Unit 6: How do you do it? Lesson plan for Term 2 - E

GRADE 6
Unit 6: How do you do it?
Lesson plan for Term 2 Weeks 1 and 2
Name of Unit: How do
Time: 2 weeks (12 hours)
you do it?
Grade 6: Term 2: Weeks 1 Subject: English Home Language
and 2
Summary of the unit
This unit is all about finding out how to do something you want to do. This is known as instructional text.
The learners will listen to and discuss instructional text, read instructional text and also write instructional
text. With regard to language structures and conventions, they will work on stems, prefixes, suffixes,
subject, predicate and object.
Curriculum reference
Curriculum Standards (CAPS) Grade 6 English Home Language Term 2 Weeks 1 and 2
Skill
CAPS requirements
Activities
Listening & Speaking
How do you do it?
Listens to and discusses an
instructional text, e.g. recipe,
(2 hours)
directions.
Reading & Viewing
(5 hours 30 minutes)
Writing
(4 hours)
Language Structure &
Conventions
(30 mins plus integrated
time with other skills).
How to make a banana milkshake.
Listens to and discusses an
instructional text, e.g. recipe,
directions.
How to change a plug.
Reads a recipe or other
Read a recipe.
instructional text
Reads a recipe or other
instructional text.
Write instructions.
Writing: Writes an
instructional text, e.g. on how
to make a cup of tea.
Stems, Prefixes, Suffixes
Language: Stems, Prefixes and Suffixes.
Subject, Predicate and Object.
Language structures and
conventions: Subject and
Predicate.
Educator preparation for the whole unit before starting
1. You will find video clips of teaching procedural text in a classroom on the Internet. One such example
is the 5th Grade Reading lesson on procedural text which shows aa teacher called Mrs Schaeffer using a
science experiment to teach procedural text http://goo.gl/SKROyl
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.
3. Identify the necessary vocabulary for this story unit and write the words onto wordlists. 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 6 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.
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Learning Activities and how to teach them
Listening and Speaking
Activity: How do you do it?
Listening and Speaking: Listens to and discusses an instructional text, e.g. recipe, directions.
This is the introductory page to the Unit, introducing the learners once again to procedural text. The
questions for discussion are geared to this topic. Place the learners in groups to discuss the images and
questions provided.
Listening and Speaking
Activity: How to make a banana milkshake
Listening and Speaking: Listens to and discusses an instructional text, e.g. recipe, directions.
Preparation
Read through the text before the lesson to become familiar with it.
Listen
Read the text to the learners emphasizing the headings such as ‘You will need,’ ‘Method’ etc. The learners
are allowed to draw pictures about what they are hearing as you speak.
After listening
After listening, place the learners in pairs to discuss what they have just read and work through the questions
about the procedural text. Here are the suggested answers.
a) What did you like about this procedural text and what didn’t you like about it?
Learners own answers
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GRADE 6
Resources
Learner activities for this unit, computer and speaker to view any video clips, dictionaries.
Assessment
Informal Assessment
The assessment in Unit 6 is an 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
Pour, break, peel, add, beat, pour, enjoy
c) In your opinion, what was the main message that came across?
Learners own answer such as ‘If you follow these instructions you’ll be able to make delicious
banana milkshake.”
d) Can you visualise how this procedural text would be written?
Learners own answer. When reviewing the discussion one could mention the various sections of
procedural text writing.
The learners now work on their own and write their answers to the questions in their class workbook.
Write down the recipe as you think it should be written, using your drawings to guide you.
Learners own answer.
Make sure you start with imperative or command verbs as you write each instruction.
Learners own answer.
Use the key headings that you think a recipe should have.
Learners own answer.
Draw a picture of how you imagine the final banana milkshake.
Learners own answer.
When you have finished, ask your teacher to show you the original recipe instructions and compare yours
with the original. Are they similar?
Learners own answer.
Listening and speaking: Relate your own easy recipe to your friend.
In this activity the learners talk about something they have made to eat that is really simple to make.
● Tell your friend how you did it
Learners own answer.
● Use imperative verbs as you recall the method you used (e.g. mix, beat, mash etc).
● Learners own answer.
● Work with another pair. Relate what your partner told you to the new pair. You can use words instead
of numbers for the instructions (e.g. first, next, then etc. )
● Learners own answer.
Assessment (Informal Baseline Assessment)
Assessment is informal baseline assessment. Note the learners answers and participation make your own
notes about their contributions.
Reading and viewing
Activity: How to change a plug.
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GRADE 6
b) Did you notice the imperative verbs at the beginning of each sentence in the method? Recall some of
them.
Preparation
Bring a plug to school so that when the learners have read the instructional texts, you can show them what
an open plug looks like.
Pre-reading
The learners read ‘How to change plug: part 1’. They scan the text and predict what it will be about. They
also cast an opinion on how it is written.
Read the text
The learners read the text and relate to a friend what they have read. They read the next part of the text ‘How
to change a plug: part 2’’ with their friend and then they answer the questions in their class workbook.
Suggested Answers
1. Describe the features of the two versions describing how to change a plug.
Learner’s own answer: something like ‘The first version is a lot of reading with no breakdown of the structure. The second one is easier to read and follow because of the way it is written and the useful image.’ (5 marks)
2. Which version of the instructions do you find easier to follow? What makes it easier to follow?
Learner’s own answer. Something like ‘I prefer the second list of instructions as it is easier to follow’. (5 marks)
3. Draw a table consisting of two columns and list the ways in which the two versions differ.
Version 1
The image is irrelevant to the task.
The writing is written very casually.
It’s hard to work out the items you need to have
before you start.
The description is very long.
The first version doesn’t use easy to follow
sentences.
Version 2
The image is relevant to the task.
The writing is very precise and to the point.
The items needed are listed at the top.
The description is short.
The way the sentences are written in the second one
make it easier to follow.
(10 marks)
4. Look at the verbs in the second version. Which of them are written in the command or imperative form?
1). Open the plug
4). Attach each wire
7). Replace the plastic covering
(3 marks)
5. The learners improve and rewrite the instructions of version 2 using the command form of the verbs. Suggested answers:
1. Open the plug using a screwdriver. Ensure the plug is facing you as shwn. Loosen the screws holding
the plug in place.
2. Strip some of the plastic insulation to reveal the wires.
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GRADE 6
Reading and viewing: Reads a recipe or other instructional text.
(7 marks)
6. In your opinion how should a procedural text be written and what categories would you use?
Learner’s own answers. The categories would be a title, a ‘materials needed’ section, instruction section starting with command verbs and relevant images.
(4 marks)
Assessment (informal baseline assessment)
Assessment is informal baseline assessment. Note the learners’ answers and participation make your own
notes about their contributions.
Language structure and conventions
Activity: Language: Suffixes, Prefixes and Stems.
Language structures and conventions: Suffixes, Prefixes, Stems
Preparation
Get familiar with suffixes, prefixes and stems. All the instructions are provided on the worksheets.
Suggested answers:
1. Prefixes non-, dis- and un- (9 marks)
disagree
nonsense
disgrace
unwilling
unworthy
non-fat
disappoint
non-negotiable
unused
2. Suffixes –able, -ment and -ness (9 marks)
probable
softness
disappointment
contentment
comfortable
carelessness
passable
movement
blindness
3. Root words (9 marks)
Learners own answers such as:
cycl (circular) options
graph (write or draw)
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GRADE 6
3. Follow the diagram to the right and work out where blue (neutral) goes. Do likewise for brown (live)
and green and yellow wire (earth).
4. Attach each wire to its correct connection and tighten the screws to secure the wires in place.
5. Insert all the wire strands securely in the terminals.
6. Secure the cable clamp where the wires enter the plug.
7. Replace the plastic covering.
paragraph,
phonics
tricyle
autograph,
phone
cyclone
biography
saxophone
cyclist
photograph
telephone
GRADE 6
bicycle
microphone
recycle
4. Make words using prefixes (20 marks)
Learners own answers for in-, un-, dis-, re-, im-, de-, ex-, pre, mis-.
5. Make words using suffixes (20 marks)
Learners own answers for –ful, -ist, -ly, -ion, -ness, -y, less, -or, -ment, -able.
6. Add the correct prefixes (5 marks)
a) The problem with taxis is that they are often overcrowded.
b) John was re-elected as the captain of the cricket team.
c) The tuck shop offered the students a refund because the milk was sour.
d) She added a postscript (a PS) at the end of her letter.
e) We get prepaid electricity at our house.
7. Make new wordsusing these root words (10 marks)
Learners own answers from board, take, order, qualify, load, depend, sad, amaze, soft, manage.
(Total = 82marks)
Reading and viewing
Activity: Reading a recipe and instructions
Reading and viewing: Reads a recipe or other instructional text.
The learners read the following recipe on their own and then answer the questions. I Suggested answers:
Answer these questions
1. Are the instructions for this recipe clear? (2)
Learners own answer such as ‘No, they don’t make sense’.
2. Create a catchy title for the recipe. (2)
Learners own answer.
3. Do you think the write should have added any images? Give reasons for your answer. (2)
Learners own answer.
4. Name the three distinct features of procedural text. (3)
Learners own answer such as ‘Heading, Materials needed and Instructions’.
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Method
Add the coconut oil and only 3 popcorn kernels to a large pot.
Cover and cook over medium-high heat until all 3 kernels have popped.
Take the three kernels out of the pot.
Add the rest of the popcorn kernels.
Cover and take the pot off of the heat.
Wait 30 seconds.
Put the pot back on the heat.
Shake the pot occasionally until the popping slows down.
After about 2 minutes, and once the popping has slowed down, take the lid off of the pot. This lets the steam out and keeps the popcorn crisp.While the popcorn is popping, melt the butter and add the honey.
Pour over the popcorn and sprinkle with salt. Toss until completely coated. You could also do this in a large paper bag.
(Mark out of 10)
6. What is a command verb? Give six examples.
A command verb is a verb used in such a way that it gives an intruction or command .
Learners own answers such as cook, add, cover, etc (6 marks).
(Total = 25 marks)
Read: How to write up science experiments
The learners read the following experiment and rewrite it using the headings given above. Suggested
answers:
Aim
In this experiment we planted seeds and watched them germinate into seedlings.
Apparatus
You’ll need some pumpkin seeds, mung beans or sunflower seeds. We used good potting soil. You’ll also
need a container to hold the soil and the seeds, some water and of course the right amount of light and heat.
Diagram
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GRADE 6
5. In the recipe the writer has got the Method jumbled. Rewrite the Method in the correct sequence.
After filling the container with soil we planted the seeds inside the soil and placed the container on a window
sill in the warm sunlight. We kept the soil moist by watering it every day and recorded our observations.
Results
The seeds began to sprout beautifully after a week.
Conclusions
We concluded that we had used the right conditions for growth with adequate water, sunlight, oxygen and
light.
(1 mark each = 6 marks)
Assessment (Informal Baseline Assessment)
Assessment is informal baseline assessment. Note the learners’ answers, progress and participation. Make
your own notes about their contributions.
Writing
Activity: Write instructions.
Writing: Writes an instructional text, e.g. on how to make a cup of tea.
Before writing
Revise the six stages of writing with the learners. The first step is the planning stage where they will plan
and brainstorm their instructions.
Write
The learners now take what they have written and create the first draft, keeping to the correct formats of
procedural text.
After writing
They ask a friend to check their work, to make sure that they have the correct spelling and that they have
done everything they are supposed to do. After correcting any mistakes found by the friend, the learners now
give their work to another person to proofread. Thereafter they make any corrections necessary and write
their final drafts to hand in to the teacher.
Assessment (Informal Baseline Assessment)
Assessment is informal baseline assessment. Note the learners’ answers and participation make your own
notes about their contributions.
Suggested outline:
1. Materials needed subheading followed by a list of items. This could include a picture.
Method (Instructions).
● Each instruction starts a new line and is numbered.
● The numbers can be replaced by linking words such as First, Second, Next etc.
● The instructions contain command verbs
● The instructions must be exact.
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GRADE 6
Method
GRADE 6
(The method could contain images to make it easier to follow).
Rubric for assessment
Criteria
Gives a title that describes the outcome.
Mark allocation
2
Adds a ‘Materials needed’ subheading followed by a list of items. This could include a picture.
2
Adds a Method (Instructions) subheading
2
4
10
● Each instruction starts a new line and is numbered
● The numbers can be replaced by linking words such as First, Second, Next
etc
● The instructions contain command verbs
● The instructions must be exact
Suitable images are included in the instructions.
10
Total = 30
Language structure and conventions
Activity: Subject, Predicate and Object
Language structures and conventions: Subject and Predicate
Suggested answers:
1. How many sentences can you make? (9)
Learners can make nine sentences.
Subject
Monkeys
The children
The boys
Predicate
love bananas
climb trees
play hide and seek
2. Subject, verb and object
No answers required
3. Find the subject and object (6)
Learners own answers such as:
a) Mark damaged the books.
b) Cindy helped a friend.
c) The lions ate the meat.
4. Make sentences (12)
Learners own answers.
5. Complete these sentences by adding a predicate that includes an object. (6)
Learners own answers.
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Revision
This last page provides extra activities to consolidate what the learners have learned in this unit.
1. Underline the verbs in the following sentences. (9)
a) Cut off the chord near the place where it enters the plug.
b) Now open up the new plug.
c) Twist the copper strands of the wire together and feed them into the correct connection
d) Replace the plastic cover and tighten the screw.
e) Attach each wire to its correct connection and tighten the screws to secure the wires in place.
2. Divide these sentences into subject and predicate. Circle the object. (9)
Subject
Predicate
The sail of the boat
catches the wind
Many brightly coloured fish
chase each other
The black cat
licked her paws
a) The sail of the boat catches the wind.
b) Many brightly coloured fish chase each other.
c) The black cat licked her paws.
3. Root words, suffixes and prefixes (12)
Circle the correct suffix to go with each root word. Then use the new word in a sentence.
a) depend -able
Learners own sentence
b) sad
-ness
Learners own sentence
c) amaze
-ment
Learners own sentence
Circle the correct prefix to go with each root word. Then use the new word in a sentence.
d) connect
reLearners own sentence
e) load
overLearners own sentence
f) shape
reLearners own sentence
4. Write a procedural text on how to make a boiled egg. (12)
Make sure it includes:a heading that describes the outcome (2)
● a list of items needed (2)
● step-by-step instructions. (8)
Learners own sentencesTotal = 50
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GRADE 6
6. Complete these sentences by adding a subject (5)
Learners own answers. (Total = 38)