Proper noun - Tom Newby School

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TERM
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TABLE OF CONTENTS
CONTENT
PAGE NO.
THEME 1: WHAT IS ALL AROUND US?
Parts of Speech
Types of Nouns
Activity 1: Find the nouns
Activity 2: Common nouns
Activity 3: Proper nouns
Activity 4: Abstract nouns
Activity 5: Collective nouns for animals
Activity 6: Collective nouns for groups
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5
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THEME 2: ZOOMING IN ON DESCRIPTIONS
Adjectives
Activity 1: Find the Adjective
Activity 2: Choosing an Adjective for a Noun
Activity 3: Write sentences using Adjectives and Nouns
Activity 4: Adjectives to describe you
Activity 5: Degrees of Comparison
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THEME 3: BE CAREFUL WHAT YOU WISH FOR!
Comprehension Skills
Activity 1: Definitions of Question Words
Activity 2: Synonyms
Activity 3: Antonyms
Folklore
Activity 1: The Wishing Fish
12 -13
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14
15
17 - 24
24 - 25
THEME 4: I AM UNIQUE
Paragraph Writing
The Writing Process
Activity 1: Writing Paragraphs and Steps to Writing
Punctuation Marks
Activity 1: Adding Punctuation marks to sentences
Activity 2: Explain the function of Punctuation marks
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28 - 29
30 - 37
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THEME 5: LOVE YOUR COUNTRY
Poetry
Figures of Speech
Features of a Praise Poem
Love Poem for My Country
Analysis of the Poem
Activity 1: Answer questions on Love Poem for My Country
39 - 42
42 - 45
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46
47 - 49
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LANGUAGE STRUCTURES AND CONVENTIONS
PARTS OF SPEECH
Every part in a sentence is named according to its function. This is a spider diagram of the
different Parts of Speech:
NOUNS
INTERJECTIONS
ADJECTIVES
PRONOUNS
PARTS
VERBS
OF
SPEECH
ADVERBS
CONJUNCTIONS
PREPOSITIONS
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A noun is a naming word. It names people, places, things and ideas.
There are 4 types of nouns:
Names ordinary, everyday things.
Example: boy, ocean, chair, tree, book and cat, etc.
Common
noun
Proper
noun
Names given to specific people, places, days of the week,
months of the year, book/movie titles and street names, etc.
Proper nouns begin with a capital letter.
Example: Jane, Mr Jones, Master Street, The Hobbit, Monday,
June and Benoni, etc.
Mr Jones
Benoni
Jane
Master Street
Identifies a group/collection of people, things and animals, etc.
Example: a pride of lions, a bouquet of flowers, a class of
students, a nest of eggs and a flight of stairs, etc.
Collective
noun
Abstract
noun
Identifies feelings and ideas or qualities that you cannot touch,
but which you can feel or experience.
Example: happiness, jealousy, hope, love and faith, etc.
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Activity 1 – Write the date and the heading “Nouns” in your book. Paste a copy of
the table below into your books.
Find all the nouns in the passage below and fill them on your table.
To my son, Jonathan, I leave my cars, block of flats, furniture, jewellery, library of books
and Apple iPad. To Isabella, I leave my faithful dog Bubbles and my aviary of birds, since
you love them so much. Finally, I beg my children to show each other kindness and
compassion; cheerfulness is a gift which brings friendship and affection. All my love. Dad.
COMMON NOUN
PROPER NOUN
COLLECTIVE NOUN
ABSTRACT NOUN
Activity 2 – Write the heading “Common nouns” in your book. Paste a copy of the
table below into your book.
Draw a line to match the nouns in the left column (people) with the nouns in the right
column (things they are associated with).
People
Things
1. librarian
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•
brooms
2. athlete
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rake
3. gardener
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sport
4. cleaner
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books
5. driver
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blackboard
6. teacher
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vehicle
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Activity 3 – Write the heading “Proper Nouns” in your book.
Write two proper nouns for each category listed below.
Days of the week
Schools
Brand names
Street names
Places
Book/Movie titles
Months of the year
Names of people
Activity 4 – Write the heading “Abstract Nouns” in your workbook.
Write the lists below in your book and underline the abstract nouns.
1. ambition, furniture, accessories, love
2. garden, schoolbag, faith, handkerchief
3. sweets, weakness, spade, bedroom
4. fascination, sweetness, crockery, bookshelf
Activity 5 – Write the heading “Collective nouns” in your book.
Write the sentences below in your book and underline your answer.
Find a suitable noun for each of these groups of animals.
1.
A herd of ______________________
2.
A pride of _______________________
3.
A flock of _______________________
4.
A gaggle of _____________________
5.
A shoal of ______________________
6.
A pack of ______________________
7.
A swarm of _____________________
8.
A pod of _______________________
9.
A brood of _____________________
10.
A paddling of ___________________
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Activity 6 – Write the sentences below in your book and underline your answer.
Find a suitable collective noun for these groups
1. A _______________________ of keys.
2. A _______________________ of beads.
3. A _______________________ of cars.
4. A _______________________ of stars.
5. A _______________________ of banknotes.
6. A _______________________ of directors.
7. A _______________________ of angels.
8. A _______________________ of thieves.
9. A _______________________ of crop.
10. A ______________________ of friends.
Refer to DBE book – Pg. 24 and complete all the
activities on nouns.
Collect 5 pictures that best describe the things you like, and 5
pictures to describe the things you dislike.
pictures can be included:
 sport/pet/clothing
 food/sweet/chocolate/drink
 movie/book
 restaurant/holiday destination
Due date: Your teacher will give you a due date for the homework.
The following
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An adjective is a describing word
 Adjectives describe nouns and pronouns.
 They make writing more interesting and add detail to sentences.
 Adjectives are often (but not always) placed before the noun.
Example: Jessie drew a beautiful (adjective) picture (noun).
 Adjectives may follow a linking verb (is, are, was, were, am)
Example: The picture (noun) that Jessie drew, was (linking verb) beautiful
(adjective).
Activity 1 - Write the date and heading “Adjectives” in your workbook.
Rewrite the following sentences in your workbook. Underline the adjective, circle
the noun and highlight the linking verb.
1. The pretty girl won the modelling contest.
2. A green train passed the station.
3. Jessie is confident when she says her speech.
4. Oliver bought a new, shiny motorbike.
5. Kevin caught a huge fish at sea.
6. The clever dog performed amazing tricks.
7. It was an unusual afternoon for Paul.
8. The story my uncle told was fascinating.
9. The advertisements were deceptive.
10. An ingenious device was invented by the scientist who was
talented.
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Activity 2 – Write the heading “Adjectives and Nouns” in your book.
Find two adjectives to describe each of these nouns. Write the adjectives and the noun, in
your book.
1. team
2.
homework
3.
teacher
4.
situation
5.
friend
Activity 3 – Write the heading “Adjective and Noun Sentences” in your book.
Choose five adjectives from Activity 2, and write five sentences, inclusive of the noun.
Activity 4 – Write the heading “Describing words” in your book.
Write ten adjectives that best describe YOU.
Adjectives can also create the three degrees of comparison:
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The positive degree - refers to one thing
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The comparative degree - refers to two things
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add –er to the adjective - this may change the spelling sometimes
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add more to the adjective
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sometimes the adjective will change completely
The superlative degree - refers to three or more things
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add –est to the adjective
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add most to the adjective
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sometimes the adjective will change completely
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Activity 5 – Write the heading “Degrees of Comparison” in your book.
Paste a copy of this table into your book and fill in the missing degrees of
comparison.
big
bigger
biggest
happier
cleanest
good
more exciting
most eager
bad
more
least
thin
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THEME 3: BE CAREFUL WHAT YOU WISH FOR
READING AND UNDERSTANDING A TEXT
 Comprehension is the understanding of spoken, written and visual texts.
 Comprehension skills are not only for the classroom, but are life skills
that need to be developed.
 You first learn to read; later you read to learn.
For any reading task, you need to use the 3 stages of the reading process:
 pre-reading - read quickly through the passage or questions and highlight or
underline important information/words
 during reading - read through the questions and the passage, keeping what you
have read, in mind
 post-reading - after reading, answer the questions, keeping in mind what the
question words ask for and keeping to the mark allocation
GUIDELINES TO ASSIST YOU IN READING AND ANSWERING VARIOUS TEXTS:
 Many learners don’t do well in comprehension exercises because they rush through
them.
 This is partly because they don’t understand what the text is all about.
 However, the main reason learners don’t do well at comprehension exercises is
because they do not answer the questions properly.
 This is also true for just about any homework exercise, test or examination paper for
any subject.
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 When teachers mark tests, it is often quite clear that the learner knows his or her work.
However, the learner has not answered the question properly, so he or she performs
poorly.
 If you want to be a successful learner, it is extremely important to think about what
each question means and how you are expected to answer.
Here are some pointers to consider:
 Consider each word in the question. Question words appear all the time:
• How
• When
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Why
• Where
• Who
• What
 Most questions ask you to explain your answer (give reasons; support;
substantiate; justify; why do you say so?).
 Make sure you do so; otherwise you will lose half your marks!
 The number of marks allocated to a question is also important.
 As a general rule, you need to write down one fact for one mark, unless it says
otherwise.
 Therefore, if the question is worth five marks, then you have to write down five
facts.
Get to know what common question words mean and what you are expected to do when
you see them.
Activity 1 – Write the date and heading “Definitions of Question Words” in your books.
Use a dictionary and find the meaning to the question words listed below.
Compare
Explain
Define
Describe
Substantiate
Justify
List
Quote
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Synonyms
Words that have a similar meaning
Activity 2 – Write the heading “Synonyms” in your book.
Use a Thesaurus and find synonyms for the words listed below. Answer in your
book.
brave
hate
plentiful
calm
priceless
old
begin
odd
purpose
enough
huge
remember
leave
polite
sad
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ANTONYMS
Words that have an opposite meaning
Activity 3 – Write the heading “Antonyms” in your book.
Find antonyms for the words listed below. Answer in your book.
dangerous
Guilty
often
neat
Polite
optimistic
energetic
Fail
frown
lost
Written
casual
smooth
Interesting
false
DBE Book – Pg. 54 – 55 (answer all questions)
Pg. 59 (answer synonyms only)
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To test your understanding of comprehension skills, you will apply the guidelines and
answer the following activities:
DBE book – Pg. 20 and 21 Comprehension and Language - (answer all
questions)
DBE book – Pg. 10 and 11 Comprehension and
Language - (answer all questions)
REMINDER: Bring your pictures to school tomorrow
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READING AND VIEWING
Folklore
 Folklore refers to the traditional beliefs,
myths, art and customs of a specific
community, which are passed on from
generation to generation in the form of
stories.
 These stories are called folktales.
 Folktales often explain things that happen in
nature or pass on some truth about life and
human nature.
Plot
 Plot refers to the events in a story and the structure of these events.
 The plot of a folktale usually concerns the explanation of a tradition or belief.
 Folktales attempt to explain why things are the way they are or why certain people
or animals behave in the way they do.
 In the past, people did not have access to the scientific knowledge that we have
today, so they used storytelling to try to explain the world around them.
Characterisation
 The characters in a folktale, even when they are animals, often represent specific
character traits in people, such as cheerfulness, determination, vanity or
selfishness.
 These features are often exaggerated in order to teach the listener or reader a
particular lesson.
Role of the narrator
 Folklore is part of an oral tradition, which means that folktales were originally
passed along by word of mouth.
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 The narrator is often an elder or ancestor who wants to teach the community
about their past.
Messages and themes
 Many folktales have a moral lesson for their listeners.
 These moral lessons are passed down from generation to generation, in order to
equip the next generation with the wisdom that their ancestors have acquired.
Read the folktale below and answer the questions.
THE WISHING FISH
By Ann Pilling
There was once a poor, old man, who lived in an old, run-down fishing hut with his wife.
The hut was right by the seashore. One day, the old man took his fishing net and bait and
went down to the seashore to try to catch some fish for him and his wife for supper. He
was all skin and bone and his elderly wife was no better. Catches had been getting poorer
and poorer, and there was no food left for them to eat. The old man toiled all day, but
caught nothing in his fishing net. He cast his net repeatedly, hoping that he would be able
to bring home supper.
He knew his wife was hungry and he wanted to be a good
husband.
Then, just as the old man was about to give up and return home, empty handed once
again, he felt his net grow heavy.
A wave of excitement
shot through him as he started to haul it in towards the
shore. It was very hard work. There must be dozens of
fish inside it, he thought; at last I’m in luck! But, when the
net came out of the water, a great surprise awaited him.
Instead of many fish wriggling about, all he saw was one
tiny little fish, flopping about on the sand.
“Please, sir, throw me back into the sea, I beg you,” the fish gasped at the old man. “I am
no ordinary fish, I promise you.” And this was the truth, for the fish that he had caught was
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made of pure gold. The evening sun glittered on its fins and tail as it squirmed about
helplessly.
At first, the old man thought to himself that he could sell the golden fish and live in comfort
for the rest of his life. However, he had a kind heart. Gently, he picked up the beautiful,
golden fish and threw it back into the sea. Then, heaving his net over
his shoulder, he trudged off up the beach. Already he was thinking about what he would
say to his wife when he returned home empty-handed.
“Come back, old man!” called a voice. There,
standing on its tail in the sea, was the little
golden fish. “You have saved my life,” it said,
“and now, because I have special gifts, I have
the power to give you whatever you want.
What can I do for you? Name it and it shall be done. I owe you my life and will show my
thanks by granting your every wish.”
The old man tried to think of the many things he would like to have, but all his thoughts
were interrupted by the terrible hunger pangs in his stomach. The old man had, had
nothing to eat that day, and hunger was gnawing at his insides. “Bread,” he said. “Do you
think we could have some bread, me and my poor wife? We are so hungry and I haven’t
caught a fish in days.”
“Of course,” said the fish. “Go home. There is plenty of bread there. It will feed you both
for a week.” And it was true. As the old man approached his little hut, he could see there
was something very different about it. The old man’s run-down fishing hut was bulging
with loaves of bread, buns and delicious sticky cakes. In the middle of it all, sat his wife,
stuffing food into her mouth just as fast as she could. The old man approached his hut
and squeezed inside. He couldn’t believe his eyes. That little fish had granted his wish.
The old man took a piece of bread, sat down and began to eat.
“I found a little gold fish down on the beach,” he explained. “Just a little one, you
understand, nothing you could have made a meal of and, because I threw it back into the
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sea, it said it would give me anything I cared to name. So, I thought that it would be a
good idea if I asked it to give us some food.”
When the old woman heard what her husband had to say, her mouth dropped open. “You
fool!” she shrieked, giving her husband a kick on the leg. “I want more than that! For a
start, your precious fish can smarten up this hut for us – it’s a disgrace! Now, you must go
back and tell him so, this minute. You tell him we want more.”
The poor old man wanted to make his wife happy and so he scuttled back to the beach
and called out to the golden fish. “Little fish, little fish!” he cried, and immediately, the
golden fish popped out of the waves and stood on its tail.
“Forgive me, I know you granted my wish and gave us bread, for which I’m grateful, but my
wife’s still not happy. Could we possibly have a few sticks of furniture for our hut and
some new thatch, perhaps? The roof leaks badly. It’s a very old hut and I would like my
wife to have a decent hut to live in.”
“All shall be as you wish,” said the fish. “Go home and you will see. I will give you a home
that is far more luxurious.”
When he reached his hut, the old man thought he must be dreaming. It was no longer a
run-down old fishing hut with a leaking thatch roof. Now, it was a pretty little cottage, with
new thatch as yellow as butter, roses around the door, and, inside, rooms full of pretty
furniture and a soft feather bed on which his wife lay, snoring loudly.
“At last she is happy,” the old man said quietly to himself, as he started creeping away
towards the beach to mend his nets.
But, he was wrong! Within a few weeks, his wife was nagging him again. “This cottage is
too small for us,” she complained to her poor husband, “and I need someone to do the
gardening for me. I just can’t stand getting my hands dirty with soil any more. You need
to go back to that fish of yours and tell him that I want to live in the Lord Mayor’s house. In
fact, I want to be the Lord Mayor. I’m so tired of having to do your housework for you. I
want people to do housework for me, for a change.”
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So, the old man went back to the fish and, though he was embarrassed to be back so
soon, he called out, “Little fish, little fish! I’m so sorry, but my wife still isn’t happy. Now
she wants to be the Lord Mayor and to live in his great house in town.”
“Go home,” said the fish. “She has what she wants.”
When the old man reached his cottage, he was
shocked to find that it had vanished. Instead, there
stood the Lord Mayor’s house with its rows of
gleaming windows and its great sweeps of green
lawn.
As he approached the house, he heard a
voice, much like his wife’s.
“Be off with you!” she yelled at her husband, who was still in his rags. Then she climbed
into her carriage and rode off into town to do some shopping.
But, she wasn’t content for very long. A few weeks later, she sent for her husband once
more. “It’s all very well being the Lord Mayor,” she said, “but it’s boring being stuck in this
dirty little town, with these common people. I think I want to be queen. Go on, find that fish
of yours and tell him what I want. And make sure it’s done immediately!”
The old man trembled. He was shocked and frightened by the change in his wife. “Wife,”
he began gently, “can you not be happy with what you have – first, a lovely cottage and,
now, the Lord Mayor’s house? Surely you don’t need anything more. Already the golden
fish has been very generous to us.”
“I want to be queen!” she screeched yet again. “I want to be –” But,
the old man didn’t want to hear any more. He couldn’t believe how his
wife had changed and, rather than upset her or make her mad, he
rushed off to the seashore to find the golden fish.
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When the fish heard what the old woman wanted this time, it gave a sigh. Nevertheless, it
stood on its tail obligingly and sent him away with the promise that his wife should have all
she asked.
When he reached town again, the Lord Mayor’s house had been replaced by a
shimmering golden palace. Everywhere he looked there were servants, rushing here and
there with dishes of food and armfuls of new clothes, all sent for by the very ugly new
queen, who sat at the centre on a great golden throne, barking orders at every- body. The
old man was ashamed. He crept away into the palace kitchen and sat with the servants.
As the days passed, he began to dread the day when his wife would send for him again.
He knew she would never be happy.
Sure enough, a few weeks later, the Lord Chancellor dragged him before his wife’s throne.
“You,” she said to the trembling old man, “get back to that fish of yours, and quickly, or I’ll
have your head chopped off. Tell him I’m sick of being queen. It’s time I was the ruler of
the world. That’s it, I’ll be Empress of the Seven Seas. Nobody is more powerful than
that.”
The old man didn’t argue. He was frightened of what his wife might do to him. She
seemed to be going mad. Sick at heart, he dragged himself down to the beach again. He
couldn’t believe that he now had to ask this kind and gentle fish for another wish. When
he got to the shore, he couldn’t find his voice – he was too embarrassed about what he
now had to do. So he whispered his request in such a little voice that, at first, the fish
couldn’t hear him.
“Speak more loudly, old man. I can’t hear you!” it called above the crashing waves.
“I hate to ask you; you have done so much for us already and it seems we are never
satisfied,” the old man mumbled, “but, it’s my wife. She wants to be Empress of the Seven
Seas now. She says being queen is not good enough.”
“Very well,” said the fish, “she is Empress. But tell her this: there is only one wish left. I
advise her to think very carefully indeed before sending you here again.”
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The old man thanked the golden fish, turned away and plodded back to the palace. It took
him a long time, because it was now perched on top of a mountain made of glass. The
palace was glass too and ten times bigger than the previous one, with hundreds more
servants. There sat his wife, a golden telescope stuck to her eye, surveying the seven
seas and purring loudly, like an enormous cat.
“I have a message from the fish,” the old man said boldly. “There is only one wish left and
he wants you to think very carefully before you send me back again.”
There is only
one wish left!
Use it wisely!
The old woman dropped the telescope and the purring stopped abruptly. “Right,” she said,
“you can go back straight away.”
“What do you want this time?” her husband asked wearily. “Surely nothing is better than
being Empress of the Seven Seas.”
“I want to be God,” she said.
With great terror in his heart, the old man stood once again on the seashore. “Little fish,
little fish,” he called, hoping that the creature would not hear him this time.
But a golden fin sliced through the water and there was the fish, as before.
“She wants to be God,” he whispered.
“Go home, old man,” said the fish. “That is not mine to give.”
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So the old man went away. When he got home, he found that the great glass palace had
been replaced by his smelly old fishing hut, with his wife sitting outside it, stirring a smoky
fire.
Activity 1 – Write the date and heading “Folktale – The Wishing Fish” in your book.
Answer the following questions in your books.
A. Know the facts
1. What does the old man do for a living?
2. What does the fish offer to do for the old man?
3. What warning does the fish send the old man’s wife?
B. Understanding the folktale
4. Who tells the story?
5. Does the narrator sympathise with the old man or his wife? To support your
answer, refer to how the two characters are described.
6. Describe the different settings in the story.
7. Why do the settings change?
8. How do the various settings develop the theme?
C. Mood
9. How does the man’s mood change during the story? Why?
10. Describe the twist at the end of the tale.
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D. Characters and characterisation
11. Why does the old man throw the fish back?
12. Describe how the wife’s character changes during the story and give reasons for
these changes.
13. Describe the character of the fish. Support your answer with evidence.
E. Messages and themes
14. What is the theme of the story?
15. How do the two main human characters develop this theme?
Language in context
16. Show how a reader can guess the meaning of ‘toiled’ (in the first paragraph) from
the context of the paragraph.
DBE Book - Read the folktale on Pg. 18-19 and answer
The questions on Pg. 20-21.
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WRITING AND PRESENTING
PARAGRAPH WRITING
•
The separation of work into paragraphs results in clear and expressive writing.
•
Each paragraph consists of the following:
o a topic sentence
o supporting sentences to the main idea
o a closing sentence
WHY IS EACH OF THESE PARTS IMPORTANT?
•
Topic sentence - It is normally the first sentence of the paragraph that
introduces the main idea.
•
Supporting sentences – these sentences give more information about the
main idea. They include explanations, examples
and describing words.
•
Closing sentence - This is the last sentence of your paragraph and it
summarises the main idea of the paragraph (using
different words to the topic sentence).
•
When you link your ideas and thoughts together in a meaningful and logical order,
you have a paragraph.
•
When you write more than one paragraph, on one topic, it is called an essay.
•
An essay consists of an Introduction, Body (made up of 1 or more paragraphs)
and a Conclusion.
•
Write in full sentences and use a variety of sentences in your paragraphs.
•
Vary your lengths when writing more than one paragraph, as this creates variety
and interest.
•
Use sensory detail in your writing.
•
Once you have written a paragraph, you should always edit it – check that all the
important information is there and it is well written.
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FLOW DIAGRAM SHOWING THE 6 STEPS OF THE WRITING PROCESS
LOOK AT THE TOPIC AND BRAINSTORM YOUR IDEAS
USE A MIND MAP TO PLAN YOUR WRITING
WRITE THE FIRST DRAFT
EDIT YOUR WORK
WRITE YOUR FINAL DRAFT
STATE WORD COUNT
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Activity 1: Write the date and the heading “Paragraph Writing” in your book.
Follow the steps listed below and write paragraphs on the given topic.
TOPIC: All about Me (100 - 120 words)
STEP 1: Brainstorm ideas
•
Look at your topic and think of ideas.
STEP 2: Mind map
•
Take your ideas and add them to your mind map, in the order of each paragraph.
MIND MAP
INTRODUCTION
•
Introduce myself
•
Introduce my family members.
•
Write about 4 full sentences.
WRITE YOUR
CONCLUSION
PARAGRAPH 1
TOPIC HERE:
All about Me
•
End my essay.
•
End
with
•
all the things I like.
something
•
positive about myself,
•
Write 6 sentences about
Use different words to
start my sentences.
About 2-3 lines.
•
Use describing words.
PARAGRAPH 2
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Write 5 sentences about the
things I dislike.
•
Why do I dislike these things?
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STEP 3: First draft
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Now that you have your ideas, make them into sentences for each paragraph.
•
Write in full sentences.
•
Do not use slang or colloquial language i.e. words that will have a double meaning,
e.g. “cool”, which can mean cool weather or to be with the “in-crowd”.
•
Use different words to begin each sentence.
•
Count your words after each paragraph, so you keep within your word limit.
STEP 4: Editing
•
During this process, you will check your writing.
•
Check your spelling, punctuation, sentence structure, number of words used, etc.
•
Read your sentences over, to make sure they make sense. If your sentence is
incorrect, it will sound wrong. Test this out!
•
Once you are satisfied with your editing, you can begin with your final draft.
STEP 5: Final draft
•
This is neat and final copy of the work you have edited and checked.
•
If you make any errors in this draft, strike the word out neatly and rewrite it next to
the incorrect word, or above it.
•
Remember, neat work at all times.
•
Your writing must be legible.
STEP 6: Word count
•
Make sure you have used the number of words stated in the instructions.
•
Write your total words after your conclusion.
•
Your essay started with one paragraph, but now you have a logical and wellstructured essay!
•
Well done!
DBE Book – Pg13 – Paragraph
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 Punctuation marks make the written text easier to read and understand.
 Without punctuation, writing would not make sense.
TYPES OF PUNCTUATION MARKS
FULL STOP
Used to end a sentence.
Example
He went to town.
Used after an abbreviation
Example
President = Pres.
?
QUESTION MARK
Appears at the end of a question.
Example
?
Who left the gate open?
Where did you hide the ring?
Did you eat?
!
EXCLAMATION MARK
!
Appears at the end of an exclamation, i.e. a sentence that shows strong
emotions or feelings.
Example
Help!
Don’t run!
Stop!
NB: ANY OF THE ABOVE THREE PUNCTUATION MARKS CAN BE USED TO END A SENTENCE.
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AB
CAPITAL LETTER
Sentences always begin with a capital letter.
Example
AB
They went across the road to buy ice-cream.
Proper nouns must be written in capital letter.
Example
Mike, America, Master Street, Boksburg, etc.
Main words in titles must appear in capital letters.
Example
The Lord of the Flies.
The first word in Direct Speech must also be in capital letter if it is the start
of the spoken sentence.
Example
She said, “Must we always agree with her?”
Used in the personal pronoun I.
Example
I returned the bag.
Should I go on the road trip?
(Whether used at the beginning or middle of a sentence,
the personal pronoun I must always be a capital.)
COMMA
Used to separate items on a list.
Example
Dad bought pens, books, erasers and glue.
(there is no comma before and)
Shows additional information.
Example
Ronaldo, the famous soccer player, scored the winning goal.
(brackets or dashes can also be used to show additional informational)
Placed before and after certain conjunctions.
Example
He went to town, but forgot to buy his shoes.
Example: Nevertheless, she will make up for her mistake.
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COMMA (CONTINUED)
Used after introductory words in direct speech.
Example
Bill said, “I will meet her.”
Joanne asked, “Can I come with?”
Used to separate repeated words in a sentence.
Example
Whatever you want to say, say it now.
INVERTED COMMAS
(QUOTATION MARKS/SPEECH MARKS)
Used to indicate Direct Speech, i.e. the actual spoken words.
A comma must appear before opening the inverted commas.
The final punctuation mark must appear before closing with inverted
commas.
Example
Mrs Roberts said, “There is no homework for today.”
To quote from a play, story, poem or speech.
Example
William Shakespeare said, “All the world is a stage.”
To show titles.
Example
Mark Twain’s novel is called, “The Adventures of Tom Sawyer”.
(Here, the full stop appears after the final inverted commas because this is
not a quote or direct speech).
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COLON
Introduces a list of items.
Example
The following are harmful to our planet: pollution, poaching and global warming.
Introduces a quotation.
Example
Nelson Mandela said: “It was a long walk to freedom.”
Used in script writing (dialogue or plays).
A colon follows the speaker.
Jason: Where did you go?
Ben: I went to look for the boat.
SEMI-COLON
Indicates a long pause (shorter than a full stop and longer than a comma).
Example
Paul reached a decision; he will not run away from home.
Used to show two opposite ideas.
Example
Paul was lonely; eventually he made friends.
May be replaced by a full stop or a conjunction (and, but, so, for,
although).
Example
She studied hard for her exam; she had nothing to fear.
Or
She studied hard for her exam and had nothing to fear.
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BRACKETS
(PARENTHESIS)
Used to show additional information in a sentence.
Example
The three men (who were brothers) went to the rugby match.
Commas or dashes can be used instead of brackets.
Example
The old man, who lived on the island, came to visit us.
The tennis match – which was played on Tuesday – was won by Sally Williams.
-
HYPHEN
-
Links two words to form compound words.
Example
ice-cream, well-deserved, etc.
Links prefixes to words.
Example
pre-school, bi-annual, non-toxic, semi-circle, etc.
Used if a prefix ends in a vowel and the word joined to the prefix, begins
with the same vowel.
Example
re-examine, co-operate, etc.
Words that cannot be completed on one line, are linked to the next line
with the hyphen.
(NB: The hyphen must be used at a syllable break)
Example
The kids were always full of delightful surprises.
Example
The party continued until midnight and then everybody went home.
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ELLIPSES
The three ellipses dots indicate that a sentence is incomplete
or that something has been omitted.
Example
He walked to the edge of the cliff and …
Example
You’d better give back my money or else…
-
DASH
The dash and the hyphen look the same,
but have different functions
-
Separates parts of a sentence and forces us to pause.
Example
There is more to school than just learning – friendships are also to be learned
along the way.
In order to give additional information, the dash serves the same purpose
as the comma or brackets.
Example
Next week we are going to Cape Town – the friendly city.
Separates a comment or afterthought from the rest of the sentence.
Example
We looked for the dark shadow and it was not to be seen – or so we thought!
Creates a dramatic pause, leading to a climax or anti-climax.
Example
I ran to the window, looked out and saw – the cat!
36
Activity 1 – Write the date and the heading “Punctuation Marks” in your book.
Write the sentences below in your book. Punctuate the sentences by adding in capital
letters, full stops, exclamation marks, question marks and commas, in a different
colour pen.
1.
the long-necked turtle is one of the most endangered species found in salt lake
2.
tom cruise the well-known actor starred in the top gun movie
3.
this year eight students from wellington high school took canoes bikes tents and
sleeping bags on their school camp
4.
stop
5.
did you remember to carry a flash light for the camp
6.
have you read shakespeare’s play a midsummer’s night dream
7.
wanted dead or alive
8.
do you think I will be able to compete with these athletes
9.
jeff lives on sterling road in benoni
10.
the children were sad to say goodbye to kyle who was moving to cape town
Activity 2 – Write the heading “Functions of Punctuation Marks” in your book.
Read the sentences below and answer the questions in your book.
Good evening ladies and gentlemen and welcome to the University of Montego
Bay. Do you remember all the good friends you made while studying here?
Those were definitely the best years!
1. Why are capital letters used in the first sentence?
2. Why is there is a full stop at the end of this sentence.
3. Explain the use of the question mark and exclamation mark in the last two
sentences.
Mr Jacobs, the manager of the store, refused to give the people a discount.
However, he did give the kids free sweets, juice, chips and biscuits.
4. Why are capital letters used in the first sentence?
5. Explain the purpose of the commas in both sentences.
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6.
THEME 5: LOVE YOUR COUNTRY
Poetry is one of the oldest art forms.
***
A poem is an arrangement of words that conveys a particular meaning.
***
The mood is the feeling that is created in the poem - if the content is humorous,
the diction chosen will be light-hearted or funny.
***
Some poets write poems for fun, and some want to say something important
with their poems. This is the message or the theme of the poem.
***
Figures of speech are mental pictures created by the poet – there are various
figures of speech.
***
Typography refers to how poems are written on the page.
***
Anything unusual about how poems are written, is a deliberate choice by the poet,
and you, as the reader, need to engage with what adds to the experience of
reading the poem.
Poems use words that appeal to our senses.
***
This means that the words in a poem describe a particular image
in a way that enables the reader to
imagine seeing, hearing, smelling, touching or feeling it.
38
The images that poems depict are not always literal
(having a dictionary meaning).
***
When a poem tells us, for example, that ‘the man is a mountain’,
it does not mean that the man is really a mountain!
***
This is a figurative expression, which could mean that
the man is as big as a mountain,
as sturdy as a mountain,
or as old as a mountain.
***
Poems often contrast literal and figurative meanings to convey
their messages to the reader.
Poems are usually much shorter and they consist of short lines that are grouped
together. These are called stanzas.
***
Poets often use different lengths of lines and stanzas
to help express their messages.
***
Because poems are so short, every word and every punctuation mark is
important and adds to the overall meaning of the poem.
***
What the poet does with punctuation is very important.
A poet can choose to use punctuation or to leave it out.
This will have an effect on the rhythm and
perhaps the message of the poem.
39
This is created by the last words of each line.
***
The last word of the first line is labelled ‘a’.
Last words of the lines that follow,
and which rhyme with that word, are also called ‘a’.
***
The next word that has a different sound is called ‘b’.
Any subsequent last word that rhymes with that word
is also called ‘b’, and so on.
***
Some poems have no rhyme scheme, while some have a fixed pattern,
e.g. abab cdcd efef gg (generally in sonnets).
***
Poems do not have to be punctuated at the end of each line - when they are
not, this is called a run-on lines, or enjambment.
***
Poems use a lot more figurative language than prose.
***
Some poets use unusual diction (choice of words)
to get their messages across.
***
Poets do not have to write full sentences,
or even punctuate in an ordinary way.
***
It is important that, as the reader, you ask yourself why the poet has chosen
to
use particular line lengths or stanzas.
40
Poems often make use of sound devices,
such as rhythm and rhyme,
in order to convey meaning.
***
The poet might use words that sound alike
to draw our attention to these words.
***
Poets might also make use of a particular sound pattern for the same reason.
***
There are many ways in which
sound devices can contribute to the meaning of a poem.
***
The reader will pause where the sense of the poem seems to indicate that a
pause is needed.
***
Figures of speech add colour and vigour to poetry.
***
With the literal meanings of words, poetry also uses figurative language
where a word or phrase is used with a meaning other than its literal meaning.
***
Figurative language suggests more than the words themselves in order to
achieve a special meaning or effect, e.g. similes and metaphors.
***
A poet can also personify something by giving human qualities to an
inanimate object, e.g. The boats danced in the waves.
***
Other sound devices include:
Alliteration
The repetition of consonant sounds, especially at the beginning of
successive words.
41
Assonance
The repetition of vowel sounds.
Onomatopoeia
The use of words that suggest the sound
of the thing they represent.
***
The mental pictures that figurative language creates can be called images.
***
When you answer a question about the imagery in the poem, try to identify
which figure of speech has been used to create the images. In this way
you will be able to discuss the figurative meaning of images in the poem.
***
Rhythm in poetry is the beat of the lines and stanzas.
***
Rhyme is created by similar-sounding last words in the lines of a poem.
***
Not all poems have rhyme or rhythm; it depends on what the poet wants to
achieve with the poem.
Poetry can be divided into categories, known as genres.
There are rules which cover the writing of each of these genres.
Poems are called ballads, sonnets, lyrics, odes, epics, elegies, haikus,
free verse, limericks, acrostic and cinquains.
Each type of poem has a unique structure.
42
SIMILE
A direct comparison using like or as.
Example:
The boy ran as fast as lightning.
♥ The boy is compared to lightning.
♥ Lightning appears fast and quickly.
♥ The boy runs fast and is as quick as lightning
METAPHOR
To make a direct comparison without using like or as.
Example
She is a ticking time bomb.
♥ The girl is directly compared to a bomb that is about to explode.
♥ This tells us that the girl has a very short temper and is ready to
blurt out anything, at any time.
43
PERSONIFICATION
When you give a human quality to an inanimate (non-living) object.
Example
The sun smiled in the morning.
♥ The sun is given the human quality of smiling.
♥ The sun appears to have a smile on its face,
♥ just as a human being smiles.
ALLITERATION
The repetition of consonant sounds, especially at the beginning
of successive words.
Example
The clever cat caught the careful mouse.
Repetition of the consonant c
.
44
ASSONANCE
The repetition of vowel sounds (a e i o u)
Example
Clap your hands and stamp your feet.
Repetition of the vowel a
Example
Amber ate all the apples.
Repetition of the vowel a
ONOMATOPEIA
The use of words that imitate the real-life sounds and actions.
Examples
The snake made a hissing sound.
Woof, woof.
The car screeched at the robot.
45
Features of a Praise poem:
♣ It is a poem written specifically to glorify and commend a person/place by expressing
admiration or listing the person’s achievements.
♣ Praise poems express homage or thanksgiving.
♣ Sound devices, such as alliteration and assonance, are therefore important.
♣ Rhythm is especially important.
♣ The structure of a praise poem varies, but we often find the following:
Each line in the poem gives praise, with a vivid description of some aspect of the
person/place.
Figurative use of language is found here, such as personification and
metaphor.
The mood is always admiring and respectful, but can also be excited and
surprised.
The theme and message centre on why the poet admires the subject and what
members of society can learn from this person’s contribution and
achievements.
Example of a praise poem
LOVE POEM FOR MY COUNTRY
Sandile Dikeni
My country is for love
1
so say its valleys
where ancient rivers flow
the full circle of life
under the proud eye of birds
5
adorning the sky
My country is for peace
so says the veld
where reptiles caress
its surface
with elegant motions
glittering in their pride
10
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My country
is for joy
so talk the mountains
15
with baboons
hopping from boulder to boulder
in the majestic delight
of cliffs and peaks
My country
20
is for health and wealth
see the blue of the sea
and beneath
the jewels of fish
deep under the bowels of soil
25
hear the golden voice
of a miner's praise
for my country
My country
30
is for unity
feel the millions
see their passion
their hands are joined together
there is hope in their eyes
we shall celebrate
35
47
Let’s analyse the poem
Structure:
♣ The poem is written in free verse.
♣ There are no full stops to interrupt the smooth and lyrical flow of this song
of praise.
♣ The repetition of “My country” reveals the poet’s pride. This emphasizes his
theme that the country now belongs to him and everyone.
♣ The poem appeals to some of our senses, inviting us to see, hear and feel the
love and joy that is now in our country.
♣ The title expresses his deep and sincere feelings for South Africa.
Stanza 1
♣ Love is the subject of this stanza.
♣ The poet shows his deep devotion to his country, speaks about the valleys,
rivers, birds and the sky (beauty of nature).
♣ “so says it valleys” – personification – valley is given the human quality of
speaking.
♣ “circle of life” – cycle of time - life and death: past, present and future.
♣ The land, creatures and people work together in harmony to maintain the perfect
balance of life.
♣ The birds are given human quality of pride (personification), like proud parents
who admire their children. In this case birds admire the beautiful land from above.
Stanza 2
♣ “Peace” is the subject of this stanza
♣ The poet focuses on the peace that exists in his country.
♣ The word “veld” (line 8) is uniquely South African.
♣ Reptiles caress (personification) – line 9. People caress/hug to show affection –
this shows the reptiles deep love/affection for their country as they touch the
ground.
♣ This describes the poet’s love and closeness to his country.
48
♣ Snakes are often regarded as harmful/feared creatures, but here the poet
emphasizes their beauty by using the word (glittering) – line 12.
♣ Their bodies are like jewels (shiny) as they move smoothly and elegantly across the
land.
Stanza 3
♣ Deals with joy at being a citizen of his country.
♣ Personification in line 15 – “so talk the mountains” – the mountains are given
the human quality of speaking.
♣ Baboons described as energetic, noisy and loud. This expresses the poet’s joy
at seeing these baboons.
♣ Line 17 – “hopping from boulder to boulder” – alliteration – repetition of the
consonant b
♣ “Majestic” – line 18 means admiration for all the cliffs and peaks.
Stanza 4
♣ Expresses the abundance of the fish in the ocean as a source of health and
wealth.
♣ By using a metaphor in (line 24) the fish are directly compared to jewels –
beautiful/glittering as they swim.
♣ Lines 27-28 - the poet makes reference to the gold the miners used to dig for - it
is an important source of wealth.
♣ Mining is not a glorious job, yet the miners are proud to do this work – poet gives
them a “golden voice” – they are happy with their jobs.
♣ Now everybody enjoys the benefit of this precious metal and the miners “praise”
the country.
Stanza 5
♣ Is about the unity of the people, which is the most precious attribute for the
poet. It has been made possible for everyone to enjoy this country together.
♣ We do not only see the beauty of the country and hear the joy, but we also feel
our love for our country.
49
♣ The words - “hands are joined together”- line 34, shows unity, harmony,
solidarity and integration in the country and amongst the people.
♣ Everything in this country, is for the people to appreciate and enjoy.
Stanza 6
♣ Consists of only one line, which is isolated from the rest of the poem for
emphasis and impact.
♣ “Shall celebrate” – line 36, gives confidence that there will be cause to
rejoice/celebrate in the future.
♣ “we” – refers not only to the poet, but everyone, shall celebrate.
♣ The poem ends on a positive note – good things will happen in the future.
Activity 1 – Write the date and heading “Poem – Love Poem for My Country” in
your book. Answer the questions in your book.
1. Why is this poem called a praise poem?
2. Which word from Stanza 2, tells us that this poem is about South Africa?
3. Identify and explain the figures of speech in:
3.1 Line 5
3.2 Line 9
3.3 Line 17
3.4 Line 21
3.5 Line 24
4. Explain the last line of the poem?
5. Why does the poet make use of sensory imagery in this poem?
6. List the animals/creatures/natural landscapes that are mentioned in the poem.
7. What does the poet hope for in Stanza 5?
8. Explain the structure of this poem. Why is it written this way?
9. A snake is normally a feared reptile. But, why has the poet made reference to them
in his poem?
10. What message/theme is the poet conveying with this poem?
DBE Book – Pg. 62 – 63 (answer all questions)
50