HOME LANGUAGE: PLANNING & PREPARATION

GRADE 1 2 3 x TERM 1 2 3 x 4 HOME LANG Afr Eng x IsiX

ATP Week 7 & 8 DATE: Term 1 Week 1 & 2

Lesson Topic: Reading, Phonics, Language and Creative Writing
Lesson Aims: Text Type: Reading and interpreting a poem and timelines, answering lower and higher order questions. Comprehension strategy-
Sequencing of events Language- Punctuation- Exclamation marks and Tenses Writing: Write an acrostic poem and create a timeline.
Topic / Content / Concepts / Teaching Methodologies &
Skills Resources / LTSM
Classroom Management (WHAT I am going to use to teach/guide/support…)
(WHAT I am going to
(HOW I am going to teach/guide/support…)
teach/guide/support…)
ATP WEEK 3 Shared Reading: Introduction of Theme: All About Me Resources / LTSM
Picture Comprehension Items needed:
Theme: All About Me Introduce the theme by discussing the picture: • Pencils/ books
Listening and Speaking: • Why is the child wearing a mask? • Paper
• Do you think the child enjoys wearing a mask? Why? • Resource Pack
Express feelings about a text and • How do you think the child is feeling? Every picture
provide reasons.
tells a story
Phonics: What questions would you like to ask to know more about the
picture? (What, who, where, why and when)
Recognize common consonant
diagraphs at the beginning and Before Reading: Introduction and reading a shared reading
end of words. th- and ch- sound text- Poem
Introduce the elements of poetry by tapping into learners’
Recognize common vowel existing knowledge. Use the following questions to guide the
diagraphs: ea- , e- sound in be and process:
ee- sound. • What is poetry? (It is text that is focused on expressing
thoughts, feelings and emotions.)
• What are authors of poems called? (Poets)
Recognize and use rhyming words. • Why do authors write poetry? (They write poems to
entertain the readers and to express their feelings,
Learn ten words per week from the thoughts and emotions.)
phonic lessons and sight words.
Write three short sentences Introduce the poem: All About Me- Behind a Mask
dictated by the teacher. Use the title and pictures to predict what the poem is about.
Next, unpack the characteristics of the poem with the
learners:
• Lines and stanzas.
• Rhyming words- Words that end with the same sound
Shared Reading: e.g. me and be in stanza 2.
Read enlarged texts such as • Writing conventions- The use of punctuation and
poems. bolded words to evoke emotions.
Unpacking the features of poems. • Use of figurative language- Language used by poets
to make interesting comparisons which allow readers
Answer higher- and lower order to think about things differently e.g. a heart of gold.
thinking questions based on the Vocabulary (tricky words):
poem. • Encourage sounding out of unfamiliar words or
breaking it up into syllables.
Recognise smaller words within a • Talk about the meaning of the words.
bigger word. • Allow them to use Dictionaries/Google to find the
meaning of unfamiliar words.
Use pictures to determine what the • Learners write their new words and meanings in their
story is about. personal dictionaries.
During the reading:
Build sight vocabulary during all Read the poem with appropriate tone and expression. Point
reading. to the words as you read and allow the learners to follow.
Check the understanding by asking the following questions:
Writing: • What do you think about the poem?
Writes an acrostic poem. • How is the poem connected to 2020?
Possible activity- Divide the learners into pairs. Allow each
learner a chance to say whether they enjoyed the poem or
not, if it reminded them of something and how the poem
made them feel.

During the week re-read the poem with the learners as Shared
Reading. Ensure that you read with expression and fluency.
Encourage the learners to read along or provide a group of
learners an opportunity to read various stanzas. Draw their
attention to some features of the poem such as descriptive
language, rhyming, use of capital letters, etc. Ask various
questions related to the story and allow the child to find the
answers in the text.
Complete the comprehension task- Resource Pack- Activity 3.
Phonics: Revision: th- and ch- sound. New sound long-a: ea
and ee and e - in be
Revise consonant diagraphs ch- and th- sound
Introduce the vowel diagraphs ee-, ea- and e- like in be
sound.
• Learners read the poem and circle words with ee-, ea
and e-like in be- sound.
• Next, ask them to write all the words, sound it and
draw a picture depicting its meaning.
• Alert them to the following: These sounds sound the
same but they are not written the same.
• Ask them to draw three columns making a list of as
many words with the ea, ee and e- sounds.
• Encourage them to add words to the lists. They can
search for words in magazines/ community
newspapers or any book.

Focus: Memory Sentence:

Memory sentences: A memory sentence helps us to
remember how to spell words, use the correct language
structure and train the brain to retain information. It is
practiced over a few days.

Introduce the memory sentence by asking the learners to

unjumble the words to build meaningful sentences -refer to
Resource Pack- Activity 4
1) Reading: Read the memory sentences with correct
expression.
2) Unpacking punctuation and words: Discuss the punctuation-
Capital letters, full stops and exclamation marks.
3) Building understanding: Ask them various comprehension
questions: What? Who? Where? Why?
4) Transcription: Learners copy the sentences correctly and
practice it daily. Tip: On the second day 5 words could be
omitted and learners write the sentences from memory. Day 3
more words are left out and at the end of the week, learners
should be able to write it on their own.
 Focus: Language Structure and Use- Exclamation Marks
Read the memory sentences with correct expression and tone
to illustrate the differences in punctuation. Discuss why certain
sentences end with a full stop or exclamation.
Focus- Writing: Creating an acrostic poem
Discuss features of an acrostic poem: It is a poem in which the
first letter in each line spells out a word, message or the
alphabet. It is written vertically. It is fun and a unique form of
poetry. Refer to the example of the word mask.

Write your own acrostic poem:

• Draw a self- portrait.
• Use your dictionary and find words with each letter of
your name which best describes you.
• Read your poem to a friend.

Shared Reading: Ann Gareth- Unmasked

ATP WEEK 4:
Introduction of the text by using the see, think and wonder
Listening and Speaking: thinking strategy.
Watch the video clip of Ann Gareth and evoke a rich
Express feelings about a text,
discussion about its content. Use the prompts below to guide
picture, video clip and provide the discussions.
reasons.
• What do you see?
https://bit.ly/Anngarethunmasked
Phonics: • What do you think?
• What do you wonder?
Recognize common consonant Then use the title and pictures to predict what the story is
diagraphs at the beginning and about.
end of words. sh- and wh- sound. Vocabulary (tricky words): “I spy” Vocabulary Game
• Provide learners with a list of vocabulary words to
Recognize common vowel search for in the text.
diagraphs the long –a sound: ai- • Encourage sounding out of unfamiliar words or break it
and ay- sound. up into syllables.
• Continue to follow the process of week 7.
Recognize and use rhyming words. During Reading:
• Read the text to the learners modelling the following:
Shared Reading: pausing at full stops, reading fluently and pronouncing
Read enlarged texts- non- fiction words correctly.
stories and timelines. • Demonstrate the following ‘Think Aloud’ strategy: stop
Unpacking the features of a once or twice to model decoding skills to read
timeline.
Answer higher- and lower order unfamiliar words e.g. This word looks difficult, I don’t
thinking questions based on the know it so let me sound it out.
poem. Check understanding by asking the following questions:
• Was your prediction correct? Explain
• What did you find interesting?
Recognise smaller words within a
bigger word. Continue to practice reading skills during Shared Reading
lessons. Ask various levels of questions about the text and show
Use pictures and a video clip to learners how to find the answers in the text. Each day focus
determine what the story is about. on a different.
Builds sight vocabulary during all Phonics: Revise consonant diagraphs- wh and sh-sound. New
reading. sound long-a (ai- and ay). Click on the link to access the e-book:
Revise wh- and sh- sounds by playing the following game:
Writing: • Sound Twister Game- Place wh- and sh -words on the Ann Gareth- Unmasked
Writes a timeline-
floor and give the learners a series of instructions to
Choose a photo or a picture of https://bit.ly/AnnGareth
yourself. Put the pictures in the follow e.g. place your right hand on the word when,
correct sequence and write about place your left foot on the word shelf, place your left
them. hand on the word whistle etc.
Plan the writing process of a Introduction of long-a sound:
timeline. • Ask learners to find the following words in the Ann
Gareth story: always and rainbow.
• Ask them to read the words and listen carefully for the
Language Structure and Use
sound with the long-a.
Use present, past and future tense. • Discuss similarities and differences- sounds the same
but spelt differently. Tip: The ai- sound can be found in
Write words to form a sentence
using capital letters and full stops. the middle of words, while the ay- sound are mostly at
the end of words.
• Ask them to draw two columns separating words of
each sound and add more words to the lists.
Encourage them to use their readers, storybooks,
magazines, etc. to find new words.
• Build sentences with at least 6 words.

Language Structure and Use- Punctuation, Understanding

Tenses
• Find the punctuation errors in the sentences- refer to
Resource Pack- Activity 10
 • Complete these sentences orally:
• Today I am happy/playing/reading.
• Yesterday I was _______.
• Tomorrow I will be ________.
• These sentences tell us WHEN things are happening. It
has to do with TIME. Today is the present, tomorrow is
the future and yesterday is the past.
• The verbs/doing words also help to tell us WHEN things
are happening. The verbs give us the TENSE (when)
something is happening.
• The sentence: Ann walked on the beach. What is the
verb in that sentence? walked. Is walked happening
today? tomorrow? or must it still happen?
• Repeat the sentence slowly.
• Can I say: Today Ann walked on the beach?
OR
Tomorrow Ann walked on the beach?
OR
Yesterday Ann walked on the beach?
Yesterday Ann walked on the beach. It is in the past
because the verb walked is in the past tense.
• Do more examples.
• Tenses- Look at the timeline of Ann Gareth. Discuss the
chronological order in which events appear. Alert
them to the events in terms of the passing of time.
Then circle all the verbs on the timeline. Ask learners
why all the verbs are in the past tense.

Comprehension skill: Sequencing and making meaning of

timelines.
• Extract key events in Ann Gareth’s life and arrange it
in chronological order e.g. 1996 – Ann became a
mother.
• Use the text of the timeline of Ann Gareth’s life to
discuss its purpose and features- refer to Activity 12 in
the Activity pack.
 • Purpose- A graphic representation of a sequence of https://www.youtube.com/watch?v=o50
events over a period. Refer to timeline in DBE HA6QTxj0
workbook pages 3 to 5 for more examples.
• Features- A line indicating the lapse in time
(horizontal, vertical or diagonal), pictures of events
with dates and a short description of events. Watch
the video of timelines to guide further discussions.

Creative Writing: Create a timeline

• Learners create a timeline of certain events in their
lives.
• Some ideas of dates to include:
- when you were born
- when you started school
- when siblings arrived in the family
- any important life events
- when you achieved something, or won an
award.
Guide and support your child with ATP WEEK 7 and 8: WCED PRESENTS:
regards to the following skills: • As a fun family activity, create an acrostic poem using THE THIRD FOUNDATION PHASE
different family member’s names.
• Listening and speaking LIBRARY!
• Using the phonic and sight words to play various word
• Reading and viewing recognition and rhyming games. https://rb.gy/xxfqcj
• Writing and presenting • Build interesting sentences using the vocabulary words.
• Language structures and • Practice the memory sentences by doing the following
PARENTS conventions activities: write each word in different colours, Write the
sentences in bubble letters, type the sentences on the
GET HOOKED ON BOOKS computer, etc.
• Collect photographs of special family occasions and
create a timeline with your child.
https://bit.ly/373vYFj
Parents Tips: How to read e-books to your
BOOK OF THE WEEK: child.
https://www.youtube.com/watch?v=6P- https://www.readingrockets.org/article/h
Y_M9q7RM ow-read-e-book-your-child

Activities:
LEARNERS’
Activity 1: Interpreting a picture.
 ACTIVITIES for Activity 2: Reading and interpreting the poem: Me Behind My Mask,
consolidation Activity 3: Answering questions about the poem
Activity 4: Unjumble words to build memory sentences and word building (phonics)
Activity 5: Activity with sight words
Activity 6: Write an acrostic poem
Activity 7: See, think and wonder a thinking strategy to introduce text
Activity 8: Read Ann Gareth’s story and complete crossword puzzle
Activity 9: Comprehension- Ann Gareth-Unmasked
Activity 10: Unjumble words to build meaningful sentences, fill in punctuation marks and tenses
Activity 11: Building words with the ee-, ea- sounds and revision of consonant diagraphs
Activity 12: Reading and Interpreting a timeline
Activity 13: Create a timeline

Informal Assessment Continuous Informal Assessment

Values Teaching Responsibility, Kindness, Caring