the first single sound of the word: /s/
5 Say the second single sound of the word: /t/
6 Say the third single sound of the word: /o/
7 Say the last single sound of the word: /p/
8 Write the word on the chalkboard: stop
9 Model pointing to and blending the sounds to make a word: /st/-/o/-/p/ = stop

WE DO…

1 Say the sound: st

2 Say the word: rust
3 Ask learners: What is the first single sound in the word? /r/
4 Ask learners: What is the second single sound in the word? /u/
5 Ask learners: What is the third single sound in the word? /s/
6 Ask learners: What is the last single sound in the word? /t/
7 Ask learners to segment the word into each individual sound: /r/-/u/-/s/-/t/
8 Write the word on the chalkboard: rust
9 Instruct learners to blend the sounds in the word with you: /r/-/u/-/st/ = rust

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: st words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a stop
b stand
c just
d rust
e must
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.

Grade 3 Term 1 Lesson Plan  47

Week 3 • Theme: What is friendship?

5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.
7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: st
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

st
/s/t/o’p/
/s/t/a/n/d/
/r’u/s/t/
48  English Home Language
 Tuesday

/m/u/s/t/
I/ /s/t/o’p/ /a/n/d///j/u/s/t/ /s/t/a/n/d/.
ALTERNATE HANDWRITING PROGRAMME

WEEK 3
Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 Minutes

First Read

COMPREHENSION STRATEGIES: SEARCH THE TEXT

Text First Read (Think Aloud)

Wendy Whale to the rescue Where do the clownfish live? Oh, they live on a
coral reef. 
A little family of clownfish lived on a coral reef in
the deep blue sea. 
The little clownfish family were very happy living How did the clownfish usually feel? Oh, they
in the sea. They found lots to eat on the coral usually, felt very safe. That means that most
reef. They had lots of friends in their little coral times, they weren’t in any danger.
community. They usually felt very safe.  
But one day, while the little clownfish family were What did the little clownfish family hear? Oh
eating dinner, they heard someone screaming no! They heard someone screaming for help! I
loudly: ‘Help! Help! Help!’ wonder who it could be? 
‘Oh no! Who is screaming like that?’ Papa
Clownfish asked. 
‘What is happening?’ cried the three little
children, feeling scared. 
‘I will go find out!’ Mama Clownfish said bravely. 

Grade 3 Term 1 Lesson Plan  49

Week 3 • Theme: What is friendship?

Text First Read (Think Aloud)

Mama Clownfish swam to the edge of the coral --

reef. The little children and Papa Clownfish swam
behind her, curious about what was happening.  
There, they saw Shady Shark chasing their friend,
Angie Angelfish. He was threatening to eat her!
Mama Clownfish called for Angie to come into Who was it that was screaming for help? Oh no!
the safety of the coral. But poor Angie was so It was their friend Angie Angelfish! I wonder if
frightened that she swam deeper and deeper Shady Shark will get her? 
into the sea to get away from Shady Shark.
‘Oh no!’ cried the little clownfish children. ‘What if The little clownfish want to help! What will they
our friend Angie gets eaten?’ do to help? Oh! They will find Wendy Whale! The
clownfish are too small, but Wendy can help
‘We will help!’ said Papa Clownfish. 
Angie!
‘We can’t swim after her, or Shady Shark might
eat us too!’ said Mama Clownfish. 
So, the clownfish family put their heads together.
They worked together to make a plan. They knew
there was only one creature in the sea who
could defend Angie against Shady Shark: they
had to find Wendy Whale! 
Papa Clownfish swam quickly back to their coral Who did Papa Clownfish call? Oh! He called
home. He found his little fishy phone. Then, he Wendy Whale to come and help! I wonder if
called Wendy Whale. ‘Wendy, Wendy, please Wendy will be able to save Angie? 
help!’ said Papa Clownfish. ‘Shady Shark is after
Angie Angelfish. Our friend is in real trouble!’  
‘That bully can’t hurt me! I’m not scared!’ Wendy
said. ‘I’m coming!’ 
Wendy Whale swam to her little friend Angie How did Wendy Whale save Angie? Oh! She
Angelfish right away. With a flip of her tail, she scared Shady Shark and shouted at him! 
scared Shady Shark. Then, she put herself in
front of little Angie so that Angie could swim
away.    
‘You are a big mean bully!’ Wendy Whale
shouted. ‘Just because you are big and strong
doesn’t mean you have to threaten smaller
creatures!’ said Wendy. 
Later that day, Angie Angelfish found Wendy. Why did Angie make Wendy a crown? Oh! She
Angie handed her a special crown she had made made her a crown for being such a kind friend. 
for her. ‘You are the kindest friend!’ Angie said.  
Wendy Whale wore her friendship crown proudly
as she swam through the sea. 

50  English Home Language

 Tuesday

Follow up questions Possible responses

Who needs help? Angie Angelfish needs help.
Who does Papa Clownfish call for help? He calls Wendy Whale.
Why question Possible responses
Why did Papa Clownfish phone Wendy Whale? • Because he wants to help his friend Angie.
• Because the clownfish are too small to help –
they might get eaten!
• Because he knows Wendy Whale is a kind
friend.
• Because Papa Clownfish wants Wendy Whale
to help Angie Angelfish.

WEEK 3
• Because Wendy Whale is big and Shady
Shark can’t hurt her.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 3.

2 Explain Tuesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Tuesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

Grade 3 Term 1 Lesson Plan  51

Week 3 • Theme: What is friendship?

Wednesday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• promise
• threaten
• defend

Rhyme or song Actions

Love love love your friends Hug yourself and sway from side to side
Different as they seem Point at different friends
Playing, laughing, joking, helping Pretend to play, laugh, joke and help
True friends are like a dream! Hug a friend

CREATIVE STORYTELLING

1 Divide learners into their small groups.

2 Hand each group a copy of the creative
storytelling pictures.
3 Tell learners to think of a story that fits with
the pictures.
4 Give learners a minute or two to think about
their ideas.
5 Next every learner in the group must take a
turn to share their version of the story.
6 Remind learners that their story should be
creative, but also must fit with the pictures!
7 Remind learners to listen carefully to each
other’s stories.
8 Thank learners for sharing their stories.

52  English Home Language

 Wednesday

Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: oa

2 Say the word: boat
3 Segment the word into the individual sounds: /b/-/oa/-/t/
4 Say the first sound of the word: /b/
5 Say the second sound of the word: /oa/

WEEK 3
6 Say the last sound of the word: /t/
7 Write the word on the chalkboard: boat
8 Model pointing to and blending the sounds to make a word: /b/-/oa/-/t/ = boat

WE DO…

1 Say the sound: oa

2 Say the word: gloat
3 Ask learners: What is the first sound in the word? /g/
4 Ask learners: What is the second sound in the word? /l/
5 Ask learners: What is the third sound in the word? /oa/
6 Ask learners: What is the last sound in the word? /t/
7 Ask learners to segment the word into each individual sound: /g/-/l/-/oa/-/t/
8 Write the word on the chalkboard: gloat
9 Instruct learners to blend the sounds in the word with you: /g/-/l/-/oa/-/t/ = gloat

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: oa words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a boat
b goat
c gloat
d road
e toad
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

Grade 3 Term 1 Lesson Plan  53

Week 3 • Theme: What is friendship?

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: oa
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

oa
/g/o’a/t/
/b’o’a/t/
/r’o’a/d/
/t/o’a/d/
54  English Home Language
 Wednesday

T/he/ /b’o’a/t/ /i/s/ /i/n/ /t/he/ /r’o’a/d/

ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

WEEK 3
Sentence:__________________________________________________________________
_________________________________________________________________________

Writing: 30 minutes

Draft

TOPIC: What do you think it means to be a good friend? Write a set of instructions
that tells someone how to be a good friend to you.
TASK: Write a set of instructions.
WRITING FRAME:
1 First, to be my friend you must…
2 Second, you must …
3 Third, you must…
4 Fourth, you mustn’t…
5 Fifth, you mustn’t…
6 Finally, you mustn’t…

PREPARATION: Before the writing lesson, write the plan you made on Monday on the
chalkboard.

MODELLING THE DRAFTING PROCESS (I DO)

1 Remind learners of the plan that you made on Monday.

2 Read through your plan that is written on the chalkboard.
3 Next, read through the writing frame with learners.
4 Model how you will complete the writing frame using your own plan, like:
a First, to be my friend you must be a good listener.
b Second, you must always be nice to me.
c Third, you must share your toys with me (and I will share with you, too!).

Grade 3 Term 1 Lesson Plan  55

Week 3 • Theme: What is friendship?

d Fourth, you mustn’t be mean to me.

e Fifth, you mustn’t tease me.
f Finally, you mustn’t spill my secrets.

TEACH THE LSC (I DO)

1 Select an appropriate LSC to teach in context.

2 Explain the LSC form and function to learners. (this could change from language
to language)
3 When we write instructions, we can start with number words to let us know how many
instructions there are. These are words like: first, second, third, etc.
4 These words are called ordinals.
5 To show that we are at the end, for the last instruction we can use: finally; or lastly.

LEARNERS COMPLETE THE DRAFTING PROCESS (YOU DO)

1 Hand out learners’ exercise books.

2 Instruct learners to write the date and heading: Instructions: Draft
3 Tell learners to find their plan from Monday and think about their ideas.
4 Tell learners to complete the writing frame using their plans.
5 Tell learners that they can add more sentences or details if they have time.
6 Remind learners of the strategies they can use to help them.
7 As learners write, walk around the classroom and help learners who are struggling.

56  English Home Language

 Wednesday

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 3.

2 Explain Wednesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Wednesday Activity 2 to the whole class.

WEEK 3
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

Grade 3 Term 1 Lesson Plan  57

Week 3 • Theme: What is friendship?

Thursday
Phonemic Awareness and Phonics: 15 minutes

Letter swap

I DO…

1 Explain that today, we will practise looking for small differences in words. This helps us
to be better readers.
2 Write these two words on the chalkboard: rust, must
3 Model finding the difference for learners, like: rust, must
4 Explain the difference, like: the /r/ and /m/ sounds are different, but everything else in
the word is the same!

WE DO…

PART 1

1 Write these two words on the chalkboard: goat, boat

2 Ask learners: what is the difference between these two words?
3 Call on a learner to come and underline the difference between the two words, like:
goat, boat
4 Explain the difference between the two words.

PART 2

1 Next, write this word on the chalkboard: road

2 Ask learners: What is one sound you could swop in this word to make it into a
different word?
3 Write a list of learners’ ideas on the chalkboard, like: toad, load, roam, rod, read

YOU DO…

1 Write this word on the chalkboard: just

2 Instruct learners to make as many other words as they can, replacing only one sound in
the word.
3 At the end of the call on learners to come up to the chalkboard and write one of
their words.
4 Go through the words, and explain which sound has been swopped.
must, rust, crust, bust, jest

58  English Home Language

 Thursday

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Second Read

WEEK 3
READING STRATEGIES: SEARCH THE TEXT

Text Second Read (Think Aloud)

Wendy Whale to the rescue Who lives on the coral reef? Oh, a family of
clownfish live on the coral reef.
A little family of clownfish lived on a coral reef in
the deep blue sea. 
The little clownfish family were very happy living Why did the clownfish like living on the coral
in the sea. They found lots to eat on the coral reef? Oh, they had lots to eat, and lots of friends,
reef. They had lots of friends in their little coral and they felt safe.
community. They usually felt very safe.  
But one day, while the little clownfish family were Why were the little children feeling scared? Oh!
eating dinner, they heard someone screaming Because they heard someone screaming loudly,
loudly: ‘Help! Help! Help!’ and they don’t know what is happening! 
‘Oh no! Who is screaming like that?’ Papa
Clownfish asked. 
‘What is happening?’ cried the three little
children, feeling scared. 
‘I will go find out!’ Mama Clownfish said bravely. 
Mama Clownfish swam to the edge of the coral --
reef. The little children and Papa Clownfish swam
behind her, curious about what was happening.  
There, they saw Shady Shark chasing their friend,
Angie Angelfish. He was threatening to eat her!
Mama Clownfish called for Angie to come into Why did Angie swim deeper and deeper into the
the safety of the coral. But poor Angie was so sea? Oh! It is because she is so frightened. She
frightened that she swam deeper and deeper really wants to get away from Shady Shark! 
into the sea to get away from Shady Shark.
‘Oh no!’ cried the little clownfish children. ‘What if Why can’t the clownfish swim after Angie
our friend Angie gets eaten?’  themselves? Oh! It is because they are too small
– they might get eaten!  
‘We will help!’ said Papa Clownfish. 
‘We can’t swim after her, or Shady Shark might
eat us too!’ said Mama Clownfish. 

Grade 3 Term 1 Lesson Plan  59

Week 3 • Theme: What is friendship?

Text Second Read (Think Aloud)

So, the clownfish family put their heads together.

They worked together to make a plan. They knew
there was only one creature in the sea who
could defend Angie against Shady Shark: they
had to find Wendy Whale!
Papa Clownfish swam quickly back to their coral Why isn’t Wendy Whale scared? Oh! Because she
home. He found his little fishy phone. Then, he thinks that Shady Shark cannot hurt her. 
called Wendy Whale. ‘Wendy, Wendy, please
help!’ said Papa Clownfish. ‘Shady Shark is after
Angie Angelfish. Our friend is in real trouble!’ 
‘That bully can’t hurt me! I’m not scared!’ Wendy
said. ‘I’m coming!’ 
Wendy Whale swam to her little friend Angie Why did Wendy Whale shout at Shady Shark?
Angelfish right away. With a flip of her tail, she Oh! Because the shark is mean and threatens
scared Shady Shark. Then, she put herself in smaller creatures. Wendy doesn’t think he
front of little Angie so that Angie could swim should do this! 
away.    
‘You are a big mean bully!’ Wendy Whale
shouted. ‘Just because you are big and strong
doesn’t mean you have to threaten smaller
creatures!’ said Wendy. 
Later that day, Angie Angelfish found Wendy. Why did Wendy Whale feel proud? Oh! Because
Angie handed her a special crown she had made Angie made her a special friendship crown. 
for her. ‘You are the kindest friend!’ Angie said.  
Wendy Whale wore her friendship crown proudly
as she swam through the sea. 

Follow up questions Responses

Where is it safe? It is safe in the coral reef.
How does Wendy Whale help her friends? • She comes as soon as Papa Clownfish calls
her.
• She scares Shady Shark away with her tail.
• She swims in front of Angie so that Shady
Shark can’t get her.
• She shouts at Shady Shark and tells him not
to threaten the smaller fish.
Why question Possible response
Why were the clownfish scared? • They were scared when they heard someone
screaming.
• They were scared because they didn’t know
what was happening.
• They were scared that Angie might get eaten!
• They were scared of Shady Shark!
• They were scared to go after Angie
themselves, because they might get eaten.

60  English Home Language

 Thursday

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 3.

2 Explain Thursday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Thursday Activity 2 to the whole class.

WEEK 3
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

Grade 3 Term 1 Lesson Plan  61

Week 3 • Theme: What is friendship?

Friday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• trait
• adventurous
• generous

Rhyme or song Actions

Love love love your friends Hug yourself and sway from side to side
Different as they seem Point at different friends
Playing, laughing, joking, helping Pretend to play, laugh, joke and help
True friends are like a dream! Hug a friend

DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a The main character in this story is…
b She is a good friend when…
c I think this story shows the theme of friendship because…
2 Read the discussion frame to learners.
3 Put the learners into their small groups.
4 Tell learners that everyone must take a turn to answer each discussion question.
5 Call the class to attention.
6 Ask different learners or a specific group to share their answers.
7 If answers are incorrect, correct them.
8 Thank learners for their contributions.

62  English Home Language

 Friday

Phonemic Awareness and Phonics: 15 minutes

Word Find
Write the table on the chalkboard that includes previously learnt sounds as well as the
sounds taught on Tuesday and Wednesday. It also includes some prefixes.

st oa p

d r u

m t b

WEEK 3
MODEL

1 Remind learners of the sounds of the week: /st/ and /oa/

2 Review all of the sounds and blends on the chalkboard.
3 Give learners 3 minutes to make as many words as they can using the sounds and
blends above.
4 Show learners how to make a word using a target sound, like: /st/ – /o/ – /p/ = stop
5 Remind learners they can make a word using any of the sounds – they do not need to
use /st/ or /oa/
6 Show learners how to make another word, like: /m/ – /u/ – /d/ =mud

LEARNERS DO

1 Tell learners to open their exercise books and write the heading: st, oa
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words
(and others): stop, stamp, stud, rust, must, bust, road, boat, toad, roam, tub,
mud, pub etc.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Grade 3 Term 1 Lesson Plan  63

Week 3 • Theme: What is friendship?

Shared Reading: 15 minutes

Post-Read

COMPREHENSION STRATEGY: SUMMARISE

ACT OUT THE STORY

TEXT TEACHER SAYS LEARNERS DO

A little family of clownfish lived on a coral reef in Let’s swim in the sea Pretend to swim.
the deep blue sea. like fish!
The little clownfish family were very happy living The clownfish family Learners look happy
in the sea. They found lots to eat on the coral feels happy and safe. and safe.
reef. They had lots of friends in their little coral Let’s look happy and
community. They usually felt very safe. safe like the clownfish
family.
But one day, while the little clownfish family were Call one learner up to One learner: scream
eating dinner, they heard someone screaming the front of the room ‘help’
loudly: ‘Help! Help! Help!’ to scream ‘help’
All other learners:
“Oh no! Who is screaming like that?’ Papa Tell all the other
• Look scared
Clownfish asked. learners: Let’s all
• Say: ‘What is
pretend to be scared
‘What is happening?’ cried the three little happening?’
like the little clownfish.
children, feeling scared.
‘I will go find out!’ Mama Clownfish said bravely.
Mama Clownfish swam to the edge of the coral Let’s pretend to me Say: ‘Come this way
reef. The little children and Papa Clownfish swam Mama Clownfish. Let’s Angie!’
behind her, curious about what was happening. call Angie to come to
the coral!
There, they saw Shady Shark chasing their friend,
Angie Angelfish. He was threatening to eat her!
Mama Clownfish called for Angie to come into
the safety of the coral. But poor Angie was so
frightened that she swam deeper and deeper
into the sea to get away from Shady Shark.
‘Oh no!’ cried the little clownfish children. ‘What if Let’s pretend to be the • Put their head
our friend Angie gets eaten?’ clownfish family. Let’s together with their
try to think of a plan, neighbours.
‘We will help!’ said Papa Clownfish.
just like them! • Say: ‘How can
‘We can’t swim after her, or Shady Shark might we help Angie
eat us too!’ said Mama Clownfish. Angelfish?’
So, the clownfish family put their heads together. • Say: ‘Let’s find
They worked together to make a plan. They knew Wendy Whale!’
there was only one creature in the sea who
could defend Angie against Shady Shark: they
had to find Wendy Whale!

64  English Home Language

 Friday

TEXT TEACHER SAYS LEARNERS DO

Papa Clownfish swam quickly back to their coral Let’s pretend to be • Pretend to swim
home. He found his little fishy phone. Then, he Papa Clownfish. We home
called Wendy Whale. ‘Wendy, Wendy, please will swim home and • Pretend to call
help!’ said Papa Clownfish. ‘Shady Shark is after call Wendy Whale. Wendy Whale on
Angie Angelfish. Our friend is in real trouble!’ the phone.
‘That bully can’t hurt me! I’m not scared!’ Wendy • Say: ‘Wendy,
Wendy, please
said. ‘I’m coming!’
help!’
Wendy Whale swam to her little friend Angie Let’s pretend to be • Look big like Wendy
Angelfish right away. With a flip of her tail, she Wendy Whale! Whale

WEEK 3
scared Shady Shark. Then, she put herself in • Say: ‘You are a big
front of little Angie so that Angie could swim mean bully! Just
away. because you are
big and strong
‘You are a big mean bully!’ Wendy Whale
doesn’t mean you
shouted. ‘Just because you are big and strong
have to threaten
doesn’t mean you have to threaten smaller
smaller creatures!’
creatures!’ said Wendy.
Later that day, Angie Angelfish found Wendy. Let’s look proud like • Pretend to put on a
Angie handed her a special crown she had made Wendy! crown.
for her. ‘You are the kindest friend!’ Angie said. • Pretend to swim
with our crown on,
Wendy Whale wore her friendship crown proudly
looking proud.
as she swam through the sea.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 3.

2 Explain Friday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Friday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

Grade 3 Term 1 Lesson Plan  65

Week 3 • Theme: What is friendship?

End of week language learning review 15 minutes

1 Settle learners on the carpet at the end of the day.

2 Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3 Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4 Use the following prompting questions to guide the language part of your discussion:
a What was our language theme for the week?
b Which stories did we read together?
c What were your favourite new words of the week?
d What did you learn from the stories we read?
e What did we write about this week?
f How did your own writing improve this week?
g How did your own reading improve this week?
h What are you most proud of this week?
5 Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.
Please note: This process of self review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

66  English Home Language

Grade 3
TERM 1
Week

4
THEME:
What is friendship?
Week 4 • Theme: What is friendship?

Classroom Preparation
1 At the start of each week, ensure that your classroom is neat and tidy.
2 Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3 Then, prepare the flashcard words and theme word illustrations that you will need.
4 Add items for your theme wall and table that will be of interest to learners, for instance:
Magazine clippings of friends.
5 Do some research on the internet to prepare for the theme. For example: research the
International Day of Friendship
6 Make sure all learner exercise books and DBE Workbooks are marked, and neatly
packed where they belong.
7 Make sure all your big books, graded readers and classroom library books are in
good order.

Extension Activities
These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.
Activity 1: DBE Workbook 1: Page 4, Let’s write
Activity 2: DBE Workbook 1: Page 5, Let’s write
Activity 3: DBE Workbook 1: Page 6, Let’s read
Activity 4: Draw a picture of a time you helped a friend, like Wendy Whale.

68  English Home Language

 Monday

Monday
Oral Activities 15 minutes

RECAP THE THEME: ACCESSING PRIOR KNOWLEDGE

1 Show learners the picture of Mbuso and Precious laughing together in the Big Book
story: Mbuso’s sandcastle
2 Tell learners that we are continuing our theme: What is friendship?
3 Draw a circle with the name of the theme in the middle of the chalkboard.
4 Ask learners: What have you learned about this theme so far?
5 Write down learners’ ideas around the mind map. Group similar ideas together.
6 If learners struggle to respond, ask the following prompting questions:
a What did you learn about friendship from Wendy Whale?

WEEK 4
b What are some traits that good friends have?
c What are some things that friends mustn’t do?

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• sandcastle
• moat
• spade

Rhyme or song Actions

Love love love your friends Hug yourself and sway from side to side
Different as they seem Point at different friends
Playing, laughing, joking, helping Pretend to play, laugh, joke and help
True friends are like a dream! Hug a friend

Handwriting 15 minutes

1 Tell learners to open their exercise books and write the date and heading Singular to
Plural Words.
2 Next tell learners to write numbers 1–5 in the margin, skipping lines between numbers.
3 Call out the singular words as follows. Learners must write these words next to the
correct number.
Singular to Plural Words
a boat

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Week 4 • Theme: What is friendship?

b goat
c toad
d nest
e list
4 Next, instruct learners to rewrite the words as plurals, on the line below.
5 In the last five minutes of the lesson, correctly write the words on the chalkboard, saying
the sounds and describing the cursive writing process as you do this.
6 Then, ask learners to point out any patterns they can see, like: where the words change.
7 Underline these patterns, like:
Singular to Plural Words
a boat
boats
b goat
goats
c toad
toads
d nest
nests
e list
lists
8 Tell learners to think about these patterns when they are reading or writing.
9 Instruct learners to take a coloured pencil and correct their own work.

ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Pre-Read

COMPREHENSION STRATEGY: PREDICT

1 Settle learners on the carpet or so that they can see the Big Book.
2 Open the Big Book to the story: Mbuso’s sandcastle
3 Do a picture walk of every page, asking learners what they think is happening.

70  English Home Language

 Monday

4 Help learners to connect the pictures, so that they have a good sense of what the
story is about.
5 Introduce new vocabulary at relevant parts of the story.
6 Read the story through once, without stopping.

Writing: 30 minutes

Edit

TOPIC: What do you think it means to be a good friend? Write a set of instructions
that tell someone how to be a good friend to you.
TASK: Write a set of instructions
PREPARATION:

WEEK 4
• Write the editing checklist on the chalkboard before the start of the writing lesson.
• Write your draft on the chalkboard before the lesson. Include one or two mistakes.
EDITING CHECKLIST:
1 Did I use the present tense?
2 Did I start each instruction with an ordinal (number word)?
3 Do I have 6 instructions?
4 Did I spell all words correctly?
5 Does every sentence start with a capital letter?
6 Does every sentence end with a full stop or exclamation mark?

MODEL THE EDITING PROCESS (I DO)

1 Read the editing checklist aloud to learners.

2 Next, read your draft aloud to learners.
3 Go through the checklist, and point out whether your draft is correct, or whether you
need to make corrections or improvements.
4 Model the correction process for learners.

LEARNERS COMPLETE THE EDITING PROCESS (YOU DO)

1 Hand out exercise books.

2 Tell learners to find their draft of the writing task.
3 Next, tell learners to go through the editing checklist and make any corrections or
improvements that are required.
4 As learners work, walk around the room and hold mini-conferences – ensure you work
with a different group of learners for every writing task.
5 Look for any common errors in learners’ writing.

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Week 4 • Theme: What is friendship?

6 Call learners to attention and write the commonly made errors on the chalkboard.
7 Show learners how to correct these errors.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 4.

2 Explain Monday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Monday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

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 Tuesday

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: dr

2 Say the word: drop
3 Segment the word into the individual sounds: /dr/-/o/-/p/
4 Say the first sound of the word: /dr/
5 Say the second sound of the word: /o/
6 Say the last sound of the word: /p/
7 Write the word on the chalkboard: drop

WEEK 4
8 Model pointing to and blending the sounds to make a word: /dr/-/o/-/p/ = drop

WE DO…

1 Say the sound: dr

2 Say the word: drum
3 Ask learners: What is the first sound in the word? /dr/
4 Ask learners: What is the second sound in the word? /u/
5 Ask learners: What is the last sound in the word? /m/
6 Ask learners to segment the word into each individual sound: /dr/-/u/-/m/
7 Write the word on the chalkboard: drum
8 Instruct learners to blend the sounds in the word with you: /dr/-/u/-/m/ = drum

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: dr words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a drop
b drip
c drum
d drag
e dress
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

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Week 4 • Theme: What is friendship?

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: dr
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

dr
/d/r’o’p/
/d/r’i/p/
/d/r’a/g/

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 Tuesday

/d/r3/s/s/
/d/r’u/m/
D/o’ /n/o’t/ /d/r’a/g/ /t/he/ /d/r3/s/s/!
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________

WEEK 4
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 Minutes

First Read

COMPREHENSION STRATEGIES: I WONDER / MAKE INFERENCES

Text First Read (Think Aloud)

Mbuso’s sandcastle I wonder if Mbuso has been to the beach

before?
Ever since Mbuso’s mother told him they were
going to the beach for the summer holiday, all
he could think about was building sandcastles.
Mbuso thought about building fancy
sandcastles. Mbuso thought about building
sandcastles with moats around them, filled with
seawater.
Mbuso and his mother went shopping to get all I can infer that Mbuso wants to purchase a
the things they would need for the beach. While bucket and spade to help him make sandcastles
they were waiting in line to pay, Mbuso saw a at the beach!
bucket and spade. ‘Mommy, please can I get it?’
he begged, ‘Please! Please!’

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Week 4 • Theme: What is friendship?

Text First Read (Think Aloud)

The next day, Mbuso and his mother woke up I wonder if this is Mbuso’s first time to see the
early and walked to the taxi rank. They rode for sea?
hours and hours, until Mbuso saw the sea in the
distance!
When they finally reached the beach, Mbuso Mbuso seems like an expert. I can infer that this
began digging. He packed the sand inside his is not the first sandcastle he has built, because
new bucket. Then, he used his bucket to make he knows just what to do!
towers for his sandcastle. He used sticks to
make flags on top of the towers. He used little
white shells to make windows. He dug a moat
around the outside of the castle. Then, he filled
it with seawater.
Mbuso stood back to look at his good work. Oh no! I wonder how Mbuso feels when his
He turned around to call his mom. ‘Mommy!’ sandcastle is destroyed?
he yelled, ‘Come and look!’ Mbuso turned back
around just in time to see a girl kick her blue ball
into his sandcastle. The whole sandcastle fell to
the ground.
The girl turned around and ran away. Mbuso was I wonder why the little girl knocked Mbuso’s
left with a big pile of sand. sandcastle down?
‘Hey!’ he shouted, ‘You ruined my castle!’ But the
girl did not turn around. She just ran down the
beach.
Mbuso ran to his mother. ‘That girl knocked Oh! I infer that Mbuso’s mother wants to help
down my whole sandcastle!’ Mbuso said. him build a sandcastle to replace the one that
was knocked down!
‘Well let’s build another one,’ his mother said.
Mbuso and his mother began to dig in the
sand. They used the bucket to make towers.
They made even more towers than Mbuso’s
first sandcastle. They used sticks to make flags.
The flags were even bigger than Mbuso’s first
sandcastle. They found big white shells to make
windows. Then, they dug a moat around the
outside of the castle. The moat was even deeper
than before. They used the bucket to fill the
moat with seawater. Then, they built a bridge
across the moat.
Mbuso and his mother stepped back to look at I can infer that the girl with the blue ball didn’t
their work. mean to knock down Mbuso’s first castle,
because she came back with a gift to say sorry!
‘Wow, that sandcastle is even better than your
first one!’ a girl’s voice said.
Mbuso turned around. The girl with the blue ball
was standing behind him.
Then she handed Mbuso a perfect purple
starfish. ‘I brought this for you. To say sorry…’ she
said.

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 Tuesday

Text First Read (Think Aloud)

Mbuso put the starfish on top of the sandcastle. I wonder if Mbuso will teach her how to build a
‘There,’ he said, ‘now it is the best sandcastle castle, or if he is still feeling upset?
ever!’
The girl smiled and nodded. ‘I’m Precious,’ she
introduced herself. ‘Will you show me how to
build one?’ she asked, putting her ball down on
the sand.
‘First we must fill up the bucket with sand!’ I can infer that making a new friend is even
Mbuso said. Mbuso and Precious began to more fun than building sandcastles, because
dig. Precious took a big scoop of sand with the Mbuso forgets about building a sandcastle!
spade and out crawled a tiny crab! Precious was
frightened, but Mbuso thought it was hilarious!
Soon, Precious also began to laugh. Within
minutes the new friends were rolling in the
sand laughing. They forgot all about building a

WEEK 4
sandcastle as they ran to clean off in the waves.
‘What did you enjoy most about today?’ Mbuso’s I wonder if Mbuso feels surprised that his
mother asked later that night. favourite part of the beach was making a new
friend, and not building sandcastles?
‘Well, the sandcastles were cool. But the best
part was making friends with Precious,’ Mbuso
said, smiling. ‘I can’t wait to see her on the beach
tomorrow!’

Follow up questions Possible responses

Who knocked down Mbuso’s castle? Precious.
How can we infer that Precious felt sorry? Because she brought Mbuso a starfish.
Why question Possible responses
Why did Mbuso’s mother help him build a • Because his first sandcastle was knocked
sandcastle? down.
• Because he was upset after his sandcastle
was knocked down.
• Because she wanted to help him feel better.
• Because two people can make an even better
sandcastle than one person working alone.

Grade 3 Term 1 Lesson Plan  77

Week 4 • Theme: What is friendship?

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 4.

2 Explain Tuesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Tuesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

78  English Home Language

 Wednesday

Wednesday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• shy
• outgoing
• accident

Rhyme or song Actions

WEEK 4
Love love love your friends Hug yourself and sway from side to side
Different as they seem Point at different friends
Playing, laughing, joking, helping Pretend to play, laugh, joke and help
True friends are like a dream! Hug a friend

CREATIVE STORYTELLING

1 Divide learners into their small groups.

2 Hand each group a copy of the creative
storytelling pictures.
3 Remind learners that last week, they made up
their own stories around the pictures.
4 This week, learners must work as a group to
decide on a group story.
5 Remind learners that their story should be
creative, but also must fit with the pictures!
6 Call the class to attention.
7 Ask 1–2 different groups to share their
group stories.
8 Thank learners for sharing their stories.

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Week 4 • Theme: What is friendship?

Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: ee

2 Say the word: seem
3 Segment the word into the individual sounds: /s/-/ee/-/m/
4 Say the first sound of the word: /s/
5 Say the second sound of the word: /ee/
6 Say the last sound of the word: /m/
7 Write the word on the chalkboard: seem
8 Model pointing to and blending the sounds to make a word: /s/-/ee/-/m/ = seem

WE DO…

1 Say the sound: ee

2 Say the word: trees
3 Ask learners: What is the first sound in the word? /tr/
4 Ask learners: What is the second sound in the word? /ee/
5 Ask learners: What is the last sound in the word? /s/
6 Ask learners to segment the word into each individual sound: /tr/-/ee/-/s/
7 Write the word on the chalkboard: trees
8 Instruct learners to blend the sounds in the word with you: /tr/-/ee/-/s/ = trees

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: ee words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a seem
b tree
c feel
d green
e bleed
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.
7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

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ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: ee
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.

WEEK 4
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

ee
/see/m/
/t/r3e/
/fee/l/
/g/r3e/n/

Grade 3 Term 1 Lesson Plan  81

Week 4 • Theme: What is friendship?

/b’lee/d/
I/ /fee/l/ /t/he/ /g/r3e/n/ /t/r3e/.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Writing: 30 minutes

Publish and present

TOPIC: What do you think it means to be a good friend? Write a set of instructions
that tell someone how to be a good friend to you.
TASK: Write a set of instructions.
WRITING FRAME:
1 First, to be my friend you must…
2 Second, you must …
3 Third, you must…
4 Fourth, you mustn’t…
5 Fifth, you mustn’t…
6 Finally, you mustn’t…

PREPARATION: Before the writing lesson, write the edited draft you made on
Monday on the chalkboard.

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 Wednesday

MODELLING THE PUBLISHING PROCESS (I DO)

1 Remind learners that on Monday you used the editing checklist to edit your drafts.
2 Next, tell learners that today we will publish and present our final piece of writing.
3 Show learners how you rewrite your own piece of writing, with a title and date.

LEARNERS COMPLETE THE PUBLISHING PROCESS (YOU DO)

1 Hand out learners’ exercise books.

2 Instruct learners to write the date and heading: Instructions: How to be a good friend
to …(your name)
3 Tell learners to neatly rewrite their final piece of writing, with no mistakes.
4 If learners have time, they can draw a quick illustration.
5 As learners write, walk around the classroom and help learners who are struggling.

WEEK 4
LEARNERS PRESENT THEIR WRITING

1 In the last five minutes of the lesson, tell learners to put down their pens and pencils.
2 Tell learners to Turn and Talk and read their writing to a partner.
3 Once learners have done this, call on one or two learners to read their writing to
the class.
4 Display learners’ writing at eye-level to allow them to read each other’s writing.

Grade 3 Term 1 Lesson Plan  83

Week 4 • Theme: What is friendship?

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 4.

2 Explain Wednesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Wednesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

84  English Home Language

 Thursday

Thursday
Phonemic Awareness and Phonics: 15 minutes

Letter swap

I DO…

1 Explain that today, we will practise looking for small differences in words. This helps us
to be better readers.
2 Write these two words on the chalkboard: drip, drop
3 Model finding the difference for learners, like: drip, drop
4 Explain the difference, like: the /i/ and /o/ sounds are different, but everything else in
the word is the same!

WEEK 4
WE DO…

PART 1

1 Write these two words on the chalkboard: feel, peel

2 Ask learners: what is the difference between these two words?
3 Call on a learner to come and underline the difference between the two words, like:
feel, peel
4 Explain the difference between the two words.

PART 2

1 Next, write this word on the chalkboard: green

2 Ask learners: What is one sound you could swop in this word to make it into a
different word?
3 Write a list of learners’ ideas on the chalkboard, like: seen, queen, teen, been, greek,
greed, grain, gran

YOU DO…

1 Write this word on the chalkboard: drag

2 Instruct learners to make as many other words as they can, replacing only one sound in
the word.
3 At the end of the call on learners to come up to the chalkboard and write one of
their words.
4 Go through the words, and explain which sound has been swopped.
drab, drug, wag, rag, sag, mag

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Week 4 • Theme: What is friendship?

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Second Read

READING STRATEGIES: I WONDER / MAKE INFERENCES

Text Second Read (Think Aloud)

Mbuso’s sandcastle I can infer that Mbuso has been to the beach
before, because he knows all about building
Ever since Mbuso’s mother told him they were
sandcastles.
going to the beach for the summer holiday, all
he could think about was building sandcastles.
Mbuso thought about building fancy
sandcastles. Mbuso thought about building
sandcastles with moats around them, filled with
seawater.
Mbuso and his mother went shopping to get all I remember that Mbuso uses the bucket to
the things they would need for the beach. While make perfect towers. I infer he is thinking about
they were waiting in line to pay, Mbuso saw a how to make beautiful sandcastles when he asks
bucket and spade. ‘Mommy, please can I get it?’ for the bucket!
he begged, ‘Please! Please!’
The next day, Mbuso and his mother woke up --
early and walked to the taxi rank. They rode for
hours and hours, until Mbuso saw the sea in the
distance!
When they finally reached the beach, Mbuso I infer that Mbuso cares about making a detailed,
began digging. He packed the sand inside his and beautiful castle – he adds so many extra
new bucket. Then, he used his bucket to make details!
towers for his sandcastle. He used sticks to
make flags on top of the towers. He used little
white shells to make windows. He dug a moat
around the outside of the castle. Then, he filled
it with seawater.
Mbuso stood back to look at his good work. I can infer that Mbuso feels proud of his
He turned around to call his mom. ‘Mommy!’ sandcastle, because he wants to show his
he yelled, ‘Come and look!’ Mbuso turned back mother. He must be feeling so upset that it gets
around just in time to see a girl kick her blue ball knocked down before she can see it!
into his sandcastle. The whole sandcastle fell to
the ground.

86  English Home Language

 Thursday

Text Second Read (Think Aloud)

The girl turned around and ran away. Mbuso was I remember that later in the story, Precious
left with a big pile of sand. apologises! But, at this part of the story, it
seems like she meant to knock the castle down,
‘Hey!’ he shouted, ‘You ruined my castle!’ But the
because she runs away without saying anything!
girl did not turn around. She just ran down the
beach.
Mbuso ran to his mother. ‘That girl knocked I can infer that when two people work together,
down my whole sandcastle!’ Mbuso said. they can make an even more detailed and
beautiful sandcastle than one person working
‘Well let’s build another one,’ his mother said.
alone!
Mbuso and his mother began to dig in the
sand. They used the bucket to make towers.
They made even more towers than Mbuso’s
first sandcastle. They used sticks to make flags.
The flags were even bigger than Mbuso’s first
sandcastle. They found big white shells to make
windows. Then, they dug a moat around the

WEEK 4
outside of the castle. The moat was even deeper
than before. They used the bucket to fill the
moat with seawater. Then, they built a bridge
across the moat.
Mbuso and his mother stepped back to look at I infer that Precious must feel bad about ruining
their work. Mbuso’s first castle, because she finds him a
special gift to apologise!
‘Wow, that sandcastle is even better than your
first one!’ a girl’s voice said.
Mbuso turned around. The girl with the blue ball
was standing behind him.
Then she handed Mbuso a perfect purple
starfish. ‘I brought this for you. To say sorry…’ she
said.
Mbuso put the starfish on top of the sandcastle. I infer that Mbuso forgives Precious, because
‘There,’ he said, ‘now it is the best sandcastle he accepts her gift and even adds it onto his
ever!’ beautiful castle!
The girl smiled and nodded. ‘I’m Precious,’ she
introduced herself. ‘Will you show me how to
build one?’ she asked, putting her ball down on
the sand.
‘First we must fill up the bucket with sand!’ Mbuso forgot all about his sandcastle. He must
Mbuso said. Mbuso and Precious began to be having so much fun with his new friend that
dig. Precious took a big scoop of sand with the sandcastles don’t seem as important or exciting
spade and out crawled a tiny crab! Precious was anymore.
frightened, but Mbuso thought it was hilarious!
Soon, Precious also began to laugh. Within
minutes the new friends were rolling in the
sand laughing. They forgot all about building a
sandcastle as they ran to clean off in the waves.

Grade 3 Term 1 Lesson Plan  87

Week 4 • Theme: What is friendship?

Text Second Read (Think Aloud)

‘What did you enjoy most about today?’ Mbuso’s I infer that making a new friend must have been
mother asked later that night. very special for Mbuso – he was so excited about
sandcastles, but in the end, it was a new friend
‘Well, the sandcastles were cool. But the best
that he enjoyed the most!
part was making friends with Precious,’ Mbuso
said, smiling. ‘I can’t wait to see her on the beach
tomorrow!’

Follow up questions Responses

What did Mbuso want to do at the beach? He wanted to build sandcastles.
What did Mbuso enjoy most about the beach? He enjoyed making friends with Precious.
Why question Possible response
Why do you think Mbuso’s favourite thing about • Because it is fun to make a new friend.
the beach was making friends with Precious? • Because he had more fun building a
sandcastle with her than he did building one
alone or with his mother.
• Because he had fun laughing with Precious.
• Because it was more fun to play with
Precious than to build sandcastles.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 4.

2 Explain Thursday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Thursday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

88  English Home Language

 Friday

Friday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• thoughtful
• patient
• apologise

Rhyme or song Actions

WEEK 4
Love love love your friends Hug yourself and sway from side to side
Different as they seem Point at different friends
Playing, laughing, joking, helping Pretend to play, laugh, joke and help
True friends are like a dream! Hug a friend

DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a In this story…
b My favourite part of the story was when…
c I think this story shows the theme of friendship because…
2 Read the discussion frame to learners.
3 Put the learners into their small groups.
4 Tell learners that everyone must take a turn to answer each discussion question.
5 Call the class to attention.
6 Ask different learners or a specific group to share their answers.
7 If answers are incorrect, correct them.
8 Thank learners for their contributions.

Grade 3 Term 1 Lesson Plan  89

Week 4 • Theme: What is friendship?

Phonemic Awareness and Phonics: 15 minutes

Word Find
Write the table on the chalkboard that includes previously learnt sounds as well as the
sounds taught on Tuesday and Wednesday.

dr ee a

g o p

r t s

m u n

MODEL

1 Remind learners of the sounds of the week: /dr/ and /ee/

2 Review all of the sounds and blends on the chalkboard.
3 Give learners 3 minutes to make as many words as they can using the sounds and
blends above.
4 Show learners how to make a word using a target sound, like: /m/ – /ee/ – /t/ = meet
5 Remind learners they can make a word using any of the sounds – they do not need to
use /dr/ or /ee/
6 Show learners how to make another word, like: /n/ – /a/ – /p/ = nap

LEARNERS DO

1 Tell learners to open their exercise books and write the heading: dr, ee
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words (and
others): drag, drop, drum, meet, see, seem, teen, green, tree, nap, pan, spot, stop,
map, pat etc

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

90  English Home Language

 Friday

Shared Reading: 15 minutes

Post-Read

COMPREHENSION STRATEGY: SUMMARISE / I WONDER

ORAL RECOUNT FROM THE STORY

1 Explain that learners will talk about something they like in the story: Mbuso’s sandcastle
2 They will also talk about something that they still wonder about the story.
3 Use modelling to show learners how to give a 1–2 sentence recount of something they
like and something you wonder about the story, like: I liked when Mbuso adds so
many special details to his castle – like the flags and the shell windows. I wonder where
Mbuso got the idea to add those details?
4 Hold up the pictures from the Big Book. Instruct learners to look at the pictures and
think about what happened.

WEEK 4
5 Instruct learners to think about what they like and what they wonder about the story.
6 Ask 2–3 learners to share their ideas with the class. Help the learners form complete
sentences.
7 Explain and correct any common problems to learners.
8 Instruct learners to turn and talk and share their own recount with a partner. (They
should not memorise what the teacher has said. This should be learners own ideas!)

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 4.

2 Explain Friday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Friday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

Grade 3 Term 1 Lesson Plan  91

Week 4 • Theme: What is friendship?

End of week language learning review 15 minutes

1 Settle learners on the carpet at the end of the day.

2 Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3 Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4 Use the following prompting questions to guide the language part of your discussion:
a What was our language theme for the week?
b Which stories did we read together?
c What were your favourite new words of the week?
d What did you learn from the stories we read?
e What did we write about this week?
f How did your own writing improve this week?
g How did your own reading improve this week?
h What are you most proud of this week?
5 Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.
Please note: This process of self review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

92  English Home Language

Grade 3
TERM 1
Week

5
THEME:
Determination
Week 5 • Theme: Determination

Classroom Preparation
1 At the start of each week, ensure that your classroom is neat and tidy.
2 Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3 Then, prepare the flashcard words and theme word illustrations that you will need.
4 Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: people who have famously showed determination, like: Nelson Mandela,
Malala Yousafzai, Caster Semenya. Write a short description explaining how each of
these people showed determination.
5 Do some research on the internet to prepare for the theme. For example: Strategies
for success!
6 Make sure all learner exercise books and DBE Workbooks are marked, and neatly
packed where they belong.
7 Make sure all your big books, graded readers and classroom library books are in
good order.
8 Adjust your group guided reading groups if necessary.
9 Plan your informal and formal assessment activities for the week.

Extension Activities
These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.
Activity 1: DBE Workbook 1: Page 7, Let’s write
Activity 2: DBE Workbook 1: Page 8, Let’s do
Activity 3: DBE Workbook 1: Page 8, Let’s read
Activity 4: Draw a picture of yourself trying something new.

94  English Home Language

 Monday

Monday
Oral Activities 15 minutes

INTRODUCE THE THEME: ACCESSING PRIOR KNOWLEDGE

1 Show learners the picture of Zodwa receiving a ribbon in the Big Book story:
Zodwa’s new shoes
2 Tell learners that we are starting a new theme called: Determination
3 Draw a circle with the name of the theme in the middle of the chalkboard.
4 Ask learners: What do you already know about this theme?
5 Write down learners’ ideas around the mind map. Group similar ideas together.
6 If learners struggle to respond, ask the following prompting questions:
a What is determination?
b What are some things people might be determined to do?
c Who is someone who is determined? (This can be someone you know, or a
famous person)

WEEK 5
THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• determined
• determination
• achieve

Rhyme or song Actions

I know I can, I know I can Use thumbs to point and yourself

Be what I want to be Show thumbs up
If I work hard at it, Show your muscles
I’ll be where I want to be! Point up to the sky

Handwriting 15 minutes

1 Tell learners to open their exercise books and write the date and heading Singular to
Plural Sentences.
2 Next tell learners to write numbers 1–5 in the margin, skipping lines between numbers.
3 Call out the singular sentences as follows. Learners must write these sentences next to
the correct number:
Singular to Plural Sentences

Grade 3 Term 1 Lesson Plan  95

Week 5 • Theme: Determination

a The boy drops the drum.

b The dog runs to the tree.
c The cat jumps on the boat.
d  The man feeds the goat.
e The goat kicks the teen.
4 Next, instruct learners to rewrite the sentences as plurals, on the line below.
5 In the last five minutes of the lesson, correctly write the sentences on the chalkboard,
saying the sounds and describing the cursive writing process as you do this.
6 Then, ask learners to point out any patterns they can see, like: where words change.
7 Underline these patterns, like:
Singular to Plural Sentences
a The boy drops the drum.
The boys drop the drum.
b The dog runs to the tree.
The dogs run to the tree.
c The cat jumps on the boat.
The cats jump on the boat.
d The man feeds the goat.
The men feed the goat.
e The goat kicks the teen.
The goats kick the teen.
8 Tell learners to think about these patterns when they are reading or writing.
9 Instruct learners to take a coloured pencil and correct their own work.

ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Pre-Read

COMPREHENSION STRATEGY: PREDICT

1 Settle learners on the carpet or so that they can see the Big Book.
2 Open the Big Book to the story: Zodwa’s new shoes
3 Do a picture walk of every page, asking learners what they think is happening.

96  English Home Language

 Monday

4 Help learners to connect the pictures, so that they have a good sense of what the
story is about.
5 Introduce new vocabulary at relevant parts of the story.
6 Read the story through once, without stopping.

Writing: 30 minutes

Plan and Draft

TOPIC: Write about a time you were determined to achieve a goal!

TASK: Write a paragraph of at least 8 sentences.
PLANNING STRATEGY: Write a list

INTRODUCE THE WRITING TOPIC

1 Show learners that you think before you write.

WEEK 5
2 Orally, explain your ideas for your paragraph, like:
Once I was determined to go to India for a vacation. I needed to save money. I saved and
saved. I was careful not to spend money on things I don’t really need for a whole year. I
didn’t buy sweets or new clothes. At the end of the year, I finally had enough money to buy
a plane ticket!

MODELLING THE PLANNING STRATEGY (I DO)

1 Have the planning frame written on one side of the chalkboard.

2 Show learners how you make a list by answering the questions.
3 Complete the plan on the other side of the chalkboard.

Planning Questions Plan

1 What were you determined to do? a Buy a plane ticket.
2 Why were you determined? b Because I really wanted to visit.
3 How did you show determination? c I saved and saved. I didn’t buy things I
4 What made you decide not to give up? don’t need. I was careful.
5 How did you feel when you finally d Thinking about the plane ticket, thinking
achieved this task? about my vacation
6 Why is determination important? e I felt so happy when I could finally
7 What did you learn from the experience? purchase my ticket.
f Helps you achieve big things.
g I learned I can do anything if I work hard!

Grade 3 Term 1 Lesson Plan  97

Week 5 • Theme: Determination

LEARNERS USE THE PLANNING STRATEGY (YOU DO)

1 Tell learners to close their eyes and think of a time they were determined to
achieve a goal.
2 Next, tell learners to turn and talk with a partner, to share their stories.
3 Show learners the planning frame on the chalkboard, and tell them to use this frame to
plan their writing, just like you did.
4 Hand out exercise books.
5 Tell learners they must write their own ideas – they must not to copy your plan.
6 As learners work, walk around the room and hold mini-conferences.

98  English Home Language

 Monday

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 5.

2 Explain Monday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Monday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

WEEK 5

Grade 3 Term 1 Lesson Plan  99

Week 5 • Theme: Determination

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: gr

2 Say the word: green
3 Segment the word into the individual sounds: /gr/-/ee/-/n/
4 Say the first sound of the word: /gr/
5 Say the second sound of the word: /ee/
6 Say the last sound of the word: /n/
7 Write the word on the chalkboard: green
8 Model pointing to and blending the sounds to make a word: /gr/-/ee/-/n/ = green

WE DO…

1 Say the sound: gr

2 Say the word: groan
3 Ask learners: What is the first sound in the word? /gr/
4 Ask learners: What is the second sound in the word? /oa/
5 Ask learners: What is the last sound in the word? /n/
6 Ask learners to segment the word into each individual sound: /gr/-/oa/-/n/
7 Write the word on the chalkboard: groan
8 Instruct learners to blend the sounds in the word with you: /gr/-/oa/-/n/ = groan

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: gr words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a grab
b green
c groan
d grin
e grub
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

100  English Home Language

 Tuesday

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: gr
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.

WEEK 5
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

gr
/g/r’a/b’
/g/r3e/n/
/g/r’o’a/n/

Grade 3 Term 1 Lesson Plan  101

Week 5 • Theme: Determination

/g/r’i/n/
/g/r’u/b’
T/he/ /g/r3e/n/ /t/r3e/ /g/r’o’a/n/s/.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 Minutes

First Read

COMPREHENSION STRATEGIES: VISUALISE

Text First Read (Think Aloud)

Zodwa loved to run. She practised running --

every day. She loved the way the wind felt on
her face. She loved the sound her feet made on
the ground. She loved that she was always the
fastest runner. 
But Zodwa didn’t love when she ran over stones
and cut her feet. She didn’t love the way the hot
ground made her feet burn. And she especially
didn’t love the way the other children laughed at
her bare feet.
But, Zodwa’s family didn’t have money to buy her I can visualise Zodwa running in the hot sun
shoes. ‘No matter what, shoes or no shoes, I will with her bare feet. I can visualise how hot her
run every day!’ Zodwa decided.  feet must feel as she runs!

102  English Home Language

 Tuesday

Text First Read (Think Aloud)

One Saturday, Zodwa went early to the athletics --

field. The big race was coming up, and she
wanted to practise extra hard. She ran around
the track. She ran around again. She ran around
the track ten times, trying to go faster and faster
each time. When she stopped to take a water
break, she noticed an older woman watching her
run. ‘Come here,’ the woman called her, smiling.
Zodwa ran over to her. ‘I see you are a very good
runner!’ the woman said to Zodwa. ‘And, you are
a hard worker! But where are your shoes? Your
feet must hurt!’  
Zodwa looked down. Her cheeks felt hot. ‘I don’t
have money for shoes,’ she said quietly. 
‘Well, I own the shoe store in town,’ the woman I can visualise the shop owner watching Zodwa
said. ‘Come visit my shop. I will give you a free at the track. I can visualise her thinking that
pair of shoes!’ Zodwa is such a hard-working and determined
runner.
Zodwa ran home to tell her mother the good
news. Then, she and her mother walked to the
shoe store. Zodwa found a pair of new green

WEEK 5
shoes.  
‘Oh, thank you Ma’am!’ Zodwa said gratefully. 
‘I hope these will help you to be the best runner
at school!’ the nice woman replied. ‘Oh! And I will
be there to see you run the big race!’
Zodwa felt so nervous for the shoe shop owner --
to watch her.
‘What if I lose and she makes me give the shoes
back!’ Zodwa worried. 
‘What if she wishes she never gave me shoes!’
Zodwa worried.  
‘I don’t want to disappoint her!’ Zodwa thought. ‘I
want to win so I can give her my ribbon!’  
So Zodwa practised day and night. She ran and
ran until her legs ached.
‘I will win!’ she thought. ‘I must not give up.’
Zodwa had never worked so hard in her whole
life!
-- I can visualise Zodwa waking up early and
getting to the field while the sun is rising. I can
visualise her getting tired and sweaty, but she
keeps practising.
The day of the big race finally came. Zodwa was --
shaking as she walked to the starting line. But as
soon as she began to run, she forgot all of her
worries. All she could think about was the ribbon

Grade 3 Term 1 Lesson Plan  103

Week 5 • Theme: Determination

Text First Read (Think Aloud)

at the finish line. She ran like the wind; faster

than she had ever run! 
When she got to the finish line, she saw that she
was far ahead of any of the other runners. 
‘I won! I won!’ she shouted joyfully. She looked
around and saw the shoe shop owner waving
and cheering. Zodwa beamed.
As soon as she got her winning ribbon, she ran I can visualise Zodwa getting to the finish line
over to the nice shoe shop owner. ‘The ribbon is and looking around. I can visualise her seeing
for you!’ Zodwa said. ‘I couldn’t have won without that she has won, and jumping up and down!
your help!’  
The kind woman took the ribbon. ‘But, I think
you would have won with or without shoes,’ she
said.

Follow up questions Possible responses

Who gave Zodwa new shoes? The shoe shop owner gave Zodwa new shoes.
What colour shoes does Zodwa get? She gets green shoes.
Why question Possible responses
Why did the shoe shop owner give shoes to • Because Zodwa’s family didn’t have enough
Zodwa? money to buy her shoes.
• Because the shoe shop owner saw how hard-
working Zodwa was.
• Because Zodwa was a fast runner.
• Because the shoe shop owner wanted to
help Zodwa when she saw her running with
bare feet.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 5.

2 Explain Tuesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Tuesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

104  English Home Language

 Wednesday

Wednesday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• talent
• donate
• attitude

Rhyme or song Actions

I know I can, I know I can Use thumbs to point and yourself

Be what I want to be Show thumbs up
If I work hard at it, Show your muscles
I’ll be where I want to be! Point up to the sky

WEEK 5
CREATIVE STORYTELLING

1 Divide learners into their small groups.

2 Hand each group a copy of the creative
storytelling pictures.
3 Tell learners to think of a story that fits with
the pictures.
4 Give learners a minute or two to think about
their ideas.
5 Next every learner in the group must take a
turn to share their version of the story.
6 Remind learners that their story should be
creative, but also must fit with the pictures!
7 Remind learners to listen carefully to each
other’s stories.
8 Thank learners for sharing their stories.

Grade 3 Term 1 Lesson Plan  105

Week 5 • Theme: Determination

Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: oo

2 Say the word: moon
3 Segment the word into the individual sounds: /m/-/oo/-/n/
4 Say the first sound of the word: /m/
5 Say the second sound of the word: /oo/
6 Say the last sound of the word: /n/
7 Write the word on the chalkboard: moon
8 Model pointing to and blending the sounds to make a word: /m/-/oo/-/n/ = moon

WE DO…

1 Say the sound: oo

2 Say the word: spoon
3 Ask learners: What is the first single sound in the word? /s/
4 Ask learners: What is the second single sound in the word? /p/
5 Ask learners: What is the third single sound in the word? /oo/
6 Ask learners: What is the last single sound in the word? /n/
7 Ask learners to segment the word into each individual sound: /s/-/p/-/oo/-/n/
8 Write the word on the chalkboard: spoon
9 Instruct learners to blend the sounds in the word with you: /sp/-/oo/-/n/ = spoon

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: oo words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a moon
b spoon
c doom
d gloom
e room
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

106  English Home Language

 Wednesday

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: oo
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.

WEEK 5
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

oo
/m/o’o’n/
/s/p/o’o’n/
/d/o’o’m/

Grade 3 Term 1 Lesson Plan  107

Week 5 • Theme: Determination

/g/l/o’o’m/
/r’o’o’m/
I/ /fee/l/ /d/o’o’m/ /a/n/d/ /g/l/o’o’m/
/i/n/ /t/he/ /r’o’o’m.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Writing: 30 minutes

Draft

TOPIC: Write about a time you were determined to achieve a goal!

TASK: Write a paragraph of at least 8 sentences.
WRITING FRAME:
1 Once I felt determined to…
2 I achieved this goal by…
3 It was difficult, but I…
4 In the end…

PREPARATION: Before the writing lesson, write the plan you made on Monday on the
chalkboard.

108  English Home Language

 Wednesday

MODELLING THE DRAFTING PROCESS (I DO)

1 Remind learners of the plan that you made on Monday.

2 Read through your plan that is written on the chalkboard.
3 Next, read through the writing frame with learners.
4 Model how you will complete the writing frame using your own plan, like:

Once I felt determined to save up money for a plane ticket to India. I achieved this goal by
saving up money for a whole year. I saved and saved, and didn’t buy things like new clothes or
sweets. It was difficult, but I really wanted to visit India, so I worked hard to be disciplined.
In the end I felt proud of myself for working so hard. I learned that working hard helps you
achieve big things!

LEARNERS COMPLETE THE DRAFTING PROCESS (YOU DO)

1 Hand out learners’ exercise books.

2 Instruct learners to write the date and heading: A time I felt determined: Draft
3 Tell learners to find their plan from Monday and think about their ideas.
4 Tell learners to complete the writing frame using their plans.
5 Tell learners that they can add more sentences or details if they have time.

WEEK 5
6 Remind learners of the strategies they can use to help them.
7 As learners write, walk around the classroom and help learners who are struggling.

Grade 3 Term 1 Lesson Plan  109

Week 5 • Theme: Determination

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 5.

2 Explain Wednesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Wednesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

110  English Home Language

 Thursday

Thursday
Phonemic Awareness and Phonics: 15 minutes

Letter swap

I DO…

1 Explain that today, we will practise looking for small differences in words. This helps us
to be better readers.
2 Write these two words on the chalkboard: doom, room
3 Model finding the difference for learners, like: doom, room
4 Explain the difference, like: the /d/ and /r/ sounds are different, but everything else in
the word is the same!

WE DO…

PART 1

WEEK 5
1 Write these two words on the chalkboard: grab, grub
2 Ask learners: what is the difference between these two words?
3 Call on a learner to come and underline the difference between the two words, like:
grab, grub
4 Explain the difference between the two words.

PART 2

1 Next, write this word on the chalkboard: grin

2 Ask learners: What is one sound you could swop in this word to make it into a
different word?
3 Write a list of learners’ ideas on the chalkboard, like: grip, grit, grid, gran, grain, green,
sin, win, pin, spin

YOU DO…

1 Write this word on the chalkboard: moon

2 Instruct learners to make as many other words as they can, replacing only one sound in
the word.
3 At the end of the call on learners to come up to the chalkboard and write one of
their words.
4 Go through the words, and explain which sound has been swopped.
spoon, soon, noon, toon, loon, mood, main, mean, man, men

Grade 3 Term 1 Lesson Plan  111

Week 5 • Theme: Determination

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Second Read

READING STRATEGIES: VISUALISE

Text Second Read (Think Aloud)

Zodwa loved to run. She practised running --

every day. She loved the way the wind felt on
her face. She loved the sound her feet made on
the ground. She loved that she was always the
fastest runner. 
But Zodwa didn’t love when she ran over stones
and cut her feet. She didn’t love the way the hot
ground made her feet burn. And she especially
didn’t love the way the other children laughed at
her bare feet.
But, Zodwa’s family didn’t have money to buy her I can visualise how determined Zodwa must
shoes. ‘No matter what, shoes or no shoes, I will feel. Even though her feet hurt, she still wants to
run every day!’ Zodwa decided.  be a good runner. 
One Saturday, Zodwa went early to the athletics --
field. The big race was coming up, and she
wanted to practise extra hard. She ran around
the track. She ran around again. She ran around
the track ten times, trying to go faster and faster
each time. When she stopped to take a water
break, she noticed an older woman watching her
run. ‘Come here,’ the woman called her, smiling.
Zodwa ran over to her. ‘I see you are a very good
runner!’ the woman said to Zodwa. ‘And, you are
a hard worker! But where are your shoes? Your
feet must hurt!’  
Zodwa looked down. Her cheeks felt hot. ‘I don’t
have money for shoes,’ she said quietly. 

112  English Home Language

 Thursday

Text Second Read (Think Aloud)

‘Well, I own the shoe store in town,’ the woman I can visualise Zodwa looking down at her
said. ‘Come visit my shop. I will give you a free shoes. I can visualise how happy she must feel
pair of shoes!’  that she finally has shoes to run in. I think she
must be feeling very lucky. 
Zodwa ran home to tell her mother the good
news. Then, she and her mother walked to the
shoe store. Zodwa found a pair of new green
shoes.  
‘Oh, thank you Ma’am!’ Zodwa said gratefully. 
‘I hope these will help you to be the best runner
at school!’ the nice woman replied. ‘Oh! And I will
be there to see you run the big race!’
Zodwa felt so nervous for the shoe shop owner --
to watch her.
‘What if I lose and she makes me give the shoes
back!’ Zodwa worried. 
‘What if she wishes she never gave me shoes!’
Zodwa worried.  
‘I don’t want to disappoint her!’ Zodwa thought. ‘I

WEEK 5
want to win so I can give her my ribbon!’  
So Zodwa practised day and night. She ran and
ran until her legs ached.
‘I will win!’ she thought. ‘I must not give up.’
Zodwa had never worked so hard in her whole
life! 
-- I can visualise the way Zodwa feels tired as
she runs and runs. But, I visualise her thinking
about the shoe shop owner. She is thinking that
she wants to impress her! I can visualise the
way she keeps running, even when she is tired. 
The day of the big race finally came. Zodwa was --
shaking as she walked to the starting line. But as
soon as she began to run, she forgot all of her
worries. All she could think about was the ribbon
at the finish line. She ran like the wind; faster
than she had ever run!  
When she got to the finish line, she saw that she
was far ahead of any of the other runners. 
‘I won! I won!’ she shouted joyfully. She looked
around and saw the shoe shop owner waving
and cheering. Zodwa beamed. 

Grade 3 Term 1 Lesson Plan  113

Week 5 • Theme: Determination

Text Second Read (Think Aloud)

As soon as she got her winning ribbon, she ran I can visualise Zodwa walking up to begin the
over to the nice shoe shop owner. ‘The ribbon is race, feeling so nervous because she really
for you!’ Zodwa said. ‘I couldn’t have won without wants to win! I can visualise her running to the
your help!’   shoe shop owner after the race. I can visualise
how proud she feels when she gives the ribbon
The kind woman took the ribbon. ‘But, I think
to her!
you would have won with or without shoes,’ she
said. 

Follow up questions Responses

When did Zodwa practise running? She practised running day and night.
What did Zodwa get when she won? She got a ribbon.
Why question Possible response
Why did Zodwa want to win the race? • Because she loved to run.
• Because she wanted to impress the shoe
shop owner, who gave her new shoes.
• Because she was worried about what the
shoe shop owner might think if she didn’t
win.
• She was worried that the shoe shop owner
might want to take the shoes back or might
wish she hadn’t given Zodwa the shoes.
• Because she wanted to win the ribbon to give
it to the shoes shop owner (to say thank you).

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 5.

2 Explain Thursday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Thursday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

114  English Home Language

 Friday

Friday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• goal
• decision
• decide

Rhyme or song Actions

I know I can, I know I can Use thumbs to point and yourself

Be what I want to be Show thumbs up
If I work hard at it, Show your muscles
I’ll be where I want to be! Point up to the sky

WEEK 5
DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a In this story…
b My favourite character in the story was…because…
c I think Zodwa is a determined person because…
2 Read the discussion frame to learners.
3 Put the learners into their small groups.
4 Tell learners that everyone must take a turn to answer each discussion question.
5 Call the class to attention.
6 Ask different learners or a specific group to share their answers.
7 If answers are incorrect, correct them.
8 Thank learners for their contributions.

Grade 3 Term 1 Lesson Plan  115

Week 5 • Theme: Determination

Phonemic Awareness and Phonics: 15 minutes

Word Find
Write the table on the chalkboard that includes previously learnt sounds as well as the
sounds taught on Tuesday and Wednesday.

gr oo e

a b m

n r u

i s p

MODEL

1 Remind learners of the sounds of the week: /gr/ and /oo/

2 Review all of the sounds and blends on the chalkboard.
3 Give learners 3 minutes to make as many words as they can using the sounds and
blends above.
4 Show learners how to make a word using a target sound, like: /gr/ – /a/ – /b/ = grab
5 Remind learners they can make a word using any of the sounds – they do not need to
use /gr/ or /oo/
6 Show learners how to make another word, like: /m/ – /a/ – /p/ = map

LEARNERS DO

1 Tell learners to open their exercise books and write the heading: gr, oo
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words (and
others): grab, grin, grub, green, moon, room, boom, spoon, noon, men, man, map,
nap, pin, sin etc

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

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 Friday

Shared Reading: 15 minutes

Post-Read

COMPREHENSION STRATEGY: SUMMARISE, VISUALISE

WRITTEN COMPREHENSION

1 Before the lesson begins, write the following heading, questions and sentence starters on
the board.
2 Read through the questions with learners, and explain them if necessary.
3 Tell learners to turn and talk and discuss these questions with a partner.
4 Then, learners must open their exercise books, write the date and heading, and write
the answers to the questions.
5 In the last five minutes of the lesson, go through the answers with learners, and allow
them to correct their own work.

ZODWA’S NEW SHOES

1 Why did Zodwa go to the athletics field on Saturday?

Zodwa went to the athletics field on Saturday because...

WEEK 5
2 What did the old woman give to Zodwa?
She gave Zodwa…
3 What colour shoes did Zodwa receive?
Zodwa received…
4 Visualise Zodwa right before her race. What is happening?
I visualise…

ZODWA’S NEW SHOES – ANSWERS

1 Why did Zodwa go to the athletics field on Saturday?

Zodwa went to the athletics field on Saturday because the big race was coming up / she
wanted to practice running / she wanted to get ready for the big race.
2 What did the old woman give to Zodwa?
She gave Zodwa a new pair of shoes for free.
3 What colour shoes did Zodwa receive?
Zodwa received green shoes
4 Visualise Zodwa right before her race. What is happening?
I visualise Zodwa shaking and looking very nervous! (Or any similar /
appropriate answer)

Grade 3 Term 1 Lesson Plan  117

Week 5 • Theme: Determination

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 5.

2 Explain Friday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Friday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

End of week language learning review 15 minutes

1 Settle learners on the carpet at the end of the day.

2 Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3 Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4 Use the following prompting questions to guide the language part of your discussion:
a What was our language theme for the week?
b Which stories did we read together?
c What were your favourite new words of the week?
d What did you learn from the stories we read?
e What did we write about this week?
f How did your own writing improve this week?
g How did your own reading improve this week?
h What are you most proud of this week?
5 Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.
Please note: This process of self review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

118  English Home Language

Grade 3
TERM 1
Week

6
THEME:
Determination
Week 6 • Theme: Determination

Classroom Preparation
1 At the start of each week, ensure that your classroom is neat and tidy.
2 Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3 Then, prepare the flashcard words and theme word illustrations that you will need.
4 Add items for your theme wall and table that will be of interest to learners, for instance:
real photographs of Musa Motha.
5 Do some research on the internet to prepare for the theme. For example: other
differently abled athletes who have worked hard to achieve great things.
6 Make sure all learner exercise books and DBE Workbooks are marked, and neatly
packed where they belong.
7 Make sure all your big books, graded readers and classroom library books are in
good order.

Extension Activities

These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.
Activity 1: DBE Workbook 1: Page 9, Let’s write
Activity 2: DBE Workbook 1: Page 10, Let’s read
Activity 3: DBE Workbook 1: Page 11, Let’s write
Activity 4: Draw a picture of how you feel when you are working hard.

120  English Home Language

 Monday

Monday
Oral Activities 15 minutes

RECAP THE THEME: ACCESSING PRIOR KNOWLEDGE

1 Show learners the picture of Musa Motha dancing in the Big Book story: Musa Motha:
A gravity-defying dancer
2 Tell learners that we are continuing our theme: Determination
3 Draw a circle with the name of the theme in the middle of the chalkboard.
4 Ask learners: What have you learned about this theme so far?
5 Write down learners’ ideas around the mind map. Group similar ideas together.
6 If learners struggle to respond, ask the following prompting questions:
a What does determination mean?
b What are some things that show someone is determined?
c Why is determination important?

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• injury

WEEK 6
• amputate
• disease

Rhyme or song Actions

I know I can, I know I can Use thumbs to point and yourself

Be what I want to be Show thumbs up
If I work hard at it, Show your muscles
I’ll be where I want to be! Point up to the sky

Handwriting 15 minutes

1 Tell learners to open their exercise books and write the date.
2 Next tell learners to number from 1–5 in the margin.
3 Write the following sentence on the chalkboard next to number 1: I look at my spoon.
4 Next, write the following pronouns (subject morphemes) next to numbers 2–5:
a They
b We
c She

Grade 3 Term 1 Lesson Plan  121

Week 6 • Theme: Determination

d He
5 Tell learners to rewrite sentence starting with the word provided.
6 In the last five minutes, correctly write the sentences on the chalkboard, saying the
sounds and describing the cursive writing process as you do this.
7 Then, ask learners to point out any patterns they can see, like: where the
sentence changes.
8 Underline any patterns, like:
a I look at my spoon.
b They look at their spoon.
c We look at our spoon.
d She looks at her spoon.
e He looks at his spoon.
9 Instruct learners to take a coloured pencil and correct their own work.

ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Pre-Read

COMPREHENSION STRATEGY: PREDICT

1 Settle learners on the carpet or so that they can see the Big Book.
2 Open the Big Book to the story: Musa Motha: A gravity-defying dancer
3 Do a picture walk of every page, asking learners what they think is happening.
4 Help learners to connect the pictures, so that they have a good sense of what the
story is about.
5 Introduce new vocabulary at relevant parts of the story.
6 Read the story through once, without stopping.

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 Monday

Writing: 30 minutes

Edit

TOPIC: Write about a time you were determined to achieve a goal!

TASK: Write a paragraph of at least 8 sentences.
PREPARATION:
1 Write the editing checklist on the chalkboard before the start of the writing lesson.
2 Write your draft on the chalkboard before the lesson. Include one or two mistakes.

EDITING CHECKLIST:
1 Did I use the past tense?
2 Did I use first person (‘I’ and ‘we’) ?
3 Are my events in the order of when they happened?
4 Do I have at least 8 complete sentences?
5 Did I spell all words correctly?
6 Does every sentence start with a capital letter?
7 Does every sentence end with proper punctuation?

MODEL THE EDITING PROCESS (I DO)

1 Read the editing checklist aloud to learners.

WEEK 6
2 Next, read your draft aloud to learners.
3 Go through the checklist, and point out whether your draft is correct, or whether you
need to make corrections or improvements.
4 Model the correction process for learners.

LEARNERS COMPLETE THE EDITING PROCESS (YOU DO)

1 Hand out exercise books.

2 Tell learners to find their draft of the writing task.
3 Next, tell learners to go through the editing checklist and make any corrections or
improvements that are required.
4 As learners work, walk around the room and hold mini-conferences – ensure you work
with a different group of learners for every writing task.
5 Look for any common errors in learners’ writing.
6 Call learners to attention and write the commonly made errors on the chalkboard.
7 Show learners how to correct these errors.

Grade 3 Term 1 Lesson Plan  123

Week 6 • Theme: Determination

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 6.

2 Explain Monday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Monday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

124  English Home Language

 Tuesday

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: sh

2 Say the word: sheep
3 Segment the word into the individual sounds: /sh/-/ee/-/p/
4 Say the first sound of the word: /sh/
5 Say the second sound of the word: /ee/
6 Say the last sound of the word: /p/
7 Write the word on the chalkboard: sheep
8 Model pointing to and blending the sounds to make a word: /sh/-/ee/-/p/ = sheep

WE DO…

1 Say the sound: sh

2 Say the word: wish
3 Ask learners: What is the first sound in the word? /w/
4 Ask learners: What is the second sound in the word? /i/

WEEK 6
5 Ask learners: What is the last sound in the word? /sh/
6 Ask learners to segment the word into each individual sound: /w/-/i/-/sh/
7 Write the word on the chalkboard: wish
8 Instruct learners to blend the sounds in the word with you: /w/-/i/-/s/-/h/ = wish

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: sh words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a sheep
b ship
c shop
d wish
e dash
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

Grade 3 Term 1 Lesson Plan  125

Week 6 • Theme: Determination

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: sh
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

sh
/s/hee/p/
/s/h/i/p/
/s/h/o’p/

126  English Home Language

 Tuesday

/w’i/s/h/
/d/a/s/h/
T/he/ /s/hee/p/ /w’i/l/l/ /d/a/s/h/ /t/o’
/t/he/ /s/h/o’p.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

WEEK 6
Shared Reading: 15 Minutes

First Read

COMPREHENSION STRATEGIES: I WONDER / MAKE EVALUATIONS

Text First Read (Think Aloud)

This is the story of Musa Motha, an incredible --

South African dancer.
When Musa was very young, he didn’t imagine His parents realized that there must be a
he would become a dancer. His dream was to problem with Musa’s knee. I wonder what the
become a star soccer player. He loved to run problem could be?
down the field, dribbling and kicking the soccer
ball.
But one day, when Musa was 9 years old,
someone kicked his knee in a soccer match.
Every night, for weeks after the injury, his knee
would swell up. His parents realised that this
wasn’t a normal knee injury, and decided to take
him to the hospital.

Grade 3 Term 1 Lesson Plan  127

Week 6 • Theme: Determination

Text First Read (Think Aloud)

For six months, no one could figure out what Musa is very young to have cancer. I make the
was wrong with Musa’s knee. He travelled from evaluation that this must have very scary for
hospital to hospital. He met with doctor after little Musa!
doctor. They ran test after test, but they couldn’t
figure out what was causing Musa’s knee to
swell.
Finally, one of Musa’s many doctors decided
to do a small surgery called a biopsy. When
the result came back, it showed that Musa had
Osteosarcoma – a type of cancer that affects
the bones. Musa made the difficult decision to
have his leg amputated to stop the cancer from
spreading.
Musa’s amputation meant that he was cancer- I see a problem: Musa can no longer play soccer.
free. However, it also meant that his dreams of I think this must have made young Musa very
becoming a soccer star were dashed. He could sad. I wonder what Musa will do?
no longer run down the field, or dribble and kick
the ball. But, Musa decided to focus on all the
things that his differently-abled body could do.
An organisation called ‘Reach for a Dream’, Musa could no longer play soccer, but I make
which helps children who are suffering from the evaluation that he was determined to find
life-threatening diseases, bought Musa a sound something else he loved! He found dancing
system. Musa fell in love with music. Through instead!
his love for music, Musa realised that there were
other ways he could move his body. He began to
practice dance.
In 2017, Musa auditioned for the Vuyani Dance I make the evaluation that Musa must
Company. He was accepted because of his have worked very hard to be accepted into a
superb dancing abilities, and because of the professional dance company. It must have taken
unique style he could bring to the stage. a lot of determination!
At Musa’s training for the Vuyani Dance All the other dancers have two legs, which makes
Company, he was the only differently-abled balancing much easier. I think Musa probably
dancer. However, Musa accepted every had to work harder than anyone else. I make the
challenge. He realised that being a dancer with evaluation that he is very determined to become
one leg meant working to defy gravity, through an amazing dancer.
strength and balance. Throughout his training,
he worked on building a positive relationship
with gravity.
After his training, Musa became one of the lead I see that Musa’s is determined to become
dancers at the Vuyani Dance Company. However, better and better, even after getting accepted
Musa still has to work hard every day. into the dance company. He is determined to
become the best dancer he can be.
It is not always easy for choreographers to
design dance routines to fit Musa’s style of
dancing. Musa has to help figure out how to
adapt dances designed for able-bodied dancers
to fit him.
When Musa performs on big stages, most Life must not always be easy for Musa, because
people in the audience have never seen a people can sometimes think mean things about
professional dancer on crutches. People walk people with different abilities.

128  English Home Language

 Tuesday

Text First Read (Think Aloud)

away amazed and inspired by the beauty and

grace of his dancing.
Musa inspires his audiences to think about
people with different abilities. His achievements
on stage help to expand people’s minds and
break down prejudices about what is possible!
He shows people that differently-abled bodies
are strong and beautiful.
Through his dancing, Musa Motha wants to show I make the evaluation that Musa works hard
that nothing is impossible. Sometimes, Musa every day to be an excellent dancer.
works so hard that his whole body aches. But,
he still finds the strength to get up and keep
dancing.

Follow up questions Possible responses

How old was Musa Motha when he got cancer? He was nine-years-old.
What did Musa decide to do instead of play He decided to become a dancer.
soccer?
Why question Possible responses
Why did Musa Motha become a dancer? • Because he could no longer be a soccer
player.
• Because he fell in love with music.
• Because music helped him realise that there
were other ways he could move his body.

WEEK 6
• Because he wanted to focus on all the things
his body could do.
• Because he practiced and practiced until
he was accepted into the Vuyani Dance
Company.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 6.

2 Explain Tuesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Tuesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

Grade 3 Term 1 Lesson Plan  129

Week 6 • Theme: Determination

Wednesday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• gravity
• defy
• adapt

Rhyme or song Actions

I know I can, I know I can Use thumbs to point and yourself

Be what I want to be Show thumbs up
If I work hard at it, Show your muscles
I’ll be where I want to be! Point up to the sky

CREATIVE STORYTELLING

1 Divide learners into their small groups.

2 Hand each group a copy of the creative
storytelling pictures.
3 Remind learners that last week, they made up
their own stories around the pictures.
4 This week, learners must work as a group to
decide on a group story.
5 Remind learners that their story should be
creative, but also must fit with the pictures!
6 Call the class to attention.
7 Ask 1–2 different groups to share their
group stories.
8 Thank learners for sharing their stories.

130  English Home Language

 Wednesday

Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: th

2 Say the word: thick
3 Segment the word into the individual sounds: /th/-/i/-/ck/
4 Say the first sound of the word: /th/
5 Say the second sound of the word: /i/
6 Say the last sound of the word: /ck/
7 Write the word on the chalkboard: thick
8 Model pointing to and blending the sounds to make a word: /th/-/i/-/ck/ = thick

WE DO…

1 Say the sound: th

2 Say the word: moth
3 Ask learners: What is the first sound in the word? /m/
4 Ask learners: What is the second sound in the word? /o/
5 Ask learners: What is the last sound in the word? /th/
6 Ask learners to segment the word into each individual sound: /m/-/o/-/th/
7 Write the word on the chalkboard: moth

WEEK 6
8 Instruct learners to blend the sounds in the word with you: /m/-/o/-/th/ = moth

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: th words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a thick
b thin
c think
d moth
e with
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.
7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

Grade 3 Term 1 Lesson Plan  131

Week 6 • Theme: Determination

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: th
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

th
/t/h/i/c/k/
/t/h/i/n/
/t/h/i/n/k/
/m/o’t/h/

132  English Home Language

 Wednesday

/w’i/t/h/
I/ /w’i/l/l/ /s/i/t/ /a/n/d/ /t/h/i/n/k/ /w’i/t/h/
/t/he/ /m/o’t/h.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Writing: 30 minutes

Publish and present

WEEK 6
TOPIC: Write about a time you were determined to achieve a goal!
TASK: Write a paragraph of at least 8 sentences.
WRITING FRAME:
1 Once I felt determined to…
2 I achieved this goal by…
3 It was difficult, but I…
4 In the end…

PREPARATION: Before the writing lesson, write the edited draft you made on
Monday on the chalkboard.

MODELLING THE PUBLISHING PROCESS (I DO)

1 Remind learners that on Monday you used the editing checklist to edit your drafts.
2 Next, tell learners that today we will publish and present our final piece of writing.
3 Show learners how you rewrite your own piece of writing, with a title and date.

Grade 3 Term 1 Lesson Plan  133

Week 6 • Theme: Determination

LEARNERS COMPLETE THE PUBLISHING PROCESS (YOU DO)

1 Hand out learners’ exercise books.

2 Instruct learners to write the date and heading: A time I was determined to…
3 Tell learners to neatly rewrite their final piece of writing, with no mistakes.
4 If learners have time, they can draw a quick illustration.
5 As learners write, walk around the classroom and help learners who are struggling.

LEARNERS PRESENT THEIR WRITING

1 In the last five minutes of the lesson, tell learners to put down their pens and pencils.
2 Tell learners to Turn and Talk and read their writing to a partner.
3 Once learners have done this, call on one or two learners to read their writing to
the class.
4 Display learners’ writing at eye-level to allow them to read each other’s writing.

134  English Home Language

 Wednesday

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 6.

2 Explain Wednesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Wednesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

WEEK 6

Grade 3 Term 1 Lesson Plan  135

Week 6 • Theme: Determination

Thursday
Phonemic Awareness and Phonics: 15 minutes

Letter swap

I DO…

1 Explain that today, we will practise looking for small differences in words. This helps us
to be better readers.
2 Write these two words on the chalkboard: ship, shop
3 Model finding the difference for learners, like: ship, shop
4 Explain the difference, like: the /i/ and /o/ sounds are different, but everything else in
the word is the same!

WE DO…

PART 1

1 Write these two words on the chalkboard: think, thing

2 Ask learners: what is the difference between these two words?
3 Call on a learner to come and underline the difference between the two words, like:
think, thing
4 Explain the difference between the two words.

PART 2

1 Next, write this word on the chalkboard: shop

2 Ask learners: What is one sound you could swop in this word to make it into a
different word?
3 Write a list of learners’ ideas on the chalkboard, like: shot, shock, ship, sheep,
hop, chop, mop

YOU DO…

1 Write this word on the chalkboard: thick

2 Instruct learners to make as many other words as they can, replacing only one sound in
the word.
3 At the end of the call on learners to come up to the chalkboard and write one of
their words.
4 Go through the words, and explain which sound has been swopped.
thin, think, thing, sick, kick, lick, pick

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ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Second Read

READING STRATEGIES: I WONDER / MAKE EVALUATIONS

Text Second Read (Think Aloud)

This is the story of Musa Motha, an incredible I remember that Musa is a very determined
South African dancer. person, who had to work hard to become a
dancer.
When Musa was very young, he didn’t imagine --
he would become a dancer. His dream was to
become a star soccer player. He loved to run
down the field, dribbling and kicking the soccer
ball.
But one day, when Musa was 9 years old,
someone kicked his knee in a soccer match.
Every night, for weeks after the injury, his knee

WEEK 6
would swell up. His parents realised that this
wasn’t a normal knee injury, and decided to take
him to the hospital.
For six months, no one could figure out what I think it must have been very difficult for Musa
was wrong with Musa’s knee. He travelled from to have his leg amputated, especially because
hospital to hospital. He met with doctor after Musa loved soccer so much.
doctor. They ran test after test, but they couldn’t
figure out what was causing Musa’s knee to
swell.
Finally, one of Musa’s many doctors decided
to do a small surgery called a biopsy. When
the result came back, it showed that Musa had
Osteosarcoma – a type of cancer that affects
the bones. Musa made the difficult decision to
have his leg amputated to stop the cancer from
spreading.
Musa’s amputation meant that he was cancer- Musa must have been disappointed. But I see
free. However, it also meant that his dreams of that he tried to focus on what he could do. I
becoming a soccer star were dashed. He could think that shows that he is a determined person,
no longer run down the field, or dribble and kick because he didn’t let something terrible get in
the ball. But, Musa decided to focus on all the the way of his success.
things that his differently-abled body could do.

Grade 3 Term 1 Lesson Plan  137

Week 6 • Theme: Determination

Text Second Read (Think Aloud)

An organisation called ‘Reach for a Dream’, Musa was determined to open-minded. He

which helps children who are suffering from didn’t get stuck feeling sad about not being able
life-threatening diseases, bought Musa a sound to play soccer. Instead, he was determined to
system. Musa fell in love with music. Through find something else he loved to do.
his love for music, Musa realised that there were
other ways he could move his body. He began to
practice dance.
In 2017, Musa auditioned for the Vuyani Dance I remember that Musa was the only differently-
Company. He was accepted because of his abled dancer in the Vuyani dance company. I
superb dancing abilities, and because of the think he must have worked incredibly hard to
unique style he could bring to the stage. be accepted. I wonder if the people running the
auditions might have been skeptical when they
saw him, because they might not have been
used to seeing a dancer with only one leg?
At Musa’s training for the Vuyani Dance --
Company, he was the only differently-abled
dancer. However, Musa accepted every
challenge. He realised that being a dancer with
one leg meant working to defy gravity, through
strength and balance. Throughout his training,
he worked on building a positive relationship
with gravity.
After his training, Musa became one of the lead Musa is such a hard worker – he doesn’t let
dancers at the Vuyani Dance Company. However, anything stop him. When the dances don’t fit
Musa still has to work hard every day. him, he helps change the dances. This shows
that he is determined – because he doesn’t
It is not always easy for choreographers to
easily let obstacles get in his way!
design dance routines to fit Musa’s style of
dancing. Musa has to help figure out how to
adapt dances designed for able-bodied dancers
to fit him.
When Musa performs on big stages, most I make the evaluation that Musa is determined
people in the audience have never seen a because he doesn’t let prejudiced beliefs about
professional dancer on crutches. People walk differently abled bodies stop him from pursuing
away amazed and inspired by the beauty and his dreams.
grace of his dancing.
Musa inspires his audiences to think about
people with different abilities. His achievements
on stage help to expand people’s minds and
break down prejudices about what is possible!
He shows people that differently-abled bodies
are strong and beautiful.
Through his dancing, Musa Motha wants to show This is really what it means to be determined –
that nothing is impossible. Sometimes, Musa that even when things are difficult we keep trying
works so hard that his whole body aches. But, and trying. I make the evaluation that Musa is a
he still finds the strength to get up and keep good example of determination.
dancing.

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Follow up questions Responses

Do you feel inspired my Musa Motha? Explain. I feel inspired my Musa Motha because…
How is Musa different from other dancers? He is different from other dancers because he
only has one leg.
Why question Possible responses
Why can we say that Musa Motha is a • Because he found something his body could
determined person? do after his leg was amputated.
• Because he must have been disappointed
that he couldn’t be a soccer player, but he
decided to find something he could do!
• Because he focused on the things his body
could do.
• Because he worked hard to become a
dancer.
• Because dancing is more difficult for
someone with one leg, and Musa must work
extra hard. But he tries everything!
• Because Musa is a lead dancer. He must
work very hard to have become one of the
best dancers.
• Because people can sometimes think unkind
things about differently abled people, but
Musa does not let those beliefs stop him
from being a great dancer.
• Because Musa works to adapt dances so they
can fit his style of dancing.

WEEK 6
Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 6.

2 Explain Thursday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Thursday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

Grade 3 Term 1 Lesson Plan  139

Week 6 • Theme: Determination

Friday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• crutches
• inspire
• prejudices

Rhyme or song Actions

I know I can, I know I can Use thumbs to point and yourself

Be what I want to be Show thumbs up
If I work hard at it, Show your muscles
I’ll be where I want to be! Point up to the sky

DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a In this story…
b I make the evaluation that Musa Motha is a … person because…
c I think this story shows the theme of determination because…
2 Read the discussion frame to learners.
3 Put the learners into their small groups.
4 Tell learners that everyone must take a turn to answer each discussion question.
5 Call the class to attention.
6 Ask different learners or a specific group to share their answers.
7 If answers are incorrect, correct them.
8 Thank learners for their contributions.

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 Friday

Phonemic Awareness and Phonics: 15 minutes

Word Find
Write the table on the chalkboard that includes previously learnt sounds as well as the
sounds taught on Tuesday and Wednesday.

sh th i

p o n

ck w k

m ee g

MODEL

1 Remind learners of the sounds of the week: /sh/ and /th/

2 Review all of the sounds and blends on the chalkboard.
3 Give learners 3 minutes to make as many words as they can using the sounds and
blends above.
4 Show learners how to make a word using a target sound, like: /sh/ – /i/ – /p/ = ship
5 Remind learners they can make a word using any of the sounds – they do not need to
use /sh/ or /th/

WEEK 6
6 Show learners how to make another word, like: /p/ – /i/ – /ck/ = pick

LEARNERS DO

1 Tell learners to open their exercise books and write the heading: sh, th
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words (and
others): shop, ship, sheep, shin, wish, thin, think, thing, thick, moth, with, pick,
mock, king, pink etc

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

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Week 6 • Theme: Determination

Shared Reading: 15 minutes

Post-Read

COMPREHENSION STRATEGY: SUMMARISE, MAKE EVALUATIONS

WRITTEN SUMMARY OF THE STORY

1 Explain that today we will think about the most important parts of the text.
2 We will also think about what we are supposed to learn from the text.
3 Write the summary frame on the chalkboard.
4 Instruct learners to use the frame to answer the question:
a This text is about…(2–3 sentences)
b I liked…
c I think this text was written to teach me…
5 Explain that learners will not be able to say everything about the text – they will need to
choose the most important parts.
6 Model your own example for learners. Say: This text is about how Musa Motha became
a dancer. I liked seeing Musa Motha dance on his crutches. I think this text was written
to teach me that anything is possible with hard work.
7 Give learners time to think about the most important parts of the text.
8 Tell learners to turn and talk with a partner to share their ideas. / Tell learners to write
their own summaries using the frame.
9 Call the class back together.
10 Ask 1–2 learners to share their summaries with the class.
11 Come up with a class summary, like: This text is about how Musa Motha became a
dancer with just one leg. We liked when Musa got a sound system, and began to dance.
We think this text was written to teach us about someone who was determined, and
achieved their dreams!

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 6.

2 Explain Friday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Friday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

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 Friday

End of week language learning review 15 minutes

1 Settle learners on the carpet at the end of the day.

2 Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3 Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4 Use the following prompting questions to guide the language part of your discussion:
a What was our language theme for the week?
b Which stories did we read together?
c What were your favourite new words of the week?
d What did you learn from the stories we read?
e What did we write about this week?
f How did your own writing improve this week?
g How did your own reading improve this week?
h What are you most proud of this week?
5 Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.
Please note: This process of self review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

WEEK 6

Grade 3 Term 1 Lesson Plan  143

Grade 3
TERM 1
Week

7
THEME:
Me and my siblings
Week 7 • Theme: Me and my siblings

Classroom Preparation
1 At the start of each week, ensure that your classroom is neat and tidy.
2 Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3 Then, prepare the flashcard words and theme word illustrations that you will need.
4 Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: pictures of siblings (brothers, sisters, brothers and sisters), a family picture
of you and your siblings, ask learners to bring in pictures of their siblings.
5 Do some research on the internet to prepare for the theme. For example: common traits
of oldest, middle and youngest siblings.
6 Make sure all learner exercise books and DBE Workbooks are marked, and neatly
packed where they belong.
7 Make sure all your big books, graded readers and classroom library books are in
good order.
8 Adjust your group guided reading groups if necessary.
9 Plan your informal and formal assessment activities for the week.

Extension Activities
These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.
Activity 1: DBE Workbook 1: Page 12, Let’s do
Activity 2: DBE Workbook 1: Page 13, Let’s write
Activity 3: DBE Workbook 1: Page 14, Let’s read
Activity 4: Draw a picture of something you like to do at home with your siblings.

146  English Home Language

 Monday

Monday
Oral Activities 15 minutes

INTRODUCE THE THEME: ACCESSING PRIOR KNOWLEDGE

1 Show learners the picture of Marie’s teddy bear at the beginning of the Big Book story:
Bear gets a haircut
2 Tell learners that we are starting a new theme called: Me and my siblings
3 Draw a circle with the name of the theme in the middle of the chalkboard.
4 Ask learners: What do you already know about this theme?
5 Write down learners’ ideas around the mind map. Group similar ideas together.
6 If learners struggle to respond, ask the following prompting questions:
a What are siblings?
b How many siblings do you have?
c What do you like to do with your siblings?

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• ruin
• annoyed
• siblings

Rhyme or song Actions

WEEK 7
Brother and sister, Link arms with the person next to you
Forever best friends. Sway from side to side
Ready to face, –
Whatever life sends. Thumbs up

Handwriting 15 minutes

1 Tell learners to open their exercise books and write the date and heading Singular to
Plural Words.
2 Next tell learners to write numbers 1–5 in the margin, skipping lines between numbers.
3 Call out the singular words as follows. Learners must write these words next to the
correct number.
Singular to Plural Words
a shop

Grade 3 Term 1 Lesson Plan  147

Week 7 • Theme: Me and my siblings

b dish
c sheep
d thing
e moth
4 Next, instruct learners to rewrite the words as plurals, on the line below.
5 In the last five minutes of the lesson, correctly write the words on the chalkboard, saying
the sounds and describing the cursive writing process as you do this.
6 Then, ask learners to point out any patterns they can see, like: where the words change.
7 Underline these patterns, like:
Singular to Plural Words
a shop
shops
b dish
dishes
c sheep
sheep
d thing
things
e moth
moths
8 Tell learners to think about these patterns when they are reading or writing.
9 Instruct learners to take a coloured pencil and correct their own work.

ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Pre-Read

COMPREHENSION STRATEGY: PREDICT

1 Settle learners on the carpet or so that they can see the Big Book.
2 Open the Big Book to the story: Bear gets a haircut
3 Do a picture walk of every page, asking learners what they think is happening.

148  English Home Language

 Monday

4 Help learners to connect the pictures, so that they have a good sense of what the
story is about.
5 Introduce new vocabulary at relevant parts of the story.
6 Read the story through once, without stopping.

Writing: 30 minutes

Plan and Draft

TOPIC: Write a paragraph about one of your siblings. (Learners who do not have any
siblings can write about a cousin or a friend)
TASK: Write a paragraph of at least 8 sentences.
PLANNING STRATEGY: Make a mind-map

INTRODUCE THE WRITING TOPIC

1 Show learners that you think before you write.

2 Orally, explain some thoughts about your sibling, like:
My sister and I don’t look alike – no one ever thinks we are really sisters! She is very funny.
She is also very kind, and she always talks to me on the phone when I need her.

MODELLING THE PLANNING STRATEGY (I DO)

1 Draw a mind-map frame on one side of the chalkboard.

2 Show learners how you make a mind-map by answering the questions.

WEEK 7
3 Complete the mind-map on the other side of the chalkboard.

Grade 3 Term 1 Lesson Plan  149

Week 7 • Theme: Me and my siblings

Mind-map plan Mind-map

What does
Short,
Name? Age? your sibling Chelsea 32
beautiful
look like?

What
What is interests Running
your sibling does your She loves
good at? My sibling sibling Cooking My sibling to hike and
have? be outside
Painting

What do What do
Other you argue She is
you love She is
important about? Clothing funny and
about your married
facts? kind
sibling?

LEARNERS USE THE PLANNING STRATEGY (YOU DO)

1 Tell learners to close their eyes and think of.

2 Next, tell learners to turn and talk with a partner, to share their stories.
3 Show learners the mind-map frame on the chalkboard, and tell them to use this frame
to plan their writing, just like you did.
4 Hand out exercise books.
5 Tell learners they must write their own ideas – they must not to copy your plan.
6 As learners work, walk around the room and hold mini-conferences.

150  English Home Language

 Monday

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 7.

2 Explain Monday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Monday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

WEEK 7

Grade 3 Term 1 Lesson Plan  151

Week 7 • Theme: Me and my siblings

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: ch

2 Say the word: chop
3 Segment the word into the individual sounds: /ch/-/o/-/p/
4 Say the first sound of the word: /ch/
5 Say the second sound of the word: /o/
6 Say the last sound of the word: /p/
7 Write the word on the chalkboard: chop
8 Model pointing to and blending the sounds to make a word: /ch/-/o/-/p/ = chop

WE DO…

1 Say the sound: ch

2 Say the word: rich
3 Ask learners: What is the first sound in the word? /r/
4 Ask learners: What is the second sound in the word? /i/
5 Ask learners: What is the last sound in the word? /ch/
6 Ask learners to segment the word into each individual sound: /r/-/i/-/ch/
7 Write the word on the chalkboard: rich
8 Instruct learners to blend the sounds in the word with you: /r/-/i/-/ch/ = rich

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: ch words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a chop
b chip
c chin
d rich
e much
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

152  English Home Language

 Tuesday

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: ch
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

ch
WEEK 7

/c/h/o’p/
/c/h/i/p/
/c/h/i/n/

Grade 3 Term 1 Lesson Plan  153

Week 7 • Theme: Me and my siblings

/r’i/c/h/
/m/u/c/h/
T/he/ /r’i/c/h/ /m/a/n/ /w’i/l/l/ /m/u/n/c/h/
/t/he/ /c/h/i/p/s.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 Minutes

First Read

COMPREHENSION STRATEGIES: MAKE INFERENCES

Text First Read (Think Aloud)

Marie’s teddy was her most special possession. --

She had slept with her special teddy bear since
she was a tiny baby. Every night, she cuddled
with the soft teddy. When she felt sad, she
cuddled with her soft teddy. When she was at
home, Marie always had her teddy with her.
Teddy was the one special toy Mom never made I think Marie must be a really kind big sister. She
Marie share. But, Marie was such a generous big shares her toys even when she doesn’t have to!
sister – she always let little Josh hold and play
with teddy.
One afternoon, while Marie and Josh were
playing, Josh heard Marie talking to her teddy.
‘You are getting so old,’ she laughed. She hugged
her teddy. ‘But I love you anyway!’

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 Tuesday

Text First Read (Think Aloud)

The next day, while Marie was at school little Josh Why did Josh cut teddy? I think Josh must cut
found some scissors in the kitchen. teddy’s hair because he wants to do something
nice for his sister. Maybe he also wants to make
‘I have an idea!’ Josh thought. Josh thought about
teddy new, because he heard Marie call her
Marie’s old teddy. ‘I can make Marie’s special
teddy ‘old’.
teddy as good as new!’ he thought.
Josh took the scissors and cut all the hair off the
top of teddy’s head.
‘I bet Marie will be so surprised! she will think
she got has a brand new bear!’ thought Josh.
Josh waited and waited for Marie to come home I wonder why Josh couldn’t wait for Marie to get
from school. He couldn’t wait for her to see the home? Oh! It must be because he thinks Marie
surprise! will be so happy to see bear’s haircut.
But when Marie got home and saw her teddy, I wonder why Josh was confused? Oh! It must be
she gasped. ‘What happened to teddy?’ she because Josh thought Marie would like bear’s
shouted at Josh. Josh held up the scissors, new haircut, but instead, Marie was furious!
smiling. ‘I trusted you! Why would you ruin my
special teddy?’ Marie cried.
‘Sorry!’ Josh shouted. ‘I thought I was making
your old teddy into a new one!’
But Marie ran out of the room, crying.
Josh sat all alone. ‘I thought Marie would love
teddy’s new haircut!’ Josh thought, confused.
Marie found her mother. She held her special --
teddy out for Mom to see. ‘Look at what Josh has
done. He has ruined my special teddy forever! I
don’t even want this ugly teddy now!’ she cried.
She threw the bear on the floor.
Later mom called Marie. I wonder why Josh brought the blue shirt for

WEEK 7
teddy? Oh, maybe because he feels so bad that
‘I am so sorry Josh gave teddy a haircut that he
Marie didn’t like teddy’s haircut. He must want to
didn’t need!’ Mom said. ‘But teddy isn’t ruined!,’
make Marie feel better.
Mom explained.
Mom handed teddy back to Marie wearing a
new, red hat. ‘The hat covers teddy’s bad haircut,’
said mom, smiling. ‘And, it looks very cool!”
Josh came into the room, carrying a little blue
jacket. ‘I took this from my own teddy,’ Josh said.
‘I think your teddy needs it more than mine. He
gave the blue jacket to mom, who put it onto
teddy.
Marie still felt upset, but she took teddy back
into her arms. ‘Sorry I called you ugly! I love you
no matter how you look,’ she said. She gave
teddy a big hug.

Grade 3 Term 1 Lesson Plan  155

Week 7 • Theme: Me and my siblings

Follow up questions Possible responses

What did Josh do to ruin Marie’s teddy? He cut teddy’s hair / he gave teddy a haircut
How did mother try to fix Teddy? • Mother put a red hat and blue jacket on
Teddy.
• Mother put clothing on Teddy to cover up the
cuts.
Why question Possible responses
Why did Josh give teddy a haircut? • Because he heard Marie say that he bear was
old.
• Because he wanted to make bear look new.
• Because he wanted to do something nice for
his sister.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 7.

2 Explain Tuesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Tuesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

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 Wednesday

Wednesday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• trust
• reaction
• expected

Rhyme or song Actions

Brother and sister, Link arms with the person next to you
Forever best friends. Sway from side to side
Ready to face, –
Whatever life sends. Thumbs up

CREATIVE STORYTELLING

1 Divide learners into their

small groups.
2 Hand each group a
copy of the creative
storytelling pictures.

WEEK 7
3 Tell learners to think of
a story that fits with the
pictures.
4 Give learners a minute or two
to think about their ideas.
5 Next every learner in the
group must take a turn
to share their version of
the story.
6 Remind learners that their story should be creative, but also must fit with the pictures!
7 Remind learners to listen carefully to each other’s stories.
8 Thank learners for sharing their stories.

Grade 3 Term 1 Lesson Plan  157

Week 7 • Theme: Me and my siblings

Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: cr

2 Say the word: crust
3 Segment the word into the individual sounds: /cr/-/u/-/st/
4 Say the first sound of the word: /cr/
5 Say the second sound of the word: /u/
6 Say the last sound of the word: /st/
7 Write the word on the chalkboard: crust
8 Model pointing to and blending the sounds to make a word: /cr/-/u/-/st/ = crust

WE DO…

1 Say the sound: cr

2 Say the word: crack
3 Ask learners: What is the first single sound in the word? /cr/
4 Ask learners: What is the second single sound in the word? /a/
5 Ask learners: What is the last single sound in the word? /ck/
6 Ask learners to segment the word into each individual sound: /cr/-/a/-/ck/
7 Write the word on the chalkboard: crack
8 Instruct learners to blend the sounds in the word with you: /cr/-/a/-/ck/ = crack

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: cr words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a crust
b crack
c crush
d crash
e crop
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.
7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

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 Wednesday

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: cr
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

cr
/c/r’u/s/t/
WEEK 7

/c/r’a/c/k/
/c/r’u/s/h/
/c/r’a/s/h/

Grade 3 Term 1 Lesson Plan  159

Week 7 • Theme: Me and my siblings

/c/r’o’p/
T/he/ /c/r’a/b’ /w’i/l/l/ /c/r’a/c/k/ /a/n/d/
/c/r’u/s/h/ /t/he/ /s/he/l/l.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Writing: 30 minutes

Draft

TOPIC: Write a paragraph about one of your siblings. (Learners who do not have any
siblings can write about a cousin or a friend)
TASK: Write a paragraph of at least 8 sentences.
WRITING FRAME:
1 My sibling is…
2 He / she is… (describe their age / looks)
3 He / she is good at…
4 He / she is interested in…
5 Sometimes we argue about…
6 But, I love him / her because…
7 Overall, I think my sibling is…

PREPARATION: Before the writing lesson, write the plan you made on Monday on the
chalkboard.

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 Wednesday

MODELLING THE DRAFTING PROCESS (I DO)

1 Remind learners of the plan that you made on Monday.

2 Read through your plan that is written on the chalkboard.
3 Next, read through the writing frame with learners.
4 Model how you will complete the writing frame using your own plan, like:

My sister is Chelsea. She is 32 years old. She is short and very beautiful. She is good at cooking
and running. She also is a good hiker, and is interested in being in the mountains and outside.
Sometimes we argue about clothing – because she takes my clothing and I take hers. Even
though that can be annoying, I love her because she is so kind and funny. Overall, I think my
sister is the best!

LEARNERS COMPLETE THE DRAFTING PROCESS (YOU DO)

1 Hand out learners’ exercise books.

2 Instruct learners to write the date and heading: My sibling: Draft
3 Tell learners to find their plan from Monday and think about their ideas.
4 Tell learners to complete the writing frame using their plans.
5 Tell learners that they can add more sentences or details if they have time.
6 Remind learners of the strategies they can use to help them.
7 As learners write, walk around the classroom and help learners who are struggling.

WEEK 7

Grade 3 Term 1 Lesson Plan  161

Week 7 • Theme: Me and my siblings

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 7.

2 Explain Wednesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Wednesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

162  English Home Language

 Thursday

Thursday
Phonemic Awareness and Phonics: 15 minutes

Letter swap

I DO…

1 Explain that today, we will practise looking for small differences in words. This helps us
to be better readers.
2 Write these two words on the chalkboard: chop, chip
3 Model finding the difference for learners, like: chop, chip
4 Explain the difference, like: the /o/ and /i/ sounds are different, but everything else in
the word is the same!

WE DO…

PART 1

1 Write these two words on the chalkboard: crush, crash

2 Ask learners: what is the difference between these two words?
3 Call on a learner to come and underline the difference between the two words, like:
crush, crash
4 Explain the difference between the two words.

PART 2

1 Next, write this word on the chalkboard: chin

WEEK 7
2 Ask learners: What is one sound you could swop in this word to make it into a
different word?
3 Write a list of learners’ ideas on the chalkboard, like: chip, chick, chill, chain, win,
shin, pin, thin

YOU DO…

4 Write this word on the chalkboard: crack

5 Instruct learners to make as many other words as they can, replacing only one sound in
the word.
6 At the end of the call on learners to come up to the chalkboard and write one of
their words.
7 Go through the words, and explain which sound has been swopped.
cram, crash, cramp, croak, creak, rack, back, sack, shack

Grade 3 Term 1 Lesson Plan  163

Week 7 • Theme: Me and my siblings

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Second Read

READING STRATEGIES: MAKE INFERENCES

Text Second Read (Think Aloud)

Marie’s teddy was her most special possession. Marie must really feel attached to her teddy if
She had slept with her special teddy bear since she carries it around everywhere!
she was a tiny baby. Every night, she cuddled
with the soft teddy. When she felt sad, she
cuddled with her soft teddy. When she was at
home, Marie always had her teddy with her.
Teddy was the one special toy Mom never made --
Marie share. But, Marie was such a generous big
sister – she always let little Josh hold and play
with teddy.
One afternoon, while Marie and Josh were
playing, Josh heard Marie talking to her teddy.
‘You are getting so old,’ she laughed. She hugged
her teddy. ‘But I love you anyway!’
The next day, while Marie was at school little Josh Josh must have been feelings so helpful and kind
found some scissors in the kitchen. while he was cutting teddy’s hair – he must have
been thinking he was doing something so nice
‘I have an idea!’ Josh thought. Josh thought about
for his sister by making her bear new!
Marie’s old teddy. ‘I can make Marie’s special
teddy as good as new!’ he thought.
Josh took the scissors and cut all the hair off the
top of teddy’s head.
‘I bet Marie will be so surprised! she will think
she got has a brand new bear!’ thought Josh.
Josh waited and waited for Marie to come home Josh couldn’t wait for his sister to get home. He
from school. He couldn’t wait for her to see the must have been so excited to see what Marie
surprise! would say!

164  English Home Language

 Thursday

Text Second Read (Think Aloud)

But when Marie got home and saw her teddy, Marie felt so furious when she saw bear. That
she gasped. ‘What happened to teddy?’ she must not be the reaction Josh expected! He
shouted at Josh. Josh held up the scissors, must be feeling so confused because Marie
smiling. ‘I trusted you! Why would you ruin my didn’t love bear’s new haircut like he thought she
special teddy?’ Marie cried. would!
‘Sorry!’ Josh shouted. ‘I thought I was making
your old teddy into a new one!’
But Marie ran out of the room, crying.
Josh sat all alone. ‘I thought Marie would love
teddy’s new haircut!’ Josh thought, confused.
Marie found her mother. She held her special Marie must have felt so upset she didn’t even
teddy out for Mom to see. ‘Look at what Josh has want to look at teddy!
done. He has ruined my special teddy forever! I
don’t even want this ugly teddy now!’ she cried.
She threw the bear on the floor.
Later mom called Marie. At the end, Marie takes teddy and hugs him. She
must have felt a little bit better when she saw
‘I am so sorry Josh gave teddy a haircut that he
teddy in the hat. Maybe after some time, she
didn’t need!’ Mom said. ‘But teddy isn’t ruined!,’
was also feeling more calm and less furious.
Mom explained.
Mom handed teddy back to Marie wearing a
new, red hat. ‘The hat covers teddy’s bad haircut,’
said mom, smiling. ‘And, it looks very cool!”
Josh came into the room, carrying a little blue
jacket. ‘I took this from my own teddy,’ Josh said.
‘I think your teddy needs it more than mine. He
gave the blue jacket to mom, who put it onto
teddy.
Marie still felt upset, but she took teddy back

WEEK 7
into her arms. ‘Sorry I called you ugly! I love you
no matter how you look,’ she said. She gave
teddy a big hug.

Follow up questions Possible responses

What did Josh do after he gave teddy a haircut? He waited and waited for Marie to come home.
How did Marie feel when she saw teddy’s She felt furious!
haircut?
Why question Possible responses
Why did Josh feel confused? • Because he thought he was doing something
nice for his sister
• Because he thought his sister wanted her
bear to look new.
• Because he thought she would be excited.
• His sister wasn’t excited like he expected –
instead she was furious!

Grade 3 Term 1 Lesson Plan  165

Week 7 • Theme: Me and my siblings

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 7.

2 Explain Thursday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Thursday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

166  English Home Language

 Friday

Friday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• furious
• generous
• possession

Rhyme or song Actions

Brother and sister, Link arms with the person next to you
Forever best friends. Sway from side to side
Ready to face, –
Whatever life sends. Thumbs up

DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a In this story…
b I can infer that Josh expected Marie to like bear’s new haircut because…
c One thing this story teaches me about siblings is…
2 Read the discussion frame to learners.

WEEK 7
3 Put the learners into their small groups.
4 Tell learners that everyone must take a turn to answer each discussion question.
5 Call the class to attention.
6 Ask different learners or a specific group to share their answers.
7 If answers are incorrect, correct them.
8 Thank learners for their contributions.

Grade 3 Term 1 Lesson Plan  167

Week 7 • Theme: Me and my siblings

Phonemic Awareness and Phonics: 15 minutes

Word Find
Write the table on the chalkboard that includes previously learnt sounds as well as the
sounds taught on Tuesday and Wednesday.

ch cr u

a sh s

t ck i

p o n

MODEL

1 Remind learners of the sounds of the week: /ch/ and /cr/

2 Review all of the sounds and blends on the chalkboard.
3 Give learners 3 minutes to make as many words as they can using the sounds and
blends above.
4 Show learners how to make a word using a target sound, like: /ch/ – /o/ – /p/ = chop
5 Remind learners they can make a word using any of the sounds – they do not need to
use /ch/ or /cr/
6 Show learners how to make another word, like: /s/ – /i/ – /ck/ = sick

LEARNERS DO

1 Tell learners to open their exercise books and write the heading: ch, cr
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words (and
others): chat, chip, chin, chop, chick, such, crash, crush, crop, crust, sick, pick, tick,
tap, sin, pot etc

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

168  English Home Language

 Friday

Shared Reading: 15 minutes

Post-Read

COMPREHENSION STRATEGY: SUMMARISE / SEARCH THE TEXT

WRITTEN COMPREHENSION

1 Before the lesson begins, write the following heading, questions and sentence starters on
the board.
2 Read through the questions with learners, and explain them if necessary.
3 Tell learners to turn and talk and discuss these questions with a partner.
4 Then, learners must open their exercise books, write the date and heading, and write
the answers to the questions.
5 In the last five minutes of the lesson, go through the answers with learners, and allow
them to correct their own work.

BEAR GETS A HAIRCUT

1 What did Marie’s brother do while she was at school?

Marie’s brother…while she was at school.
2 How did Josh think Marie would feel about teddy’s haircut?
He thought she would feel…
3 How did Marie’s mother fix her teddy?
She fixed it by…
4 How can we infer that Josh felt sorry?
We can infer he felt sorry because…

BEAR GETS A HAIRCUT – ANSWERS

WEEK 7
1 What did Marie’s brother do while she was at school?
Marie’s brother gave her teddy a haircut while she was at school.
2 How did Josh think Marie would feel about teddy’s haircut?
He thought she would feel excited / happy.
3 How did Marie’s mother fix her teddy?
She fixed it by putting a red hat on teddy.
4 How can we infer that Marie’s brother felt sorry?
We can infer he felt sorry because he gave Marie’s teddy the jacket from his own teddy.

Grade 3 Term 1 Lesson Plan  169

Week 7 • Theme: Me and my siblings

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 7.

2 Explain Friday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Friday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

End of week language learning review 15 minutes

1 Settle learners on the carpet at the end of the day.

2 Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3 Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4 Use the following prompting questions to guide the language part of your discussion:
a What was our language theme for the week?
b Which stories did we read together?
c What were your favourite new words of the week?
d What did you learn from the stories we read?
e What did we write about this week?
f How did your own writing improve this week?
g How did your own reading improve this week?
h What are you most proud of this week?
5 Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.
Please note: This process of self review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

170  English Home Language

Grade 3
TERM 1
Week

8
THEME:
Me and my siblings
Week 8 • Theme: Me and my siblings

Classroom Preparation
1 At the start of each week, ensure that your classroom is neat and tidy.
2 Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3 Then, prepare the flashcard words and theme word illustrations that you will need.
4 Add items for your theme wall and table that will be of interest to learners, for
instance: photos of your learners and their siblings, photos of other teachers with their
siblings, famous siblings (like Prince William and Prince Harry; Beyonce and Jay-Z’s
children, etc).
5 Do some research on the internet to prepare for the theme. For example: How our
siblings impact our lives as we grow up.
6 Make sure all learner exercise books and DBE Workbooks are marked, and neatly
packed where they belong.
7 Make sure all your big books, graded readers and classroom library books are in
good order.

Extension Activities
These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.
Activity 1: DBE Workbook 1: Page 15, Let’s write
Activity 2: DBE Workbook 1: Page 16, Let’s do
Activity 3: DBE Workbook 1: Page 17, Let’s write
Activity 4: Draw a picture of how you feel when you argue with your siblings.

172  English Home Language

 Monday

Monday
Oral Activities 15 minutes

RECAP THE THEME: ACCESSING PRIOR KNOWLEDGE

1 Show learners the picture of Ntsako and Fanisa in the Big Book story: Go play Fanisa!
2 Tell learners that we are continuing our theme: Me and my siblings
3 Draw a circle with the name of the theme in the middle of the chalkboard.
4 Ask learners: What have you learned about this theme so far?
5 Write down learners’ ideas around the mind map. Group similar ideas together.
6 If learners struggle to respond, ask the following prompting questions:
a What are some positive aspects of having siblings?
b What can make having siblings challenging?
c What do you think it means to be a good sibling?
d How can we build good relationships with our siblings?

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• albino
• perspective
• annoyed
• prejudice

Rhyme or song Actions

Brother and sister, Link arms with the person next to you
Forever best friends. Sway from side to side
Ready to face, –
WEEK 8

Whatever life sends. Thumbs up

Handwriting 15 minutes

1 Tell learners to open their exercise books and write the date and heading Singular to
Plural Sentences.
2 Next tell learners to write numbers 1–5 in the margin, skipping lines between numbers.
3 Call out the singular sentences as follows. Learners must write these sentences next to
the correct number:

Grade 3 Term 1 Lesson Plan  173

Week 8 • Theme: Me and my siblings

Singular to Plural Sentences

a The man chops the chips.
b The sheep eats the grass.
c The goose swims in the dam.
d The boat has a flag.
e The boy stops at the shop.
4 Next, instruct learners to rewrite the sentences as plurals, on the line below.
5 In the last five minutes of the lesson, correctly write the sentences on the chalkboard,
saying the sounds and describing the cursive writing process as you do this.
6 Then, ask learners to point out any patterns they can see, like: where words change.
7 Underline these patterns, like:
Singular to Plural Sentences
a The man chops the chips.
The men chop the chips.
b The sheep eats the grass.
The sheep eat the grass.
c The goose swims in the dam.
The geese swim in the dam or The geese swim in the dams.
d The boat has a flag.
The boats have a flag or The boats have flags.
e The boy stops at the shop.
The boys stop at the shop or The boys stop at the shops.
8 Tell learners to think about these patterns when they are reading or writing.
9 Instruct learners to take a coloured pencil and correct their own work.

ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Pre-Read

COMPREHENSION STRATEGY: PREDICT

1 Settle learners on the carpet or so that they can see the Big Book.
2 Open the Big Book to the story: Go play Fanisa!

174  English Home Language

 Monday

3 Do a picture walk of every page, asking learners what they think is happening.
4 Help learners to connect the pictures, so that they have a good sense of what the
story is about.
5 Introduce new vocabulary at relevant parts of the story.
6 Read the story through once, without stopping.

Writing: 30 minutes

Edit

TOPIC: Write a paragraph about one of your siblings. (Learners who do not have any
siblings can write about a cousin or a friend)
TASK: Write a paragraph of at least 8 sentences.
PREPARATION:
1 Write the editing checklist on the chalkboard before the start of the writing lesson.
2 Write your draft on the chalkboard before the lesson. Include one or two mistakes.

EDITING CHECKLIST:
1 Did I use the present tense to describe my sibling?
2 Did I use the past tense to tell stories about things that have already happened?
3 Do I have at least 8 complete sentences?
4 Did I spell all words correctly?
5 Does every sentence start with a capital letter?
6 Does every sentence end with proper punctuation?

MODEL THE EDITING PROCESS (I DO)

1 Read the editing checklist aloud to learners.

2 Next, read your draft aloud to learners.
3 Go through the checklist, and point out whether your draft is correct, or whether you
WEEK 8

need to make corrections or improvements.

4 Model the correction process for learners.

LEARNERS COMPLETE THE EDITING PROCESS (YOU DO)

1 Hand out exercise books.

2 Tell learners to find their draft of the writing task.
3 Next, tell learners to go through the editing checklist and make any corrections or
improvements that are required.
4 As learners work, walk around the room and hold mini-conferences – ensure you work
with a different group of learners for every writing task.

Grade 3 Term 1 Lesson Plan  175

Week 8 • Theme: Me and my siblings

5 Look for any common errors in learners’ writing.

6 Call learners to attention and write the commonly made errors on the chalkboard.
7 Show learners how to correct these errors.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 8.

2 Explain Monday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Monday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

176  English Home Language

 Tuesday

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: oo

2 Say the word: look
3 Segment the word into the individual sounds: /l/-/oo/-/k/
4 Say the first sound of the word: /l/
5 Say the second sound of the word: /oo/
6 Say the last sound of the word: /k/
7 Write the word on the chalkboard: look
8 Model pointing to and blending the sounds to make a word: /l/-/oo/-/k/ = look

WE DO…

1 Say the sound: book

2 Say the word: book
3 Ask learners: What is the first sound in the word? /b/
4 Ask learners: What is the second sound in the word? /oo/
5 Ask learners: What is the last sound in the word? /k/
6 Ask learners to segment the word into each individual sound: /b/-/oo/-/k/
7 Write the word on the chalkboard: book
8 Instruct learners to blend the sounds in the word with you: /b/-/oo/-/k/ = book

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: oo words. WEEK 8

2 Next, tell learners to number from 1–5 in the margin.

3 Call out the following words:
a book
b took
c look
d shook
e crook
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

Grade 3 Term 1 Lesson Plan  177

Week 8 • Theme: Me and my siblings

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: oo
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

oo
/b’o’o’k/
/t/o’o’k/
/l/o’o’k/

178  English Home Language

 Tuesday

/s/h/o’o’k/
/c/r’o’o’k/
T/he/ /c/r’o’o’k/ /t/o’o’k/ /t/he/ /b’o’o’k.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 Minutes

First Read

COMPREHENSION STRATEGIES: MAKE CONNECTIONS

Text First Read (Think Aloud)

Front cover In this story, there are two main characters:

Ntsako and Fanisa. Today when we read,
Go play Fanisa!
we will think about the story from Ntsako’s
perspective. That means we will think about
WEEK 8

what she might be thinking or feeling.

Ntsako felt annoyed. Her little sister, Fanisa, I have a little sister, just like Ntsako. I love
had just started Grade 1, and she would not my sister a lot. But if she always followed me
leave Ntsako alone. Fanisa followed Ntsako around, I think I would feel annoyed too.
everywhere.
Fanisa was terrified. She looked different from
everyone else. She was worried that no one
would want to be friends with her.

Grade 3 Term 1 Lesson Plan  179

Week 8 • Theme: Me and my siblings

Text First Read (Think Aloud)

On the first day of school, Ntsako arrived early If I were Ntsako, I think I would feel responsible
to greet all her friends. Fanisa stood behind her, for caring for my little sister. But I might also feel
holding onto her dress. upset if I couldn’t spend time with my friends!
‘Leave me alone!’ Ntsako thought.
But it was the first morning of school, so she
decided to let Fanisa be, just for today.
On the second day of school, while Ntsako tried If I were Ntsako, I would feel responsible for
to chat with her friends, Fanisa sat next to her, caring for my little sister, but I would also want
holding onto her dress. to spend time with my own friends. I might feel
frustrated at my sister for putting me in a hard
‘Why is she always following you around?’ her
position.
friend Mokgadi asked, laughing.
All of Ntsako’s friends giggled.
Their giggles made Fanisa worry that no one
would want to be friends with her. She looked
too different.
On the third day of school, during morning Ntsako is trying to be kind and let her sister stay
assembly, Fanisa stood behind Ntsako, holding near her and this gets her into trouble! If I were
onto her skirt. Ntsako, I would feel so frustrated about this!
‘Ntsako!’ her teacher called, looking cross, ‘You
mustn’t bring your sister with you into the Grade
3 line!’
Ntsako’s friends giggled.
Fanisa took their giggles as proof that no one
would ever want to be friends with her. She
looked too different.
Ntsako sat in class, her face feeling hot. Ntsako must be feeling unhappy about her first
week at school. She can’t spend time alone with
‘This has to stop now!’ she thought. The more
her friends, her friends are always giggling, and
she thought about Fanisa, the more annoyed
she even got into trouble. Maybe she is thinking
she felt. ‘She is ruining my life!’ she thought.
about how much easier school was before
Fanisa came to school.
When Fanisa ran up to Ntsako at break, Ntsako I can make a connection. I love my little sister,
bent and whispered in her ear, ‘Go away! You are but she can make me very upset. One time, she
ruining my life! Just pretend that you don’t know spilled juice on my new dress. I was so angry
me when we’re at school.’ I told her I hated her. Sometimes, when we’re
angry with our siblings, we say unkind things to
Fanisa took her sister’s words as the final proof
them.
that she would never have friends. ‘Even my own
sister doesn’t want to be friends with me!’ she
thought with tears in her eyes.
On the fourth day of school, Ntsako sat with her If I were Ntsako, I would be feeling glad that life
friends at break. Fanisa was nowhere to be seen. feels easier – just like before Fanisa ever came to
Ntsako breathed a sigh of relief. ‘It worked!’ she school.
thought.

180  English Home Language

 Tuesday

Text First Read (Think Aloud)

Then, Ntsako opened her lunch bag to find some --

sweets and a note from her mother.
(For my two best girls! Please share! Love,
Mom.
Ntsako ran off to give Fanisa half of the sweets.
Ntsako ran all around the playground. Fanisa --
was nowhere to be seen.
Ntsako ran all around the athletics field. Fanisa
was nowhere to be seen.
‘Where could she be?’ Ntsako wondered.
She ran along the corridor, calling Fanisa’s name.
She finally stopped in front of the Grade 1
classroom, where she heard someone crying.
Ntsako looked in the classroom. She saw her If I were Ntsako, I would be feeling guilty that I
little sister sitting all alone at the back of the made my sister cry. I would also be feeling guilty
classroom. that I didn’t say something to my friends about
laughing at my sister.
‘What are you doing in here?’ Ntsako asked
gently.
Fanisa looked up. ‘I will never have any friends,’
she cried, ‘I look too different! ’
Ntsako thought about the mean things she had
said to her sister. Her stomach flipped.
‘No one cares about that!’ she said, ‘my friends
were giggling because you are younger than us –
not because of the way you look!’
Ntsako stood up and held out her hand. ‘Come, I think seeing Fanisa crying must have reminded
I’ll show you,’ she said. Ntsako that she loves her sister, and that she
doesn’t want her to be sad.
Fanisa and Ntsako walked outside, over to
Ntsako’s friends.
‘Mokgadi – please will you find Matuma and
bring her here?’ Ntsako asked her friend.
WEEK 8

A few minutes later, Mokgadi came back with her Oh! I think Ntsako must have realised that there
little sister. Fanisa immediately recognised her was a better way to solve the problem! She can
from class. Fanisa put her face in her hands. help Fanisa to make her own friends. Then, they
can both feel happy at school.
‘Matuma – this is my sister Fanisa,’ Ntsako said,
‘she is so smart and kind and funny, I thought
you might want to be friends.’
Fanisa looked up. She hadn’t expected her sister
to say so many nice things about her after all the
giggles.

Grade 3 Term 1 Lesson Plan  181

Week 8 • Theme: Me and my siblings

Text First Read (Think Aloud)

Matuma was smiling. She held out her hand. --

‘Come, let’s go play on the swings,’ she said.
‘Maybe I will have friends after all,’ Fanisa
thought, as they ran off to play together.

Follow up questions Possible responses

Where did Ntsako find Fanisa crying? She found her in her classroom, alone.
How would you feel if you were Ntsako, and your I think I would feel…
younger sibling was following you around?
Why question Possible responses
Why was Fanisa crying in her classroom during • Because Ntsako told her that she was ruining
break? her life, and she must leave her alone.
• Because Ntsako was unkind to her and it hurt
her feelings.
• Because Fanisa didn’t have any friends.
• Because Fanisa thought she would never
make any friends.
• Maybe because she felt sad that she looked
different from everyone else. She felt alone
or lonely.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 8.

2 Explain Tuesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Tuesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

182  English Home Language

 Wednesday

Wednesday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• guilty
• uncomfortable
• comfortable

Rhyme or song Actions

Brother and sister, Link arms with the person next to you
Forever best friends. Sway from side to side
Ready to face, –
Whatever life sends. Thumbs up

CREATIVE STORYTELLING

1 Divide learners into their

small groups.
2 Hand each group a
copy of the creative
storytelling pictures.
3 Remind learners that last
week, they made up their
own stories around the
pictures.
4 This week, learners must
WEEK 8

work as a group to decide on

a group story.
5 Remind learners that their
story should be creative, but also must fit with the pictures!
6 Call the class to attention.
7 Ask 1–2 different groups to share their group stories.
8 Thank learners for sharing their stories.

Grade 3 Term 1 Lesson Plan  183

Week 8 • Theme: Me and my siblings

Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: ng

2 Say the word: sing
3 Segment the word into the individual sounds: /s/-/i/-/ng/
4 Say the first single sound of the word: /s/
5 Say the second single sound of the word: /i/
6 Say the last single sound of the word: /ng/
7 Write the word on the chalkboard: sing
8 Model pointing to and blending the sounds to make a word: /s/-/i/-/ng/ = sing

WE DO…

1 Say the sound: ng

2 Say the word: strong
3 Ask learners: What is the first sound in the word? /st/
4 Ask learners: What is the second sound in the word? /r/
5 Ask learners: What is the third sound in the word? /o/
6 Ask learners: What is the last sound in the word? /ng/
7 Ask learners to segment the word into each individual sound: /st/-/r/-/o/-/ng/
8 Write the word on the chalkboard: strong
9 Instruct learners to blend the sounds in the word with you: /st/-/r/-/o/-/ng/ = strong

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: ng words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a sing
b song
c king
d swing
e sting
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

184  English Home Language

 Wednesday

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: ng
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

ng
/s/i/n/g/
WEEK 8

/s/o’n/g/
/k/i/n/g/

Grade 3 Term 1 Lesson Plan  185

Week 8 • Theme: Me and my siblings

/s/w’i/n/g/
/s/t/i/n/g/
T/he/ /k/i/n/g/ /w’i/l/l/ /s/i/n/g/ /a/
/s/o’n/g/ /o’n/ /t/he/ /s/w’i/n/g
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Writing: 30 minutes

Publish and present

TOPIC: Write a paragraph about one of your siblings. (Learners who do not have any
siblings can write about a cousin or a friend)
TASK: Write a paragraph of at least 8 sentences.
WRITING FRAME:
1 My sibling is…
2 He / she is… (describe their age / looks)
3 He / she is good at…
4 He / she is interested in…
5 Sometimes we argue about…
6 But, I love him / her because…
7 Overall, I think my sibling is…

PREPARATION: Before the writing lesson, write the edited draft you made on
Monday on the chalkboard.

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 Wednesday

MODELLING THE PUBLISHING PROCESS (I DO)

1 Remind learners that on Monday you used the editing checklist to edit your drafts.
2 Next, tell learners that today we will publish and present our final piece of writing.
3 Show learners how you rewrite your own piece of writing, with a title and date.

LEARNERS COMPLETE THE PUBLISHING PROCESS (YOU DO)

1 Hand out learners’ exercise books.

2 Instruct learners to write the date and heading: My sibling, (name)
3 Tell learners to neatly rewrite their final piece of writing, with no mistakes.
4 If learners have time, they can draw a quick illustration.
5 As learners write, walk around the classroom and help learners who are struggling.

LEARNERS PRESENT THEIR WRITING

1 In the last five minutes of the lesson, tell learners to put down their pens and pencils.
2 Tell learners to Turn and Talk and read their writing to a partner.
3 Once learners have done this, call on one or two learners to read their writing to
the class.
4 Display learners’ writing at eye-level to allow them to read each other’s writing.

WEEK 8

Grade 3 Term 1 Lesson Plan  187

Week 8 • Theme: Me and my siblings

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 8.

2 Explain Wednesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Wednesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

188  English Home Language

 Thursday

Thursday
Phonemic Awareness and Phonics: 15 minutes

Letter swap

I DO…

1 Explain that today, we will practise looking for small differences in words. This helps us
to be better readers.
2 Write these two words on the chalkboard: king, ring
3 Model finding the difference for learners, like: king, ring
4 Explain the difference, like: the /k/ and /r/ sounds are different, but everything else in
the word is the same!

WE DO…

PART 1

1 Write these two words on the chalkboard: crook, shook

2 Ask learners: what is the difference between these two words?
3 Call on a learner to come and underline the difference between the two words, like:
crook, shook
4 Explain the difference between the two words.

PART 2

1 Next, write this word on the chalkboard: sing

2 Ask learners: What is one sound you could swop in this word to make it into a
different word?
3 Write a list of learners’ ideas on the chalkboard, like: sink, sick, sin, sang, song, king,
wing, sting, swing WEEK 8

YOU DO…

1 Write this word on the chalkboard: look

2 Instruct learners to make as many other words as they can, replacing only one sound in
the word.
3 At the end of the call on learners to come up to the chalkboard and write one of
their words.
4 Go through the words, and explain which sound has been swopped.
book, shook, crook, brook, look, hook, took

Grade 3 Term 1 Lesson Plan  189

Week 8 • Theme: Me and my siblings

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Second Read

READING STRATEGIES: MAKE CONNECTIONS

Text Second Read (Think Aloud)

Go play Fanisa! I remember that last time we read this story,

we made connections with Ntsako. We
FRONT COVER
thought about how she might be feeling. Today,
we will think about the story from Fanisa’s
perspective.
Ntsako felt annoyed. Her little sister, Fanisa, If I were Fanisa, I think I would feel scared on
had just started Grade 1, and she would not my very first day of school. Beginning something
leave Ntsako alone. Fanisa followed Ntsako new is always scary. But I think it must be even
everywhere. scarier if you’re worried about being different
from everyone else too.
Fanisa was terrified. She looked different from
everyone else. She was worried that no one
would want to be friends with her
On the first day of school, Ntsako arrived early If I were Fanisa, I think I would want to stay near
to greet all her friends. Fanisa stood behind her, my big sister. I might feel like she could protect
holding onto her dress. me from feeling uncomfortable.
‘Leave me alone!’ Ntsako thought.
But it was the first morning of school, so she
decided to let Fanisa be, just for today.
On the second day of school, while Ntsako tried Fanisa is scared that the other children will not
to chat with her friends, Fanisa sat next to her, want to be friends with her. I think it must feel
holding onto her dress. more comfortable for Fanisa to spend time with
her sister than try to make new friends.
‘Why is she always following you around?’ her
friend Mokgadi asked, laughing.
All of Ntsako’s friends giggled.
Their giggles made Fanisa worry that no one
would want to be friends with her. She looked
too different.

190  English Home Language

 Thursday

Text Second Read (Think Aloud)

On the third day of school, during morning --

assembly, Fanisa stood behind Ntsako, holding
onto her skirt.
‘Ntsako!’ her teacher called, looking cross, ‘You
mustn’t bring your sister with you into the Grade
3 line!’
Ntsako’s friends giggled.
Fanisa took their giggles as proof that no one
would ever want to be friends with her. She
looked too different.
Ntsako sat in class, her face feeling hot. --
‘This has to stop now!’ she thought. The more
she thought about Fanisa, the more annoyed
she felt. ‘She is ruining my life!’ she thought.
When Fanisa ran up to Ntsako at break, Ntsako I think that Fanisa only feels safe and
bent and whispered in her ear, ‘Go away! You are comfortable at school when she is with Ntsako.
ruining my life! Just pretend that you don’t know If I were Fanisa, I would feel so alone if my sister
me when we’re at school.’ said this to me!
Fanisa took her sister’s words as the final proof
that she would never have friends. ‘Even my own
sister doesn’t want to be friends with me!’ she
thought with tears in her eyes.
On the fourth day of school, Ntsako sat with her --
friends at break. Fanisa was nowhere to be seen.
Ntsako breathed a sigh of relief. ‘It worked!’ she
thought.
Then, Ntsako opened her lunch bag to find some --
sweets and a note from her mother.
(For my two best girls! Please share! Love,
Mom.
Ntsako ran off to give Fanisa half of the sweets.
Ntsako ran all around the playground. Fanisa --
WEEK 8
was nowhere to be seen.
Ntsako ran all around the athletics field. Fanisa
was nowhere to be seen.
‘Where could she be?’ Ntsako wondered.
She ran along the corridor, calling Fanisa’s name.
She finally stopped in front of the Grade 1
classroom, where she heard someone crying.

Grade 3 Term 1 Lesson Plan  191

Week 8 • Theme: Me and my siblings

Text Second Read (Think Aloud)

Ntsako looked in the classroom. She saw her If I were Fanisa sitting all alone in my classroom
little sister sitting all alone at the back of the at break, I think I would feel lonely. It might make
classroom. me feel like no one cared about me.
‘What are you doing in here?’ Ntsako asked
gently.
Fanisa looked up. ‘I will never have any friends,’
she cried, ‘I look too different! ’
Ntsako thought about the mean things she had
said to her sister. Her stomach flipped.
‘No one cares about that!’ she said, ‘my friends
were giggling because you are younger than us –
not because of the way you look!’
Ntsako stood up and held out her hand. ‘Come, If I were Fanisa, I think this would make me feel
I’ll show you,’ she said. better. It would remind me that my sister really
does love and care for me.
Fanisa and Ntsako walked outside, over to
Ntsako’s friends.
‘Mokgadi – please will you find Matuma and
bring her here?’ Ntsako asked her friend.
A few minutes later, Mokgadi came back with her Fanisa was so worried about people thinking
little sister. Fanisa immediately recognised her unkind things about her. If I were Fanisa, I think
from class. Fanisa put her face in her hands. it would make me feel special to hear my big
sister say so many kind things about me.
‘Matuma – this is my sister Fanisa,’ Ntsako said,
‘she is so smart and kind and funny, I thought
you might want to be friends.’
Fanisa looked up. She hadn’t expected her sister
to say so many nice things about her after all the
giggles.
Matuma was smiling. She held out her hand. Fanisa was so worried about making friends that
‘Come, let’s go play on the swings,’ she said. she had never tried. I hope this makes Fanisa
realise that she can make friends – it just takes
‘Maybe I will have friends after all,’ Fanisa
some effort!
thought, as they ran off to play together.

192  English Home Language

 Thursday

Follow up questions Responses

Who did Fanisa finally make friends with? She made friends with Matuma.
How do you think you would feel if your older I think I would feel…
sibling told you that you were ruining their life?
Why question Possible responses
Why was it difficult for Fanisa to make friends? • Because she thought no one would want to
be friends with her.
• She was scared to try to make friends
because she looks different from the other
children.
• Because she was new at school and she
didn’t know how to make new friends.
• Because she was always following her sister
around. This made it hard for her to make
friends of her own!

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 8.

2 Explain Thursday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Thursday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

WEEK 8

Grade 3 Term 1 Lesson Plan  193

Week 8 • Theme: Me and my siblings

Friday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• lonely
• clingy
• independent

Rhyme or song Actions

Brother and sister, Link arms with the person next to you
Forever best friends. Sway from side to side
Ready to face, –
Whatever life sends. Thumbs up

DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a In this story…
b I think Ntsako is…because…
c I think this story shows the theme of determination because…
2 Read the discussion frame to learners.
3 Put the learners into their small groups.
4 Tell learners that everyone must take a turn to answer each discussion question.
5 Call the class to attention.
6 Ask different learners or a specific group to share their answers.
7 If answers are incorrect, correct them.
8 Thank learners for their contributions.

194  English Home Language

 Friday

Phonemic Awareness and Phonics: 15 minutes

Word Find
Write the table on the chalkboard that includes previously learnt sounds as well as the
sounds taught on Tuesday and Wednesday.

oo ng s

i sh ck

a o k

t b l

MODEL

1 Remind learners of the sounds of the week: /oo/ and /ng/

2 Review all of the sounds and blends on the chalkboard.
3 Give learners 3 minutes to make as many words as they can using the sounds and
blends above.
4 Show learners how to make a word using a target sound, like: /b/ – /oo/ – /k/ = book
5 Remind learners they can make a word using any of the sounds – they do not need to
use /oo/ or /ng/
6 Show learners how to make another word, like: /sh/ – /o/ – /ck/

LEARNERS DO

1 Tell learners to open their exercise books and write the heading: oo, ng
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words (and
others): book, look, took, shook, sing, sang, song, king, long, sock, lock, sick, lick,
WEEK 8

bat, sat,

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Grade 3 Term 1 Lesson Plan  195

Week 8 • Theme: Me and my siblings

Shared Reading: 15 minutes

Post-Read

COMPREHENSION STRATEGY: SUMMARISE, MAKE CONNECTIONS

ORAL RECOUNT FROM THE STORY

1 Explain that learners will talk about something they like in the story: Go play Fanisa!
2 They will also talk about something that they connect to in the story.
3 Use modelling to show learners how to give a 1–2 sentence recount of something they
like and something they connect to in the story, like: I liked that in the end, Ntsako
helped Fanisa make friends with Bombisani. That way, they could both be happy
at school. When Fanisa is worried about no one liking her for being different, that
reminds me of when my sister moved to America. She worried that it would be hard to
make friends because she was the only African person at her new job.
4 Hold up the pictures from the Big Book. Instruct learners to look at the pictures and
think about what happened.
5 Instruct learners to think about what they like and what they can make a connection to
in the story.
6 Ask 2–3 learners to share their ideas with the class. Help the learners form complete
sentences.
7 Explain and correct any common problems to learners.
8 Instruct learners to turn and talk and share their own recount with a partner. (They
should not memorise what the teacher has said. This should be learners own ideas!)

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 8.

2 Explain Friday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Friday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

196  English Home Language

 Friday

End of week language learning review 15 minutes

1 Settle learners on the carpet at the end of the day.

2 Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3 Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4 Use the following prompting questions to guide the language part of your discussion:
a What was our language theme for the week?
b Which stories did we read together?
c What were your favourite new words of the week?
d What did you learn from the stories we read?
e What did we write about this week?
f How did your own writing improve this week?
g How did your own reading improve this week?
h What are you most proud of this week?
5 Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.
Please note: This process of self review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

WEEK 8

Grade 3 Term 1 Lesson Plan  197

Grade 3
TERM 1
Week

9
THEME:
Imagination
Week 9 • Theme: Imagination

Classroom Preparation
1 At the start of each week, ensure that your classroom is neat and tidy.
2 Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3 Then, prepare the flashcard words and theme word illustrations that you will need.
4 Find and prepare items for your theme wall and table that will be of interest to learners,
for instance: pictures of famous artworks, different inventions (like a lightbulb, battery).
5 Do some research on the internet to prepare for the theme. For example: Activities that
help learners use their imaginations!
6 Make sure all learner exercise books and DBE Workbooks are marked, and neatly
packed where they belong.
7 Make sure all your big books, graded readers and classroom library books are in
good order.
8 Adjust your group guided reading groups if necessary.
9 Plan your informal and formal assessment activities for the week.

Extension Activities
These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.
Activity 1: DBE Workbook 1: Page 8, Let’s read
Activity 2: DBE Workbook 1: Page 19, Let’s write
Activity 3: DBE Workbook 1: Page 19, Word work
Activity 4: Use your imagination to draw a picture of a fictional creature.

200  English Home Language

 Monday

Monday
Oral Activities 15 minutes

INTRODUCE THE THEME: ACCESSING PRIOR KNOWLEDGE

1 Show learners the picture of Jack and the beanstalk in the Big Book story: Jack and
the Beanstalk
2 Tell learners that we are starting a new theme called: Imagination
3 Draw a circle with the name of the theme in the middle of the chalkboard.
4 Ask learners: What do you already know about this theme?
5 Write down learners’ ideas around the mind map. Group similar ideas together.
6 If learners struggle to respond, ask the following prompting questions:
a What is imagination?
b What do we use our imaginations for?
c Who has an imagination?

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• imagination
• real
• pretend

Rhyme or song Actions

Imagination sets you free Point to your head

Anything you want you can be Spread your arms out wide
Close your eyes and let your mind wander Close your eyes
How wonderful it is to imagine! Spread your arms out wide

Handwriting 15 minutes
WEEK 9

1 Tell learners to open their exercise books and write the date.
2 Next tell learners to number from 1–5 in the margin.
3 Write the following sentence on the chalkboard next to number 1: He looks at his ring.
4 Next, write the following pronouns (subject morphemes) next to numbers 2–5:
a I
b They
c We

Grade 3 Term 1 Lesson Plan  201

Week 9 • Theme: Imagination

d She
5 Tell learners to rewrite sentence starting with the word provided.
6 In the last five minutes, correctly write the sentences on the chalkboard, saying the
sounds and describing the cursive writing process as you do this.
7 Then, ask learners to point out any patterns they can see, like: where the
sentence changes.
8 Underline any patterns, like:
a He looks at his ring.
b I look at my ring.
c They look at their ring.
d We look at our ring.
e She looks at her ring.
9 Instruct learners to take a coloured pencil and correct their own work.

ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Pre-Read

COMPREHENSION STRATEGY: PREDICT

1 Settle learners on the carpet or so that they can see the Big Book.
2 Open the Big Book to the story: Jack and the Beanstalk
3 Do a picture walk of every page, asking learners what they think is happening.
4 Help learners to connect the pictures, so that they have a good sense of what the
story is about.
5 Introduce new vocabulary at relevant parts of the story.
6 Read the story through once, without stopping.

202  English Home Language

 Monday

Writing: 30 minutes

Plan and Draft

TOPIC: Write a story that is set in a fictional place. Use your imagination!
TASK: Write a story of at least 8 sentences to contribute to a class book entitled: We use
our imaginations!
PLANNING STRATEGY: Make a mind-map

INTRODUCE THE WRITING TOPIC

1 Show learners that you think before you write.

2 Orally, explain your ideas for your story, like:
I am going to write a story about a young princess names Lintle who lives in a faraway
land called Beautiful. In Beautiful, everyone is as tiny as an ant.
MODELLING THE PLANNING STRATEGY (I DO)

1 Draw a mind-map frame on one side of the chalkboard.

2 Show learners how you make a mind-map by answering the questions.
3 Complete the mind-map on the other side of the chalkboard.

Mind-map plan Mind-map

Who is Lintle – a
Who is the Are there young Lomusa
the main Nomsa – the
villain in the any other princess – the evil
character in kind auntie
story? characters? auntie
the story?

Lomusa
keeps the
What is the princess
My story problem in My story locked in her
the story? room. She
steals all of
her food.
Lintle is very
kind.
The setting
Lomusa Nomsa
is a land far
Are there How is the bans the evil
WEEK 9

What is the away called doesn’t want

any other problem in Lintle to ever auntie from
setting of the Beautiful.
important the story become ever coming
story? Everyone in
details? solved? the Queen back into the
this land is
because she house
tiny.
wants to be
the queen.

Grade 3 Term 1 Lesson Plan  203

Week 9 • Theme: Imagination

LEARNERS USE THE PLANNING STRATEGY (YOU DO)

1 Tell learners to close their eyes and think of a fictional setting for their stories. Tell
learners to think of about their main character, and what problem the character will
have in the story.
2 Next, tell learners to turn and talk with a partner, to share their stories.
3 Show learners the mind-map frame on the chalkboard, and tell them to use this frame
to plan their writing, just like you did.
4 Hand out exercise books.
5 Tell learners they must write their own ideas – they must not to copy your plan.
6 As learners work, walk around the room and hold mini-conferences.

204  English Home Language

 Monday

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 9.

2 Explain Monday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Monday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

WEEK 9

Grade 3 Term 1 Lesson Plan  205

Week 9 • Theme: Imagination

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: ar

2 Say the word: car
3 Segment the word into the individual sounds: /c/-/ar/
4 Say the first sound of the word: /c/
5 Say the last sound of the word: /ar/
6 Write the word on the chalkboard: car
7 Model pointing to and blending the sounds to make a word: /c/-/ar/ = car

WE DO…

1 Say the sound: ar

2 Say the word: sharp
3 Ask learners: What is the first sound in the word? /sh/
4 Ask learners: What is the second sound in the word? /ar/
5 Ask learners: What is the last sound in the word? /p/
6 Ask learners to segment the word into each individual sound: /sh/-/ar/-/p/
7 Write the word on the chalkboard: sharp
8 Instruct learners to blend the sounds in the word with you: /sh/-/ar/-/p/ = sharp

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: ar words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a car
b sharp
c cartoon
d garden
e start
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

206  English Home Language

 Tuesday

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: ar
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

ar
/c/a/r’
/s/h/a/r’p/
WEEK 9

/c/a/r’t/o’o’n/

Grade 3 Term 1 Lesson Plan  207

Week 9 • Theme: Imagination

’g/a/r’de/n/
/s/t/a/r’t/
I/ /s/t/a/r’t/ /t/he/ /c/a/r’ /i/n/ /t/he/
/g/a/r’de/n.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 Minutes

First Read

COMPREHENSION STRATEGIES: VISUALISE

Text First Read (Think Aloud)

Once upon a time there was a boy named Jack. --

Jack lived alone with his mother. 
His father had died when Jack was just a baby.
When his father was still alive, a mean giant stole
his magical harp and his magical hen who laid
golden eggs.
‘If only we had our magical hen back, we would
have money for food! Take our cow to the
market, Jack!’
Jack and his mother were very poor. They had I can visualise how worried Jack’s mother is,
no food to eat, and no money. Jack’s mother because they have no food!
decided that they must sell their only cow.

208  English Home Language

 Tuesday

Text First Read (Think Aloud)

The next morning, Jack went off to the market to --

sell their cow. 
On the way, Jack met the butcher. ‘I will trade you I can visualise Jack and the butcher trading
that cow for these five amazing, magic beans,’ items. Jack gives the cow to the butcher. The
the butcher said. Jack wanted those magic butcher puts the little beans into Jack’s hand. 
beans! He gave the cow to the butcher and took
the beans.
When Jack got home, he was so excited to show I can visualise Jack’s mother looking furious. I
his mother the magic beans. But, she was not can visualise her thinking about the money Jack
impressed.  was supposed to bring!  
‘You were supposed to get money! And all you
brought was some silly beans. You have been
tricked!’ she said, furious. 
She threw the beans out of the window. 
‘Jack, you foolish boy!’ I can visualise Jack and his mother going
‘But they are magic beans!’ to bed hungry. It must be so hard to fall
That night, there was no money and no food for asleep if you have not eaten.
supper. Jack and his mother were forced to go to
bed hungry. 
‘If only I had sold the cow for money,’ he thought,
feeling foolish. 
The next morning Jack looked out the window. I can visualise Jack climbing higher and higher
There was a very tall beanstalk! Jack decided to up into the sky. 
climb up the giant beanstalk.
When Jack got to the top, he saw a magical harp I can visualise Jack waiting and waiting for the
and a hen who laid golden eggs. ‘Those must be giant to sleep so he can take back his father’s
my father’s things!’ Jack thought excitedly.  things. 
 ‘This must be the giant who stole from my
dad!’ Jack thought. He waited until the giant was
sleeping. Then, he quietly took back his father’s
things. 
But as Jack was sneaking back to the beanstalk, I can visualise Jack holding the harp and the
he accidentally hit one of the strings on the hen. He is trying to sneak as carefully as he can.
harp. It made a loud noise! Then, the hen began He is tiptoeing so that he will not wake that
to cluck too.   mean giant up!
The giant woke up. ‘You little thief!’ the giant I can visualise the giant’s loud and scary voice.
yelled. The mean giant chased Jack down the I can visualise Jack running away as fast as he
WEEK 9

beanstalk. can! 
‘Give back that magical harp and that magical
hen!’ the giant shouted. 
‘Help mother! Quick!’ --
‘You found our hen!’

Grade 3 Term 1 Lesson Plan  209

Week 9 • Theme: Imagination

Text First Read (Think Aloud)

Jack raced down the beanstalk. When he finally I can visualise Jack’s mother looking at the hen
saw his house, be called for his mother: ‘Come! and the harp and feeling so happy that Jack took
quick, quick! I have our hen and our harp!’  back their precious family objects!
His mother ran outside. She was so happy to see
their precious things! ‘Now we can have golden
eggs every day! We will have all the money we
need!’ she said.
‘Yes, but the giant is coming to get us!’ Jack cried. 
His mother ran to get the axe. Then she I can visualise Jack’s mother chopping as quickly
chopped as fast as she could. Before the giant as she can. I can visualise her looking at the
could catch Jack, the beanstalk fell down. The giant and trying to chop faster than he could
giant couldn’t get them now! climb! 
Jack and his mother lived happily ever after with I can visualise Jack and his mother collecting
their magical harp and magical hen.  the golden eggs, and trading them for food! 

Follow up questions Possible responses

What was stolen from Jack’s father? A magic harp and a hen that lays golden eggs.
What did Jack find in the giant’s house? He found his father’s harp and the hen that lays
golden eggs.

Why question Possible responses

Why did Jack take the harp and the hen that • Because they belonged to his father.
golden eggs? • Because Jack and his mother needed money.
• Jack wanted to take back his father’s
belongings so he and his mother could buy
food.
• Jack wanted his mother to see that it wasn’t a
bad decision to trade their cow for the magic
beans.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 9.

2 Explain Tuesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Tuesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

210  English Home Language

 Wednesday

Wednesday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• beanstalk
• giant
• impressed

Rhyme or song Actions

Imagination sets you free Point to your head

Anything you want you can be Spread your arms out wide
Close your eyes and let your mind wander Close your eyes
How wonderful it is to imagine! Spread your arms out wide

CREATIVE STORYTELLING

1 Divide learners into their small groups.

2 Hand each group a copy of the creative
storytelling pictures.
3 Tell learners to think of a story that fits with
the pictures.
4 Give learners a minute or two to think about
their ideas.
5 Next every learner in the group must take a
turn to share their version of the story.
6 Remind learners that their story should be
creative, but also must fit with the pictures!
7 Remind learners to listen carefully to each
other’s stories.
8 Thank learners for sharing their stories.
WEEK 9

Grade 3 Term 1 Lesson Plan  211

Week 9 • Theme: Imagination

Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: or

2 Say the word: born
3 Segment the word into the individual sounds: /b/-/or/-/n/
4 Say the first sound of the word: /b/
5 Say the second sound of the word: /or/
6 Say the last sound of the word: /n/
7 Write the word on the chalkboard: born
8 Model pointing to and blending the sounds to make a word: /b/-/or/-/n/ = born

WE DO…

1 Say the sound: or

2 Say the word: storm
3 Ask learners: What is the first sound in the word? /st/
4 Ask learners: What is the second sound in the word? /or/
5 Ask learners: What is the last sound in the word? /m/
6 Ask learners to segment the word into each individual sound: /st/-/or/-/m/
7 Write the word on the chalkboard: storm
8 Instruct learners to blend the sounds in the word with you: /st/-/or/-/m/ = storm

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: or words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a born
b storm
c torch
d short
e sport
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.
7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

212  English Home Language

 Wednesday

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: or
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

or
/b’o’r’n/
/s/t/o’r’m/
/t/o’r’c/h/
WEEK 9

/s/h/o’r’t/

Grade 3 Term 1 Lesson Plan  213

Week 9 • Theme: Imagination

/s/p/o’r’t/
I/ /nee/d/ /a/ /t/o’r’c/h/ /i/n/ /t/he/ /s/t/o’r’m.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Writing: 30 minutes

Draft

TOPIC: Write a story that is set in a fictional place. Use your imagination!
TASK: Write a story of at least 8 sentences to contribute to a class book entitled: We use
our imaginations!
WRITING FRAME:
1 Once upon a time… (tell us about the setting and the characters)
2 One day… (explain the problem)
3 But then… (explain how the problem gets solved)
4 In the end… (what is the moral of the story?)

PREPARATION: Before the writing lesson, write the plan you made on Monday on the
chalkboard.

MODELLING THE DRAFTING PROCESS (I DO)

1 Remind learners of the plan that you made on Monday.

2 Read through your plan that is written on the chalkboard.
3 Next, read through the writing frame with learners.
4 Model how you will complete the writing frame using your own plan, like:

214  English Home Language

 Wednesday

Once upon a time there was a young, kind princess named Lintle. Lintle lived in the land of
Beautiful, far far away. In this land, everyone was as tiny as an ant! Lintle lived with her tiny
aunts Lomusa and Nomsa. Nomsa was kind, just like Lintle. Lomusa was evil. One day Nomsa
had to travel to a distant city for work. Lintle was left home alone with Lomusa. Lomusa locked
her in her room, and didn’t share any food with her! She thought she would die. But then,
Nomsa came home early from her trip. She saw what Lomusa had done, and told her to leave
forever. In the end, Lomusa learned not to be mean to others. Lintle and Nomsa lived alone,
and happily ever after!

LEARNERS COMPLETE THE DRAFTING PROCESS (YOU DO)

1 Hand out learners’ exercise books.

2 Instruct learners to write the date and heading: My story: Draft
3 Tell learners to find their plan from Monday and think about their ideas.
4 Tell learners to complete the writing frame using their plans.
5 Tell learners that they can add more sentences or details if they have time.
6 Remind learners of the strategies they can use to help them.
7 As learners write, walk around the classroom and help learners who are struggling.

WEEK 9

Grade 3 Term 1 Lesson Plan  215

Week 9 • Theme: Imagination

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 9.

2 Explain Wednesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Wednesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

216  English Home Language

 Thursday

Thursday
Phonemic Awareness and Phonics: 15 minutes

Letter swap

I DO…

1 Explain that today, we will practise looking for small differences in words. This helps us
to be better readers.
2 Write these two words on the chalkboard: car, tar
3 Model finding the difference for learners, like: car, tar
4 Explain the difference, like: the /c/ and /t/ sounds are different, but everything else in
the word is the same!

WE DO…

PART 1

1 Write these two words on the chalkboard: born, horn

2 Ask learners: what is the difference between these two words?
3 Call on a learner to come and underline the difference between the two words, like:
born, horn
4 Explain the difference between the two words.

PART 2

1 Next, write this word on the chalkboard: sharp

2 Ask learners: What is one sound you could swop in this word to make it into a
different word?
3 Write a list of learners’ ideas on the chalkboard, like: shark, shard, ship, shop, sheep,
harp, carp, tarp

YOU DO…

1 Write this word on the chalkboard: born

2 Instruct learners to make as many other words as they can, replacing only one sound
WEEK 9

in the word.
3 At the end of the call on learners to come up to the chalkboard and write one of
their words.
4 Go through the words, and explain which sound has been swopped.
corn, horn, torn, morn, worn, been, bun, ban

Grade 3 Term 1 Lesson Plan  217

Week 9 • Theme: Imagination

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Second Read

READING STRATEGIES: VISUALISE

Text Second Read (Think Aloud)

Once upon a time there was a boy named Jack. --

Jack lived alone with his mother. 
His father had died when’ Jack was just a baby.
When his father was still alive, a mean giant stole
his magical harp and his magical hen who laid
golden eggs.
‘If only we had our magical hen back, we would
have money for food! Take our cow to the
market, Jack!’
Jack and his mother were very poor. They had I can visualise Jack and his mother wishing that
no food to eat, and no money. Jack’s mother they had their magical objects back!
decided that they must sell their only cow.
The next morning, Jack went off to the market to --
sell their cow. 
On the way, Jack met the butcher. ‘I will trade you I can visualise Jack’s excitement when he hears
that cow for these five amazing, magic beans,’ that there are magic beans!
the butcher said. Jack wanted those magic
beans! He gave the cow to the butcher and took
the beans.
When Jack got home, he was so excited to show I can visualise Jack looking surprised when his
his mother the magic beans. But, she was not mother shouts at him and throws the beans as
impressed.  far as she can! 
‘You were supposed to get money! And all you
brought was some silly beans. You have been
tricked!’ she said, furious. 
She threw the beans out of the window. 

218  English Home Language

 Thursday

Text Second Read (Think Aloud)

‘Jack, you foolish boy!’ I can visualise Jack laying in his bed, feeling so
hungry. I can visualise him thinking about what
‘But they are magic beans!’
his mother said: that he was tricked. I can see
That night, there was no money and no food for him feelings so silly for the trade he made. 
supper. Jack and his mother were forced to go to
bed hungry. 
‘If only I had sold the cow for money,’ he thought,
feeling foolish. 
The next morning Jack looked out the window. I can visualise Jack looking so surprised. I can
There was a very tall beanstalk! Jack decided to visualise him thinking: ‘Wow! They really were
climb up the giant beanstalk. magic beans!’ 
When Jack got to the top, he saw a magical harp I can visualise Jack’s excitement when he sees
and a hen who laid golden eggs. ‘Those must be his father’s magical objects. I can visualise
my father’s things!’ Jack thought excitedly.  him thinking: ‘Hey! Those belong to us!’ I can
visualise him thinking that his mother would
‘This must be the giant who stole from my dad!’
feel so happy if he brought those things back!
Jack thought. He waited until the giant was
She wouldn’t be angry about his silly trade
sleeping. Then, he quietly took back his father’s
anymore! 
things. 
But as Jack was sneaking back to the beanstalk, I can visualise how angry the giant is when he
he accidentally hit one of the strings on the wakes up! His face must look scary!
harp. It made a loud noise! Then, the hen began
to cluck too.  
The giant woke up. ‘You little thief!’ the giant I can visualise Jack trying to get down the
yelled. The mean giant chased Jack down the beanstalk as fast as he can! I think he must have
beanstalk.  slipped many times!
‘Give back that magical harp and that magical
hen!’ the giant shouted. 
‘Help mother! Quick!’ --
‘You found our hen!’
Jack raced down the beanstalk. When he finally I can visualise Jack feeling so scared that the
saw his house, be called for his mother: ‘Come! giant is about to catch him. I can visualise him
quick, quick! I have our hen and our harp!’   screaming loudly for his mother to help him.
His mother ran outside. She was so happy to see
their precious things! ‘Now we can have golden
eggs every day! We will have all the money we
need!’ she said.
‘Yes, but the giant is coming to get us!’ Jack cried. 
WEEK 9

His mother ran to get the axe. Then she I can visualise Jack’s mother working so hard
chopped as fast as she could. Before the giant to chop down the beanstalk! I can visualise the
could catch Jack, the beanstalk fell down. The sweat running down her face!
giant couldn’t get them now!
Jack and his mother lived happily ever after with I can visualise Jack sitting with his mother,
their magical harp and magical hen.  feeling so happy. I can visualise him thinking
that he made a good choice when he traded that
cow for those beans! 

Grade 3 Term 1 Lesson Plan  219

Week 9 • Theme: Imagination

Follow up questions Responses

What did Jack sell his cow for? Jack sold his cow for 5 magic beans.
Who bought the cow from Jack? The butcher bought the cow from Jack.
Why question Possible responses
Why did Jack feel excited when he saw the • Jack was excited because he found his
magical harp and magical hen? father’s magical items.
• Jack was excited because he thought he
could get them back.
• Jack was excited because his mom wants
those object back.
• Jack is excited because if he brings those
objects back to his mother, she
• will not be angry anymore.
• Jack is excited because if he brings those
objects back to his mother, she
• will not think he made a silly trade.
• Jack is excited because if he brings those
objects back to his mother, they will not be
poor anymore.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 9.

2 Explain Thursday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Thursday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

220  English Home Language

 Friday

Friday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• magic
• harp
• creature

Rhyme or song Actions

Imagination sets you free Point to your head

Anything you want you can be Spread your arms out wide
Close your eyes and let your mind wander Close your eyes
How wonderful it is to imagine! Spread your arms out wide

DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a In this story…
b My favourite part of the story was when…because…
c I think this story shows the theme of imagination because…
2 Read the discussion frame to learners.
3 Put the learners into their small groups.
4 Tell learners that everyone must take a turn to answer each discussion question.
5 Call the class to attention.
6 Ask different learners or a specific group to share their answers.
7 If answers are incorrect, correct them.
8 Thank learners for their contributions.
WEEK 9

Grade 3 Term 1 Lesson Plan  221

Week 9 • Theme: Imagination

Phonemic Awareness and Phonics: 15 minutes

Word Find
Write the table on the chalkboard that includes previously learnt sounds as well as the
sounds taught on Tuesday and Wednesday.

ar or n

c s h

t p m

oo a k

MODEL

1 Remind learners of the sounds of the week: /ar/ and /or/

2 Review all of the sounds and blends on the chalkboard.
3 Give learners 3 minutes to make as many words as they can using the sounds and
blends above.
4 Show learners how to make a word using a target sound, like: /c/ – /ar/ = car
5 Remind learners they can make a word using any of the sounds – they do not need to
use /ar/ or /or/
6 Show learners how to make another word, like: /t/ – /oo/ – /k/ = took

LEARNERS DO

1 Tell learners to open their exercise books and write the heading: ar, or
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words
(and others): car, tar, par, start, cart, sharp, cartoon, start, horn, storm, torch, short,
sport, moon, spoon, took, hook, pan, man etc

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

222  English Home Language

 Friday

Shared Reading: 15 minutes

Post-Read

COMPREHENSION STRATEGY: SUMMARISE, VISUALISE

ILLUSTRATE THE TEXT

1 Settle the learners at their desks, with their exercise books or blank paper, pencils
and crayons.
2 Explain that today, we will visualise how Jack and his mother lived happily ever after!
Explain that learners will need to use their imaginations to make up something that isn’t
in the text.
3 Model how you visualise and illustrate Jack and his mother living happily every after,
like: I visualise Jack and his mother sitting at a big table, with lots of delicious food.
They look very happy because they are sharing their food with many friends.
4 Draw your own picture on the chalkboard of Jack, his mother, and lots of friends sitting
at a big table which is covered in lots of food.
5 Next, tell learners that they are going to visualise Jack and his mother living happily
every after.
6 Ask learners to close their eyes and relax. Ask them to think about what Jack and his
mother could do with their magical harp and magical hen.
7 Ask learners to open their eyes, and draw what that they have visualised.
8 Finally, ask learners to turn and talk, and to share their drawings with a partner.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 9.

2 Explain Friday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Friday Activity 2 to the whole class.
7 Call the second group to work with you.
WEEK 9

8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

Grade 3 Term 1 Lesson Plan  223

Week 9 • Theme: Imagination

End of week language learning review 15 minutes

1 Settle learners on the carpet at the end of the day.

2 Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3 Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4 Use the following prompting questions to guide the language part of your discussion:
a What was our language theme for the week?
b Which stories did we read together?
c What were your favourite new words of the week?
d What did you learn from the stories we read?
e What did we write about this week?
f How did your own writing improve this week?
g How did your own reading improve this week?
h What are you most proud of this week?
5 Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.
Please note: This process of self review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

224  English Home Language

Grade 3
TERM 1
Week

10
THEME:
Imagination
Week 10 • Theme: Imagination

Classroom Preparation
1 At the start of each week, ensure that your classroom is neat and tidy.
2 Update your DISPLAY BOARDS, by removing items that are no longer relevant, and
storing them carefully.
3 Then, prepare the flashcard words and theme word illustrations that you will need.
4 Add items for your theme wall and table that will be of interest to learners, for instance:
fairy-tale books, pictures of mythical creatures
5 Do some research on the internet to prepare for the theme. For example: Stacey Fru
6 Make sure all learner exercise books and DBE Workbooks are marked, and neatly
packed where they belong.
7 Make sure all your big books, graded readers and classroom library books are in
good order.

Extension Activities
These activities can be used as independent work for learners who finish their work early
OR while you are giving assessments to learners.
Activity 1: DBE Workbook 1: Page 20, Let’s do
Activity 2: DBE Workbook 1: Page 20, Let’s write
Activity 3: DBE Workbook 1: Page 21, Let’s write
Activity 4: Draw a picture of something you imagine doing in the future!

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 Monday

Monday
Oral Activities 15 minutes

RECAP THE THEME: ACCESSING PRIOR KNOWLEDGE

1 Show learners the picture of Stacey Fru speaking to Matric learners in the Big Book
story: Stacey’s first book
2 Tell learners that we are continuing our theme: Imagination
3 Draw a circle with the name of the theme in the middle of the chalkboard.
4 Ask learners: What have you learned about this theme so far?
5 Write down learners’ ideas around the mind map. Group similar ideas together.
6 If learners struggle to respond, ask the following prompting questions:
a What are some things we can imagine?
b How do we use our imaginations?
c Why is imagination important?

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• villain
• fiction
• nonfiction

Rhyme or song Actions

Imagination sets you free Point to your head

Anything you want you can be Spread your arms out wide
Close your eyes and let your mind wander Close your eyes
How wonderful it is to imagine! Spread your arms out wide

Handwriting 15 minutes

1 Tell learners to open their exercise books and write the date and heading Singular to
Plural Words.
2 Next tell learners to write numbers 1–5 in the margin, skipping lines between numbers.
3 Call out the singular words as follows. Learners must write these words next to the
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correct number.
Singular to Plural Words
a car

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Week 10 • Theme: Imagination

b horn
c book
d child
e mouse
4 Next, instruct learners to rewrite the words as plurals, on the line below.
5 In the last five minutes of the lesson, correctly write the words on the chalkboard, saying
the sounds and describing the cursive writing process as you do this.
6 Then, ask learners to point out any patterns they can see, like: where the words change.
7 Underline these patterns, like:
Singular to Plural Words
a car
cars
b horn
horns
c book
books
d child
children
e mouse
mice
8 Tell learners to think about these patterns when they are reading or writing.
9 Instruct learners to take a coloured pencil and correct their own work.

ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Pre-Read

COMPREHENSION STRATEGY: PREDICT

1 Settle learners on the carpet or so that they can see the Big Book.
2 Open the Big Book to the story: Stacey’s first book
3 Do a picture walk of every page, asking learners what they think is happening.

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 Monday

4 Help learners to connect the pictures, so that they have a good sense of what the
story is about.
5 Introduce new vocabulary at relevant parts of the story.
6 Read the story through once, without stopping.

Writing: 30 minutes

Edit

TOPIC: Write a story that is set in a fictional place. Use your imagination!
TASK: Write a story of at least 8 sentences to contribute to a class book entitled: We use
our imaginations!
PREPARATION:
1 Write the editing checklist on the chalkboard before the start of the writing lesson.
2 Write your draft on the chalkboard before the lesson. Include one or two mistakes.

EDITING CHECKLIST:
1 Did I use the past tense?
2 Did I use my imagination to make up a pretend setting?
3 Is there a problem in my story?
4 Does the problem in my story get solved?
5 Did I spell all words correctly?
6 Does every sentence start with a capital letter?
7 Does every sentence end with proper punctuation?

MODEL THE EDITING PROCESS (I DO)

1 Read the editing checklist aloud to learners.

2 Next, read your draft aloud to learners.
3 Go through the checklist, and point out whether your draft is correct, or whether you
need to make corrections or improvements.
4 Model the correction process for learners.

LEARNERS COMPLETE THE EDITING PROCESS (YOU DO)

1 Hand out exercise books.

2 Tell learners to find their draft of the writing task.
3 Next, tell learners to go through the editing checklist and make any corrections or
WEEK 10

improvements that are required.

4 As learners work, walk around the room and hold mini-conferences – ensure you work
with a different group of learners for every writing task.

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Week 10 • Theme: Imagination

5 Look for any common errors in learners’ writing.

6 Call learners to attention and write the commonly made errors on the chalkboard.
7 Show learners how to correct these errors.

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 10.

2 Explain Monday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Monday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

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 Tuesday

Tuesday
Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: ur

2 Say the word: turn
3 Segment the word into the individual sounds: /t/-/ur/-/n/
4 Say the first sound of the word: /t/
5 Say the second sound of the word: /ur/
6 Say the last sound of the word: /n/
7 Write the word on the chalkboard: turn
8 Model pointing to and blending the sounds to make a word: /t/-/ur/-/n/ = turn

WE DO…

1 Say the sound: ur

2 Say the word: nurse
3 Ask learners: What is the first sound in the word? /n/
4 Ask learners: What is the second sound in the word? /ur/
5 Ask learners: What is the last sound in the word? /se/
6 Ask learners to segment the word into each individual sound: /n/-/ur/-/se/
7 Write the word on the chalkboard: nurse
8 Instruct learners to blend the sounds in the word with you: /n/-/ur/-/se/ = nurse

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: ur words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a turn
b nurse
c hurt
d burst
e burnt
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
WEEK 10

5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.

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Week 10 • Theme: Imagination

7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: ur
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

ur
/t/u/r’n/
/n/u/r’se/
/h/u/r’t/

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 Tuesday

/b’u/r’s/t/
/b’u/r’n/t/
T/he/ /n/u/r’se/ /i/s/ /h/u/r’t/ /a/n/d/ /b’u/r’n/t.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 Minutes

First Read

COMPREHENSION STRATEGIES: SEARCH THE TEXT

Text First Read (Think Aloud)

Stacey Fru was born in 2007 in Johannesburg, Where is Stacey from? Oh, I learn that she is
South Africa. As an infant, Stacey would sit in the from Johannesburg.
laps of her parents as they read book after book
to her. They pointed to the colourful pictures as
Stacey cooed and giggled.
When she was a tiny toddler, she would sit on What did Stacey love to do? I learn that she
the floor in front of her big bookshelf, pulling loved to read books from the time she was very
out book after book. She loved flipping through small!
the pages, looking at the colourful pictures. She
loved reading each and every word.
Stacey imagined that the books she was reading Who did think she wrote books? Oh, I learn that
were written and illustrated by children, just like she thought other children wrote books.
her. She decided she wanted to be like them.
WEEK 10

She wanted to write her own book, and so she

did.

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Week 10 • Theme: Imagination

Text First Read (Think Aloud)

One day, when Stacey was just seven years old, How old was Stacey when she wrote her first
Stacey’s mother walked into her bedroom. ‘Look! book? I learn that she was just seven years old.
It’s the last page of my book!’ Stacey announced,
holding up her final page. Her mother saw the
stack of completed pages sitting on Stacey’s
desk. ‘I want to publish it,’ Stacey said confidently,
‘so other children can read it!’
That night, Stacey’s parents sat together in bed. What was the title of Stacey’s first book? I learn
here that it is called Smelly Cats.
‘Did you know Stacey wrote a whole book?’
Stacey’s mother asked.
‘She wrote a book?’ her father asked, ‘What’s it
called?’
‘It’s called Smelly Cats. She says she wants to
publish it. I wonder if that is possible?’ her
mother wondered aloud.
Stacey’s parents read the book. They were How did Stacey’s parents feel? I learn that they
unsure. feel unsure about Stacey’s book being published.
‘I wonder if it could ever be published?’ her
father asked.
‘Stacey is so young! How could a seven-year-old
publish a book?’ her mother wondered aloud.
But, they wanted to help Stacey achieve her Who did Stacey’s mother pass her work onto? I
dreams. Stacey’s mother passed her work on to learn that she passed it to an editor.
a professional editor.
The editor read each and every word of Smelly
Cats.
‘I think this should be published!’ he said.
Stacey beamed with pride.
When Smelly Cats was finally published, Stacey What did Stacey organise? Oh! I learn that
helped organise a book launch, so she could tell she organized a book launch, to announce the
other children and parents all about her book. publication of her book!
‘I wrote this book all by myself,’ Stacey told
her audience. ‘I think it is important for more
children – especially African children – to express
ourselves through writing!’

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 Tuesday

Text First Read (Think Aloud)

The attention that Smelly Cats received went What award did Stacey’s book win? She won the
far beyond the book launch. This book was Best Early Childhood Development Publication!
approved by the South African Department
of Basic Education, meaning that children are
allowed to read this book at school!
In 2015, Stacey won an award – the Best Early
Childhood Development Publication. Her
parents proudly watched Stacey go up on stage
to accept her award.
‘She’s so self-disciplined!’ her mother said
‘We never should have doubted her!’ her father
said.
‘We must never doubt her ideas again!’ her
mother agreed.
Stacey’s parents beamed with pride.
Since writing Smelly Cats, Stacey has continued --
to write books for children like her. But her work
goes beyond writing.
Stacey has become a philanthropist. She started
her own Foundation, which works to donate
books, computers, clothing and food to those in
need.
Stacey has also used her success to become a What other work does Stacey do? I learn
motivator and an activist. In this role, she gives here that she does work as a philanthropist,
talks which she hopes will educate and inspire motivator, and activist.
children, just like her.
At Stacey’s first speech, she inspired hundreds of Who did Stacey speak to in her first big speech?
Matric learners. Oh! I learn that she spoke to hundreds of Matric
learners.
‘You are never too young or old to live your
dream!’ she said.

Follow up questions Possible responses

What was the title of Stacey’s first book? The title of her book was Smelly Cats.
How old was Stacey when she wrote her first She was just seven years old.
book?
Why question Possible responses
Why were Stacey’s parents doubtful? • Because they didn’t know if Stacey was too
young to write a book.
• Because they didn’t know if her book could
get published.
• Maybe they didn’t know if her book was good
enough to get published.
WEEK 10

Grade 3 Term 1 Lesson Plan  235

Week 10 • Theme: Imagination

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 10.

2 Explain Tuesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Tuesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

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 Wednesday

Wednesday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• doubt
• confidence
• activist

Rhyme or song Actions

Imagination sets you free Point to your head

Anything you want you can be Spread your arms out wide
Close your eyes and let your mind wander Close your eyes
How wonderful it is to imagine! Spread your arms out wide

CREATIVE STORYTELLING

1 Divide learners into their small groups.

2 Hand each group a copy of the creative
storytelling pictures.
3 Remind learners that last week, they made up
their own stories around the pictures.
4 This week, learners must work as a group to
decide on a group story.
5 Remind learners that their story should be
creative, but also must fit with the pictures!
6 Call the class to attention.
7 Ask 1–2 different groups to share their
group stories.
8 Thank learners for sharing their stories.
WEEK 10

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Week 10 • Theme: Imagination

Phonemic Awareness and Phonics: 15 minutes

Revise sounds, blending and segmenting

I DO…

1 Say the sound: ir

2 Say the word: bird
3 Segment the word into the individual sounds: /b/-/ir/-/d/
4 Say the first sound of the word: /b/
5 Say the second sound of the word: /ir/
6 Say the last sound of the word: /d/
7 Write the word on the chalkboard: bird
8 Model pointing to and blending the sounds to make a word: /b/-/ir/-/d/ = bird

WE DO…

1 Say the sound: ir

2 Say the word: third
3 Ask learners: What is the first sound in the word? /th/
4 Ask learners: What is the second sound in the word? /ir/
5 Ask learners: What is the last sound in the word? /d/
6 Ask learners to segment the word into each individual sound: /th/-/ir/-/d/
7 Write the word on the chalkboard: third
8 Instruct learners to blend the sounds in the word with you: /th/-/ir/-/d/ = third

YOU DO…

1 Tell learners to take out their exercise books and write the date and heading: ir words.
2 Next, tell learners to number from 1–5 in the margin.
3 Call out the following words:
a bird
b third
c thirst
d chirp
e first
4 Learners must write the words next to the correct number, and underline the targeted
sound in each word.
5 In the last two minutes of the lesson, correctly write the words on the chalkboard, and
underline the targeted sound.
6 Tell learners to correct their work with a coloured pencil.
7 Explain to learners that they will learn how to write this sound in CURSIVE in the
next lesson.

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 Wednesday

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Handwriting: 15 minutes

Write letter(s) / words / sentences in cursive

1 Teach learners to correctly form the lower case letter(s) in cursive: ir
2 Model writing the letter(s) for right-handed learners and then left-handed learners.
3 Then tell learners to work with a partner and to write the letter(s) on each other’s backs
with their fingers.
4 After this tell learners to write the letter(s) on their desks with their fingers.
5 Finally, show learners once again how to form the letter(s) and words on the
chalkboard.
6 Learners must then copy the sound/words/sentences into their books.
7 Learners must underline the targeted sound in any words/sentences written.

ir
/b’i/r’d/
/t/h/i/r’d/
/t/h/i/r’s/t/
/c/h/i/r’p/
WEEK 10

Grade 3 Term 1 Lesson Plan  239

Week 10 • Theme: Imagination

/f/i/r’s/t/
T/he/ /t/h/i/r’d/ /b’i/r’d/ /w’i/l/l/ /c/h/i/r’p/
/f/i/r’s/t.
ALTERNATE HANDWRITING PROGRAMME

Sound/s:__________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________
Sentence:__________________________________________________________________
_________________________________________________________________________

Writing: 30 minutes

Publish and present

TOPIC: Write a story that is set in a fictional place. Use your imagination!
TASK: Write a story of at least 8 sentences to contribute to a class book entitled: We use
our imaginations!
WRITING FRAME:
1 Once upon a time… (tell us about the setting and the characters)
2 One day… (explain the problem)
3 But then… (explain how the problem gets solved)
4 In the end… (what is the moral of the story?)

PREPARATION: Before the writing lesson, write the edited draft you made on
Monday on the chalkboard.

MODELLING THE PUBLISHING PROCESS (I DO)

1 Remind learners that on Monday you used the editing checklist to edit your drafts.
2 Next, tell learners that today we will publish and present our final piece of writing.
3 Show learners how you rewrite your own piece of writing, with a title and date.

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 Wednesday

LEARNERS COMPLETE THE PUBLISHING PROCESS (YOU DO)

1 Hand out learners’ exercise books.

2 Instruct learners to write the date and heading: My imaginary place
3 Tell learners to neatly rewrite their final piece of writing, with no mistakes.
4 If learners have time, they can draw a quick illustration.
5 As learners write, walk around the classroom and help learners who are struggling.

LEARNERS PRESENT THEIR WRITING

1 In the last five minutes of the lesson, tell learners to put down their pens and pencils.
2 Tell learners to Turn and Talk and read their writing to a partner.
3 Once learners have done this, call on one or two learners to read their writing to
the class.
4 Compile learners’ work into a class book. Make the book available in the reading corner
for learners to read.

WEEK 10

Grade 3 Term 1 Lesson Plan  241

Week 10 • Theme: Imagination

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 10.

2 Explain Wednesday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Wednesday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

242  English Home Language

 Thursday

Thursday
Phonemic Awareness and Phonics: 15 minutes

Letter swap

I DO…

1 Explain that today, we will practise looking for small differences in words. This helps us
to be better readers.
2 Write these two words on the chalkboard: turn, burn
3 Model finding the difference for learners, like: turn, burn
4 Explain the difference, like: the /t/ and /b/ sounds are different, but everything else in
the word is the same!

WE DO…

PART 1

1 Write these two words on the chalkboard: bird, third

2 Ask learners: what is the difference between these two words?
3 Call on a learner to come and underline the difference between the two words, like:
bird, third
4 Explain the difference between the two words.

PART 2

1 Next, write this word on the chalkboard: thirst

2 Ask learners: What is one sound you could swop in this word to make it into a
different word?
3 Write a list of learners’ ideas on the chalkboard, like: third, thirds, thirty, first, thrust

YOU DO…

1 Write this word on the chalkboard: nurse

2 Instruct learners to make as many other words as they can, replacing only one sound in
the word.
3 At the end of the call on learners to come up to the chalkboard and write one of
their words.
4 Go through the words, and explain which sound has been swopped.
purse, curse, noose, nurd, nurl
WEEK 10

Grade 3 Term 1 Lesson Plan  243

Week 10 • Theme: Imagination

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

Shared Reading: 15 minutes

Second Read

READING STRATEGIES: SEARCH THE TEXT

Text Second Read (Think Aloud)

Stacey Fru was born in 2007 in Johannesburg, Why did Stacey sit in her parents’ laps? I learn
South Africa. As an infant, Stacey would sit in the that she sat in their laps while they read her
laps of her parents as they read book after book books.
to her. They pointed to the colourful pictures as
Stacey cooed and giggled.
When she was a tiny toddler, she would sit on Why did Stacey like to sit in front of her
the floor in front of her big bookshelf, pulling bookshelf? Oh, it was so she could read many
out book after book. She loved flipping through books.
the pages, looking at the colourful pictures. She
loved reading each and every word.
Stacey imagined that the books she was reading What inspired Stacey to write her own book?
were written and illustrated by children, just like I learn that she thought other children were
her. She decided she wanted to be like them. writing all the books in her bookshelf, and she
She wanted to write her own book, and so she wanted to be like them!
did.
One day, when Stacey was just seven years old, Why did Stacey want to publish her book? Oh!
Stacey’s mother walked into her bedroom. ‘Look! So other children could read it!
It’s the last page of my book!’ Stacey announced,
holding up her final page. Her mother saw the
stack of completed pages sitting on Stacey’s
desk. ‘I want to publish it,’ Stacey said confidently,
‘so other children can read it!’
That night, Stacey’s parents sat together in bed. --
‘Did you know Stacey wrote a whole book?’
Stacey’s mother asked.
‘She wrote a book?’ her father asked, ‘What’s it
called?’
‘It’s called Smelly Cats. She says she wants to
publish it. I wonder if that is possible?’ her
mother wondered aloud.

244  English Home Language

 Thursday

Text Second Read (Think Aloud)

Stacey’s parents read the book. They were Why did Stacey’s parents feel unsure? Oh, I
unsure. learn that they were unsure if Stacey was too
young to have her book published.
‘I wonder if it could ever be published?’ her
father asked.
‘Stacey is so young! How could a seven-year-old
publish a book?’ her mother wondered aloud.
But, they wanted to help Stacey achieve her Why did Stacey beam? Oh! She beamed
dreams. Stacey’s mother passed her work on to because she felt so proud when the editor said
a professional editor. her book should be published!
The editor read each and every word of Smelly
Cats.
‘I think this should be published!’ he said.
Stacey beamed with pride.
When Smelly Cats was finally published, Stacey Why did Stacey want to organize a book launch?
helped organise a book launch, so she could tell I think it was because she wanted to tell other
other children and parents all about her book. people all about her book, and to inspire other
children to write too!
‘I wrote this book all by myself,’ Stacey told
her audience. ‘I think it is important for more
children – especially African children – to express
ourselves through writing!’
The attention that Smelly Cats received went Why did Stacey’s parents beam with pride? It
far beyond the book launch. This book was must be because she wrote a whole book, and
approved by the South African Department then her book won an award!
of Basic Education, meaning that children are
allowed to read this book at school!
In 2015, Stacey won an award – the Best Early
Childhood Development Publication. Her
parents proudly watched Stacey go up on stage
to accept her award.
‘She’s so self-disciplined!’ her mother said
‘We never should have doubted her!’ her father
said.
‘We must never doubt her ideas again!’ her
mother agreed.
Stacey’s parents beamed with pride.
Since writing Smelly Cats, Stacey has continued Why did Stacy start a Foundation? I learn that
to write books for children like her. But her work she started a Foundation to donate things to
goes beyond writing. others in need.
Stacey has become a philanthropist. She started
her own Foundation, which works to donate
books, computers, clothing and food to those in
WEEK 10

need.

Grade 3 Term 1 Lesson Plan  245

Week 10 • Theme: Imagination

Text Second Read (Think Aloud)

Stacey has also used her success to become a Why does Stacey give talks? Oh! I learn here
motivator and an activist. In this role, she gives that she hopes her talks will educate and inspire
talks which she hopes will educate and inspire other children.
children, just like her.
At Stacey’s first speech, she inspired hundreds of Why did Stacey give a speech to Matric learners?
Matric learners. Oh! Because she wanted to inspire them to live
their dreams.
‘You are never too young or old to live your
dream!’ she said.

Follow up questions Responses

How did Stacey’s parents feel when she first • They felt doubtful.
wanted to publish her book? • They felt unsure about whether she was too
young to publish a book.
• They didn’t know if anyone would publish her
book.
Why did Stacey’s parents feel proud of Stacey? • Because she won an award.
• Because she published a book.
• Because she was so self-disciplined.
Why question Possible responses
Why did Stacey tell the Matric learners, ‘You are • Because she wanted to inspire them to live
never too young or old to live your dream’? their dreams.
• Because she gives speeches to educate and
inspire other children like her.
• Because she was very young and achieved
her dream.
• The fact that Stacey published a book at age
seven is proof that your never too young to
live your dreams. Stacey wants all children to
know that!

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 10.

2 Explain Thursday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Thursday Activity 2 to the whole class.
7 Call the second group to work with you.
8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

246  English Home Language

 Friday

Friday
Oral Activities 15 minutes

THEME VOCABULARY

1 Teach using PATS.

2 Display words and illustrations on the Theme Vocabulary Board.
• publish
• editor
• beam

Rhyme or song Actions

Imagination sets you free Point to your head

Anything you want you can be Spread your arms out wide
Close your eyes and let your mind wander Close your eyes
How wonderful it is to imagine! Spread your arms out wide

DISCUSSION OF SHARED READING TEXT

1 Write the discussion frame on the chalkboard:

a Last week we read a story about…
b This week we read a story about…
c I preferred to read…because…
2 Read the discussion frame to learners.
3 Put the learners into their small groups.
4 Tell learners that everyone must take a turn to answer each discussion question.
5 Call the class to attention.
6 Ask different learners or a specific group to share their answers.
7 If answers are incorrect, correct them.
8 Thank learners for their contributions.
WEEK 10

Grade 3 Term 1 Lesson Plan  247

Week 10 • Theme: Imagination

Phonemic Awareness and Phonics: 15 minutes

Word Find
Write the table on the chalkboard that includes previously learnt sounds as well as the
sounds taught on Tuesday and Wednesday.

ur ir b

d s t

f n h

c e a

MODEL

1 Remind learners of the sounds of the week: /ur/ and /ir/

2 Review all of the sounds and blends on the chalkboard.
3 Give learners 3 minutes to make as many words as they can using the sounds and
blends above.
4 Show learners how to make a word using a target sound, like: /f/ – /ur/ = fur
5 Remind learners they can make a word using any of the sounds – they do not need to
use /ur/ or /ir/
6 Show learners how to make another word, like: /ch/ – /a/ – /t/ = chat

LEARNERS DO

1 Tell learners to open their exercise books and write the heading: ur, ir
2 Instruct learners to begin writing.
3 Give learners 3 minutes to find and build as many words as they can.
4 Allow learners to correct their own work. Show learners how to build these words (and
others): fur, turn, hurt, burn, nurse, burst, burnt, bird, third, thirst, first, hat, bat,
chase, base etc

ALTERNATE PHONICS PROGRAMME

Sound/s: __________________________________________________________________
Words: ___________________________________________________________________
_________________________________________________________________________

248  English Home Language

 Friday

Shared Reading: 15 minutes

Post-Read

COMPREHENSION STRATEGY: SUMMARISE

WRITTEN SUMMARY OF THE STORY

1 Explain that today we will think about the most important parts of the text.
2 We will also think about what we are supposed to learn from the text.
3 Write the summary frame on the chalkboard.
4 Instruct learners to use the frame to answer the question:
a This text is about…(2–3 sentences)
b I liked…
c I think this text was written to teach me…
5 Explain that learners will not be able to say everything about the text – they will need to
choose the most important parts.
6 Model your own example for learners. Say: This text is about a girl named Stacey Fru. I
liked the title of Stacey’s book: Smelly cats. I think this text was written to teach me that I
can use my imagination to achieve big things!.
7 Give learners time to think about the most important parts of the text.
8 Tell learners to turn and talk with a partner to share their ideas. / Tell learners to write
their own summaries using the frame.
9 Call the class back together.
10 Ask 1–2 learners to share their summaries with the class.
11 Come up with a class summary, like: This text is about a girl named Stacey Fru who
wrote her own book when she was only seven-years-old. We liked when Stacey beamed
with pride. We think this text was written to teach us about how we can use our
imaginations to help us in real life..

Group Guided Reading 30 minutes

GROUPS: ___________________________

1 Settle the whole class with Reading Worksheet 10.

2 Explain Friday Activity 1 to the whole class.
3 Call the first group to work with you.
4 After 15 minutes, send the group back to their seats.
5 Do a Reading Transition Activity.
6 Explain Friday Activity 2 to the whole class.
WEEK 10

7 Call the second group to work with you.

8 Fill in your Tracker to show which groups you listened to, and what they read.
9 Make note of any changes to be made to reading groups or activities.

Grade 3 Term 1 Lesson Plan  249

Week 10 • Theme: Imagination

End of week language learning review 15 minutes

1 Settle learners on the carpet at the end of the day.

2 Conduct the weekly language review session. You may choose to combine HL and FAL
learning in this review.
3 Remember to allow learners to ‘Turn and Talk’ and discuss their answers with a partner.
Then, select a few learners to share their answers with the class.
4 Use the following prompting questions to guide the language part of your discussion:
a What was our language theme for the week?
b Which stories did we read together?
c What were your favourite new words of the week?
d What did you learn from the stories we read?
e What did we write about this week?
f How did your own writing improve this week?
g How did your own reading improve this week?
h What are you most proud of this week?
5 Finally, tell learners to think about two things that they are going to tell their families
about what they learnt or how they improved at school this week.
Please note: This process of self review and reflection is a critically important part of learning.
Please do not skip this weekly activity.

250  English Home Language