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Reg. No.: 2011/011959/07
English Home Language
Facilitatorʼs Guide 2/2
Grade 5
CAPS aligned A Mills
2505-E-EHL-FG02
Activity
Section
Section
YEAR PLAN
Unit 3 (term 3) and unit 4 (term 4) are in this facilitator’s guide, unit 1 (term 1) and unit 2 (term 2) are in facilitator’s guide 1/2.
LESSONS:
Fantastic flyers 11. Treasur es: Lost and found 12. River tails 13. Dogs with jobs 14. Delightful donk eys
Language structures and conventions
Writing and presenting
• Relativ e and reflexive pronouns
• Conjunctions
• Antonyms and s ynonyms
• Degrees of comparison
• Subject-verb agreement
• Homophones
• Homonyms
• Colons and semicolons
• Oxymoron
• Sight wor ds and spelling test
SAMPLE
• Write a book review
• Write an advertisement
• Write a story (folk tale/myth)
• Write a description of characters
• Write a weather report
• Write a script for a play
Reading and viewing
• Read a biograph y
• Read an ad vertisement
• Read a story (folk tale/myth)
• Read a weather r eport
• Read a play
Listening and speaking
• Listen to a novel
• Describe ev ents
• Listen to an advertisement
• Listen t o a story (folk tale/ myth)
• Listen to a weather report
• Listen and respond to a play
UNIT 3: Weeks 1 – 2
LESSON 10: Fantastic flyers
Skills
Listening and speaking
The time allocation does not include the time spent on reading the novel in class. Allocate any extra time to reading the novel.
Predict a novel
Listen to a novel
Discuss a novel
Describe events
Reading and viewing
Read a biography
Answer questions on a biography
Do dictionary work
Reflect on texts read independently
Writing and presenting
Brainstorm your book review
Write the first draft of your book review
Revise, edit, and proofread the first draft of your book review
Write the final version of your book review
Language structures and conventions
Practise relative and reflexive pronouns
Practise conjunctions
Sight words and spelling test
Activity 15245 min.
Activity 15345 min.
Activity 15445 min.
Activity 15545 min.
Activity 15645 min.
Activity 15745 min.
Activity 15845 min.
Activity 15945 min.
Activity 16045 min.
Activity 16145 min.
Activity 16245 min.
Activity 16345 min.
Activity 16445 min.
Activity 16545 min.
Activity 16645 min.
SECTION 1 Listening and speaking
Remind learners to read a new book this term. They should have read a few books this year already.
We look at advertisements in the next lesson. Learners can find printed advertisements to bring along. Encourage them to pay attention to all the advertisements they see around them to prepare for the lesson.
This lesson is about flying animals that are not birds. Read through the introduction with the learners. It gives information about animals in the natural world that can ‘fly’ or glide. We will also look at winged animals from literature, including Pegasus, dragons, the griffin, and gargoyles. Encourage learners to find books about these mythological creatures to read.
Learners will read a biography and must distinguish between a diary entry, a biography, and a story.
‘When pigs fly …’
Do you know what this expression means? Share your answers with your facilitator or the class.
If you say ‘when pigs fly’ after someone has said something might happen, you make it clear that you think it is very unlikely. For example, ‘Maybe Claire will clean her room.’ ‘Yes, when pigs fly.’ The phrase has been used in various forms since the 1600s as a sarcastic remark.
Our lesson is about fantastic flyers – animals that can fly but aren’t birds (not including pigs!) Can you think of any animals like this? We look at five of these winged creatures below, but there are others you can find by yourself.
Flying fox
Have you ever heard of flying foxes? Did you know that they aren’t foxes at all but bats?
Flying foxes are bats that live in trees and eat fruit and nectar. They live in camps of as many as 1 million at a time! They are not ‘blind as a bat’ and can see and smell very well. Flying foxes are pollinators like bees and are very important in nature. The main threat to these bats is the loss of trees and the flowers and fruits they depend on.
Pollinators are insects or animals that carry pollen from one plant or part of a plant to another
Mobula ray
A Mobula ray can launch itself 1,8 metres above the ocean. It glides for many seconds before splashing back down into the waves. Mobula rays live in warm oceans all over the world. These fish have a pair of winglike fins that can be up to 5 metres wide. The fins help the rays rocket from the sea when they leap. Scientists don’t know why Mobula rays do these jumps, but they think it may be to show off to other rays, get rid of parasites, or communicate.
Flying squirrel
Flying squirrels are nocturnal. They ‘fly’ through the air on a furry blanket of skin stretched between their limbs. They can glide up to 150 metres, going from tree to tree. They do this to avoid predators on the ground. They use their tails to steer in the air and brake when they reach a tree. Flying squirrels eat seeds, nuts, insects, fruit, or funguses like mushrooms or toadstools.
Nocturnal animals come out at night.
Flying fish
Flying fish love warm oceans. They are shaped like torpedoes, which helps them gather enough underwater speed to break the surface, and their large, winglike pectoral (chest) fins get them into the air. They use this ability to escape predators, such as mackerel, tuna, swordfish, marlin, and other large fish.
Flying fish swim up to 60 km/h underwater. They flap their tails fast when they break through the waves while still beneath the surface. They then ‘fly’, sometimes as high as 1,2 metres and as far as 200 metres at a time. They can keep gliding like this for a long time, and some flying fish have been recorded stretching out their flights up to 400 metres!
A torpedo is a long, thin bomb that travels underwater to destroy the ship at which it is aimed.
Wallace’s Flying Frog
Why hop when you can fly? Also known as parachute frogs, Wallace’s flying frogs live in the thick tropical jungles of Malaysia and Borneo. They live mostly in the trees, only coming down to mate and lay eggs.
When threatened or looking for prey, they leap from a branch and spread their four webbed feet. The membranes (thin skin) between their toes and loose skin flaps on their sides catch the air as they fall, helping them glide, sometimes 15 metres or more, to a nearby tree branch or the ground. They also have oversized toe pads to help them land softly and stick to tree trunks
‘Tropical’ refers to the areas of our planet that lie in the middle of the globe, between the latitude lines of the Tropic of Cancer and the Tropic of Capricorn. The tropics include the equator and parts of North America, South America, Africa, Asia, and Australia
Flying creatures in stories
Not only are there fantastic flying animals in nature, but also in our books and stories.
Do you recognise these mythical winged creatures? Have you read any books about them?
Share what you know with the class or your facilitator.
Encourage learners to share their knowledge of these stories with the class. Some learners enjoy reading about these mythical creatures and might have interesting facts and stories to share. If learners are not familiar with these myths and legends, encourage them to do some independent reading and tell the class what they have learnt. There are books mentioned with each creature that learners can read if they want to.
SAMPLE
Gargoyles often guard cathedrals and castles. In Terry Pratchett’s book, Feet of Clay, Constable Downspout is a police officer. As a gargoyle, he can remain still in one spot and watch for days at a time. He is a “world champion at not moving”. He doesn’t need money and receives his salary in pigeons, which he eats.
The griffin is a lion with an eagle’s wings, beak, and claws. Griffins guarded treasure. Ancient peoples believed that griffins built nests out of gold. Thieves would try to steal the gold, causing the griffins to guard it fiercely. Griffins appear in C.S. Lewis’s The Chronicles of Narnia where they fight in Aslan’s army.
Dragons love shiny things. The most famous of all book dragons is Smaug from J. R. R. Tolkien’s, The Hobbit. Smaug lives alone in the Lonely Mountain, his only purpose is to guard the treasure he stole from the dwarves.
Activity 152: Predict a novel
45 minutes
Over the next two weeks, you will read a novel to the learners. Allocate time every day to read the book. Learners must learn to listen attentively and follow the story as you read. Choose an appropriate book according to the learners’ reading level and understanding.
You may choose one of the books from the list or use your own. Try to find a novel you can read within two weeks or read as much as you can in the allocated time to give learners a good idea of who the characters are, where the story is set, and what the plot is. Make sure the story has well-rounded characters and enough action to allow for lively discussions and questions that learners can answer.
Suggested books for Grade 5
The list contains only a few books on the theme of the lesson – there are many more to choose from. If possible, buy one from a local bookseller or use a book you have at home that might be appropriate.
Dragons at Crumbling Castle (Terry Pratchett)
Gargoyle of Geometry (Tevin Hansen)
The Monster in the Hollows (Andrew Peterson)
How to do novel study in class
1
The Land of Roar (Jenny McLachlan)
Lottie Luna and the Giant Gargoyle (Vivian French)
Impossible Creatures (Katherine Rundell)
The Boy Who Grew Dragons (Andy Shepherd)
The Graveyard Book (Neil Gaiman)
Where the Mountain Meets the Moon (Grace Lin)
At the start of the lesson, introduce the novel to the learners. Ask them what they think the book is about. There is a formal activity for predicting the content of the book; this can be an informal discussion about the title of the book and what learners can infer from it. Read the first chapter aloud to the learners to get them interested in what will follow.
2 Take turns reading. You can read one chapter to the learners, and the next day, learners can take turns reading to the class. Always provide constructive support to learners who might have difficulty reading aloud.
3 If possible, read one or two chapters and then do an activity. These activities will help learners focus on reading skills related to the chapters you read. For example, read chapter one out loud. Ask learners to sketch the novel’s setting so far and analyse the first characters introduced. Every four chapters (depending on the number of chapters in the book), you can do a quiz to make sure the learners understand the content and know how to analyse a text.
4
Once you have read the whole novel, set up an informal test with questions for the learners and let them do a project to show that they understand the book. You may decide what format the project will be – learners could do a slide show presentation to show what they have learnt
Help learners plan their presentations by asking them to copy the planning sheet into their exercise books. You can draw it on the board for them or make copies of the page.
Presentation planning sheet
Before you create your presentation, you must plan what you will put in it. The following questions must be answered in your presentation. You can make each question a separate slide.
QUESTION
1. What is the main idea of the text?
2. What are three important suppor ting details of the text?
3. What lessons or facts did you learn from listening to the text?
4. What is the main thing you want your audience to know about the text?
5. What is the author’s point of view?
6. What is your opinion of the text?
7. What else do you want to share about the text?
ANSWER
SAMPLE
Look at the front cover of the novel on the next page.
1. Look at the picture, the title, and the fonts.
2. What do you think the novel will be about?
3. Why do you say this?
Now, look at the back cover of the novel.
1. Read the blurb. What further details do you know about the novel now?
2. What finer details can you now predict?
SAMPLE
What is a blurb?
The blurb is a small ‘advertisement’ on the back cover of the book. Authors usually only have 100–200 words to impress and attract readers. A blurb should introduce the book’s main idea, give some insight into the content, show the genre, and get readers interested.
Blurbs sell books. It is a creative and short selling tool to convince readers to buy a book. Many publishers believe that it must sound like a movie teaser (without too much drama!). The blurb should include information that best represents the book and interests readers. This can even mean quotes, support, or praise from others.
SAMPLE
Reviews
Author and book information
Tagline Blurb
1. Show learners the cover of the novel you chose and ask them to predict what the content of the novel will be. Learners will also ask you questions about the novel. This helps build their self-confidence to speak up in class.
Then, read the blurb at the back and ask them to predict the finer details of the book.
a) What themes can you infer from the title and picture?
b) What do you think the book will be about?
c) Ask your facilitator when the book was written or published. What does this tell you about the book?
Explain that the age of the book will date it and place it in a particular timeframe. The date will also determine the language and vocabulary used in the book. If it is modern, there will probably be more ‘slang’ and terms with which they are familiar.
d) Ask your facilitator how many chapters the novel has.
e) Ask your facilitator whether there are any illustrations in the novel. Does this change your perception of the book?
2. Listen to the blurb your facilitator will read to you and answer the questions above again.
Activity 153: Listen to a novel 45 minutes
Read a section or chapter from the novel to the learners. Ask learners to listen for specific details, such as:
1. The names of the characters. Allow them to make notes of the names.
2. What do you know about the characters?
SAMPLE
3. What do they look like?
4. What do they do?
5. What roles do they play?
6. What is their relationship to one another?
7. What is the setting?
8. What is the main idea of the extract we have read so far?
9. Identify and discuss the feelings expressed by the characters.
10. Discuss the language used in the novel.
11. Discuss the purpose of the novel.
12. Think about what has happened in the novel so far. Can you relate the events and characters to your own life?
You can ask more questions as the lesson develops, and you read more of the novel. New characters might be introduced in different settings.
You can make chapter posters to put up in class with the names of the characters, the setting, and what happens in the chapter. This is a good way to visually summarise the novel for the learners. It will also help them keep track of the narrative
Listen to the novel that your facilitator will read to you. Remember to practise your active listening skills.
Your facilitator will ask you to listen for specific details as they read. Listen carefully and write down the answers as you hear them.
Activity 154: Discuss a novel
45 minutes
Make sure learners understand what each value means and how it relates to real life.
• Social values include justice, freedom, respect, community, and responsibility. Are any of these aspects apparent in the novel you are reading? How do the characters relate to others in the novel?
• Moral values are our set of principles of ‘good and evil’ that determine our behaviour and choices. Are the characters in the book morally strong, or do they find it difficult to do the ‘right’ thing? Are there any evil or dishonest characters who want to stand in the hero/heroine’s way? Do the ‘good’ characters always make the right decisions?
SAMPLE
• Cultural values are displayed in the beliefs and values of a particular society. We all have cultural values rooted in the culture with which we most associate. Cultural values shape the traditions and customs of a society. Some of these values include the way we dress, the language we speak, the food we eat, and our belief systems. Look for the cultural values in the novel you are reading, point them out to the learners, or ask them to identify these values.
Your facilitator will read more of the novel to you.
Discuss:
1. The social values in the novel. Social values refer to the way people relate to each other
2. The moral values in the novel. Moral values refer to right and wrong behaviour.
3. The cultural values in the novel. Cultural values refer to the customs and ideas of a particular group of people
4. Can you relate to any of these values? Do the characters share any of your values? Or do they act in a way that contradicts your values?
Activity 155: Describe events
45 minutes
Have you ever met a strange animal or been outside in the bush or a forest?
Perhaps you have seen a bat? Bats also fly, but they are not birds! If you haven’t experienced any of these things, you can try to imagine what it would be like and describe the events.
1. Think about the event in detail.
2. Explain the event clearly.
3. Explain the event in the correct sequence.
4. Describe your feelings about the animal or adventure in the bush or forest.
SECTION 2 Reading and viewing
Activity
156: Read a biography
45 minutes
Do you know what a biography is? A biography is a non-fiction description of someone’s life, usually in the form of a book. A biography is not written by the person who the book is about. We call that an autobiography
Biographies are true pieces of text based on fact, so biographers (the people who write biographies) do a lot of research. They use websites, letters, photos, diaries, and newspapers to help them.
• A complete guide with all the texts and explanations included.
• Comprehensive explanations of language aspects.
• Step-by-step guidelines in plain language.
• Fun, engaging, and practical activities.
• Interesting themes for Grade 5s to expand general knowledge and inspire curiosity.
• Encourages independent thinking and develops reasoning skills.
