Unit 8: Follow the Instructions Lesson plan for Term 2 Weeks 1 and 2

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1 Unit 8: Follow the Instructions Lesson plan for Term 2 Weeks 1 and 2 Name of lesson: It s time Time: 2 weeks (12 hours) for a story Grade 5: Term 2: Week 1 Subject: English Home Language and 2 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 (2 hours) Asks relevant questions and responds appropriately. Follow the Instructions. How to make a chocolate cake in a mug. Gives and follows instructions. Reading & Viewing Reads an instructional text Follow the instructions. (5 hours 30 minutes) containing a sequence of instructions. How to play hopscotch. Reads an instructional text containing a sequence of instructions. Writing Writes instructions Writes instructions. (4 hours) Write a set of instructions Create your own procedural text. on how to make a healthy sandwich. Language Structure & Conventions (30 minutes plus integrated time with other skills. Adverbs of manner, time, place, degree. Adjectives, simple sentences, complex sentences. How much do you know about adverbs? Pick out the adjectives.

2 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 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 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 and 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

3 Listening and Speaking Learning Activities and how to teach them 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. 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? 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. b) Draw quick simple pictures of the items you ll need apart from the ingredients to make this cake. c) Can you remember the method? Use the words first, after that, then, next and finally and write what you remember of the method.

4 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. b) Use the words first, after that, then, next and finally to give structure to what you say. c) Work with another pair. Relate what your friend told you to the new pair. 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. 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.

5 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. 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 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.

6 2. Prepositions (4 marks) 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 e) Andy spent his money on marbles, while Mary spent her pocket money on clothes. complex (Total = 14 marks) Reading and viewing Activity: Follow the instructions Reading and viewing: Reads an instructional text containing a sequence of instructions. 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)

7 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 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 Draw four ladders and four snakes. Now you are ready to play! Add a suitable image (2 marks) (Total = 12 marks)

8 Assessment (Informal Baseline Assessment) 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. 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? 2. Tell a friend how to play hopscotch in your own words. 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 Acronymns Initialisms Truncated words Mrs Misses ESL English as a Second Language SA South Africa Mon Monday carb carbohydrate R.S.V.P. respond if you please

9 Writing Activity: How to play hopscotch Writing: Writes instructions 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)

10 It s time for revision 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. (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 acronym preposition procedural writing adverb adjective instructions complex sentence An abbreviation is a shortened word This is when each word in a group of words is shortened to its first letter 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. This is text that writes about a procedure or giving instructions a word that modifies or adds to an adjective, verb, or another adverb a word that adds to or describes a noun. detailed information telling how something should be done, a sentence containing two or more verbs simple sentence a sentence containing one verb (9 marks)

11 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)