Unit 8: Follow the Instructions Lesson plan for Term 2 - E

GRADE 5
Unit 8: Follow the Instructions
Lesson plan for Term 2 Weeks 1 and 2
Name of lesson: It’s time
for a story
Grade 5: Term 2: Week 1
and 2
Time: 2 weeks (12 hours)
Subject: English Home Language
Summary of the unit
This unit focuses on following instructions and how to do certain things. In listening and speaking
activities, the learners explore what instructional text sounds like when someone reads it to them.
In reading and viewing activities, they read instructional text containing a sequence of instructions
and answer questions about it. In writing activities, they will practise writing instructional text. By
the end of these two weeks, the learners will have a good understanding of what instructional text
is all about. Language consists of learning about adverbs, adjectives, simple sentences and complex
sentences, and punctuation revision.
Curriculum reference
Curriculum Standards (CAPS) Grade 5 English Home Language Term 2 Weeks 1 and 2
Skill
CAPS requirements
Activities
Listening & Speaking
Follow the Instructions.
Asks relevant
questions and responds
(2 hours)
How to make a chocolate cake in a mug.
appropriately.
Gives and follows
instructions.
Reading & Viewing
Reads an instructional text Follow the instructions.
(5 hours 30 minutes)
containing a sequence of
How to play hopscotch.
instructions.
Reads an instructional text
containing a sequence of
instructions.
Writing
Writes instructions.
Writes instructions
Write a set of instructions Create your own procedural text.
(4 hours)
on how to make a healthy
sandwich.
Language Structure & Adverbs of manner, time, How much do you know about adverbs?
Conventions
place, degree.
Pick out the adjectives.
(30 minutes plus
integrated time with
Adjectives, simple
other skills.
sentences, complex
sentences.
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2. Read through the activities in this unit and familiarise yourself with them and what resources
they require so that you can be totally prepared before the unit begins.Find a cake in the mug recipe
online to pass on to the learners. e.g. http://www.wikihow.com/Make-Cake-in-a-Mug
3. Identify the necessary vocabulary for this story and write the words on to word lists. Constantly
revise the vocabulary and ensure that the learners’ understanding of the terminology is consolidated.
Try to include two spelling tests over the two week period.
4. Note that this unit does not include any reading activities based on the Graded Readers used by
the class or the Grade 5 Home Language Reader used by the class.
5. Note who might need remediation and extension and plan accordingly by finding relevant
activities for students who come to your notice.
6. Try to have dice and counters for learners to play the snakes and ladders game with a twist. It
would be useful if they could also play the hopscotch game.
Resources
Learner activities for this unit: computer or laptop connected to the Internet to view recommended
websites http://www.wikihow.com/Make-Cake-in-a-Mug and http://goo.gl/SKROyl, dictionaries,
Snakes and Ladders board, dice and counters, space and masking tape or chalk to create a hopscotch
environment.
Assessment
Informal Assessment
Assessment in Unit 8 is Informal Baseline Assessment where the educator keeps a record of the
learners’ general progress in acquiring the prescribed listening and speaking, reading, writing and
language convention skills. Choose your own form of informal assessment. Note the marking memo
guide for the activities under the relevant activities for each skill. The rating scale below could be
used.
Formal Assessment
Use the following scale for recording and reporting assessment in the Intermediate Phase. There is
no formal assessment in this unit.
Rating code
Description of competence
7
Outstanding achievement
6
Meritorious achievement
5
Substantial achievement
4
Adequate achievement
3
Moderate achievement
2
Elementary achievement
1
Not achieved
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GRADE 5
Educator preparation for the whole unit before starting
1. Look up the website ‘5th Grade Reading lesson’ on procedural text which shows a teacher called
Mrs Schaeffer using a science experiment to teach procedural text http://goo.gl/SKROyl
GRADE 5
Learning Activities and how to teach them
Listening and Speaking
Activity: Follow the Instructions
Listening and Speaking: Asks relevant questions and responds appropriately.
This is the opening activity of the unit and it is a discussion page. Discuss the pictures and the questions
with the learners. Talk about the meaning of procedural text.
Listening and Speaking
Activity: How to make a chocolate cake in a mug.
Listening and Speaking: Gives and follows instructions.
Preparation
This is a Listening and Speaking activity where the learners listen to the instructions of how to make a
chocolate cake in a mug. This is an activity that they will enjoy listening to. Make sure that you have looked
up a similar recipe on the Internet so as to provide them with a link to use when they go home and want to
try out the recipe. Before starting to read the text to the learners, see if they can remember the three main
parts of procedural text namely the title, the list of ingredients and the instructions.
Listen
The learners listen as you read the text to them slowly.
After listening
When you have finished reading the text place the learners in groups and let them discuss the procedural text
questions. Here are some suggested answers:
Suggested answers
a) What did you like about this procedural text and what didn’t you like about it?
Learners own answers.
b) Did you notice the transition words at the beginning of each sentence in the method? What were they?
First, After that, Then, Next, Finally.
c) What was the main message that came across?
You can actually make a chocolate cake in a mug.
d) Did you notice any categories in the instructions?
Yes, three. The ‘you will need’ section, the ‘Ingredients’ section and the ‘Method’.
The learners then work on their own on a piece of paper or in a classwork book:
a) Write down as many of the ingredients that you can remember.
Learners own answers.
b) Draw quick simple pictures of the items you’ll need apart from the ingredients to make this cake.
Learners own answers.
c) Can you remember the method? Use the words first, after that, then, next and finally and write what you remember of the method.
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GRADE 5
Learners own answers.
d) Draw a picture of the cake in the mug.
Learners own answer.
The learners relate a How-To to a friend.
Here are suggested answers:
a) Have you ever made something to eat on your own? Relate to your friend how you did it.
Learners own answers.
b) Use the words first, after that, then, next and finally to give structure to what you say.
Learners own answers.
c) Work with another pair. Relate what your friend told you to the new pair.
Learners own answers.
Assessment (Informal Baseline Assessment).
Assessment is informal baseline assessment. Note the learners’ answers and participation and make your
own notes about their contributions.
Language structure and conventions.
Activity: How much do you know about adverbs?
Language structures and conventions: Adverbs of manner, time, place, degree.
Preparation
Ensure that you are fully conversant with the different types of adverbs. Adverbs give us information about
the action verbs in a sentence. There are different kinds of adverbs - they answer the question when (adverb
of time), how (adverb of manner), where (adverb of place) and to what extent (adverb of degree).
Suggested answers to the activity:
1. Underline the verbs and fill in the missing adverbs of time in the blank spaces in the sentences below.
(5 marks)
a) My granny knitted me a blue jersey recently.
b) Yesterday my friend and I each made a cake in a mug.
c) I will be visiting the dentist at 2pm tomorrow.
d) It will be John’s birthday soon.
e) Sometimes I visit my granny in Durban.
2. Underline the verbs in the sentences below. For each verb write an adverb of manner that could explain more about how the action is done. (5 marks)
a) He peeled the skin off the banana slowly.
b) She read the knitting instructions carefully.
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c) He looked at the sky thoughtfully.
d) She smiled shyly at the new girl.
e) He raced speedily down the road on his bike.
GRADE 5
3. The adverbs in the sentences below have been underlined. Say which type of adverb has been used.
(8 marks)
a) Sipho anxiously waited for his parents to read his school report. (manner)
b) He left his raincoat there. (place)
c) She bought a new pair of knitting needles yesterday. (time)
d) Mandy moved slowly towards the frightened kitten. (manner)
e) She is running very fast. (degree)
f) She was completely exhausted after the race. (degree)
g) My friend’s house is nearby. (place)
h) Please bring that book here. (place)
(Total 18 marks)
Language structure and conventions
Activity: Pick out the adjectives.
Language structures and conventions: Adjectives, simple sentences, complex sentences
Preparation
Familiarise yourself with adjectives before starting this activity with the learners. Adjectives are words that
describe and tell us more about a noun (a naming word). Example: The old man.
Suggested answers to the activity:
1. Pick out the adjectives (5 marks)
Adjectives are words that describe and tell us more about a noun (a naming word).
a) He likes eating boiled eggs in the morning.
b) The teacher left the room for a few minutes.
c) The cupboard had only a little food in it.
d) Granny bought John an expensive cricket bat for his birthday.
e) She likes to listen to lively music.
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Prepositions show the relationship of one thing to another. Fill in the correct prepositions in this paragraph.
Suggested answers to the activity are:
John when you make a starter knot in knitting you have to pull the wool through the loop to the other side.
Place one of your needles into the new top loop created. After that pull the wool tightly around the needle.
When you start casting on place your right needle behind the left needle.
3. Simple sentences and complex sentences (5 marks)
A simple sentence has one subject and one verb. A complex sentence is made up of two or more verbs.
Decide whether these sentences are simple or complex sentences.
a) Apples grow well in Grabouw in the Western Cape. simple
b) The sports car collided with the truck. simple
c) I switched on the light and opened the fridge door.
complex
d) My friend lives in Johannesburg.simple
complex
e) Andy spent his money on marbles, while Mary spent her pocket money on clothes. (Total = 14 marks)
Reading and viewing
Activity: Follow the instructions
Reading and viewing: Reads an instructional text containing a sequence of instructions.
Preparation
Go through the activity yourself to familiarise yourself with it.
Pre-reading
Let the learners skim through the text to predict what it is about.
Read the text
The learners read the text on their and try to interpret the information.
After reading
Place the learners in pairs to answer the questions. After that let them work individually through the
questions answering them in their classwork books.
Suggested answers:
1. What was the main idea of this procedural text?
A player is in competition with other players and has to reach the end by moving across the board from square one to the final square by following the instructions and going up the snakes and down the ladders (2 marks)
2. Turn the main idea into a title for this section.
Learners own answer such as ‘Snakes and Ladders with a difference’. (2 marks)
3. Why does the text say this is a game with a twist?
The players go up the snakes and down the ladders contrary to normal practise. (2 marks)
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GRADE 5
2. Prepositions (4 marks)
GRADE 5
4. Have you played the original game of Snakes and Ladders before?
Learners own answer.
5. Now follow the instructions and play ‘Snakes and Ladders’ with a group.
No answer.
6. Were the instructions easy to follow?
Learners own answer.
7. What do you notice about the way the instructions are written?
There is a command verb at the beginning of each sentence. (2 marks)
8. Which is the correct word to use for these instructions – die or dice? Why?
It is die when used in the singular. Dice is a plural form of die. (2 marks)
Total = 10 marks
Language: Punctuation
In this activity the learners add punctuation such as capital letters, question marks, commas, full stops and
exclamation marks to these sentences.
Suggested answers:
I love playing board games with my friends. I also like making board games. Have you ever tried making a
Snakes and Ladders game on a grid of paper? Rule a grid of 20 squares. They must each measure 2X2cms,
starting at the bottom left. Now, number the squares starting on the bottom left. Go from 1 – 20. Draw four
ladders and four snakes. Now you are ready to play! (18 marks)
Writing: Complete these instructions
The learners rewrite the text they have just punctuated as procedural text, following the instructions.
Suggested answers:
I love playing board games with my friends. I also like making board games. Have you ever tried making a
Snakes and Ladders game on a grid of paper? (2 marks)
You will need: (2 marks)
A ruler, a large piece of paper or board, pen, crayons.
Instructions: (6 marks)
Rule a grid of 20 squares. Each square must each measure 2x2cms, starting at the bottom left.
Number the squares starting on the bottom left. Go from 1 – 20.
Draw four ladders and four snakes. Now you are ready to play!
Add a suitable image (2 marks)
(Total = 12 marks)
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Assessment is informal baseline assessment. Note the learners answers and participation make your own
notes about their contributions. Keep a record of their marks for your own information about their progress.
Reading
Activity: How to play hopscotch.
Reading and viewing: Reads an instructional text containing a sequence of instructions.
Preparation
This is another reading text with a procedural text explaining how to play hopscotch. Go through it before
the lesson starts.
Before reading
Question the learners about procedural text. Ask if any of them know how to play hopscotch. let them scan
the text to predict what it is about.
Read the text
The learners read the text on their and attempt to interpret the information.
After reading
Place the learners in pairs to discuss what they have read. Let them work through each of the questions in
the text.
Suggested answers:
1. Is this the way you play hopscotch?
Learners own answers.
2. Tell a friend how to play hopscotch in your own words.
Learners own answers.
3. Did you notice the transition words in the instructions? What are they?
First, then, next, then, after that, finally
4. Try playing hopscotch with a group.
No answer
Language: Abbreviations, acronyms, initialisation, truncation
Explain these terms to the learners and let them explain the terms to each other in pairs.
Suggested answers to the activity:
Abbreviations
Mrs – Misses
Acronymns
ESL – English as a
Second Language
Initialisms
SA – South Africa
carb – carbohydrate
R.S.V.P. – respond if you
please
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Mon – Monday
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GRADE 5
Assessment (Informal Baseline Assessment)
GRADE 5
Writing
Activity: How to play hopscotch
Writing: Writes instructions
Preparation
The learners will be doing a writing exercise on how to play hopscotch summarising the information
in the reading text. They use the template to summarise in five steps what they learned in ‘How to play
hopscotch’ without looking at the original instructions. Remind the learners to use the transition words for
the instructions: first, next, after that, then and finally.
Pre-writing
Go through the instructions with the learners.
Suggested answers and informal assessment
Lists items needed (5 marks)
Has an introduction (5 marks)
Writes five sets of instructions each with a transition word (10 marks)
Draws five appropriate images (10 marks)
(Total = 30)
Writing
Writing: Create your own procedural text.
Write a set of instructions on how to make a healthy sandwich.
In this activity the learners create instructions on how to make a healthy sandwich. Go through the
instructions with them and revise writing stages. The first step is always to make a mind map or a plan of
what is going to be said. Let them do this. They then apply the second step of the process and turn the plan
into a draft. Tell them that you will be taking in the plans to view them. Let them show their rough draft to a
friend now to check each other’s work for grammatical errors. After this, they correct any mistakes and they
ask a different person to proofread their work. The final step is to present a neat copy of their work with all
the corrections done to the educator. Here is the suggested marking scheme.
● Use the command verbs to start each sentence. Example: cut, use, put, etc. (10 marks)
● Remember to use a title that starts with ‘How to’. (2 marks)
● Make a list of the items required for the task. (5 marks)
● Add your instructions as a step-by-step description of what the reader needs to do to achieve the goal.
● Every detail possible should be included in the right sequence so that the reader knows exactly what to do. (3 marks)
● Use full sentences.
(Total = 20 marks)
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This last page provides extra activities to consolidate what the learners have learned in this unit. By this time
the learners should have a good understanding of procedural text, Here are the suggested answers.
1. In the sentences below, the adverbs have been underlined. What type of adverb are they.
a) After a long day at work, we headed homewards. (adverb of place)
b) You are walking too slowly. (adverb of manner)
c) Close the door when you go out. (adverb of place)
d) Please be sure to answer the question correctly. (adverb of extent)
e) We are going to Cape Town tomorrow. (adverb of time)
(5 marks)
2. Work with a friend and relate a procedural text to him or her using the following five transition words: first, next, after that, then and finally.
Learners own answers. (10 marks)
3. Now write out your instructions using the given format:
Title: How to __________________ (5 marks)
You will need: (5 marks)
Instructions: (5 marks)
(Total = 15 marks)
4. Look up the following words in your dictionary and write their meanings:
abbreviation
An abbreviation is a shortened word
acronym
This is when each word in a group of words is shortened to its first letter
preposition
is a word which precedes a noun (or a pronoun) to show the noun’s (or the pronoun’s) relationship to another word in the sentence.
procedural writing
This is text that writes about a procedure or giving instructions
adverb
a word that modifies or adds to an adjective, verb, or another adverb
adjective
a word that adds to or describes a noun.
instructions
detailed information telling how something should be done,
complex sentence a sentence containing two or more verbs
simple sentence
a sentence containing one verb
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GRADE 5
It’s time for revision
GRADE 5
5. Decide whether these sentences are simple sentences or complex sentences.
a) John likes playing board games. simple sentence
b) Mary likes making a board game first and then playing the board game. complex sentence
c) Rashaad made a delicious, healthy sandwich. simple sentence
d) John runs very fast. simple sentence(4 marks)
(Total marks = 43)
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