eventsonline.co.zaeventsonline.co.za/drupal/sites/default/files/grade ei… · web...

GENERIC RESOURCES GRADE EIGHTENGLISH

RESOURCES AND

GENERIC IDEAS FOR TEACHING ENGLISH

GRADE EIGHTDear Teacher

I have put together a plethora of generic ideas, ten assessment tasks and basic resource material based on our discussions last year and the needs that you identified. You will obviously need to adapt the content to suit your learners’ abilities. A suggestion is that you use the content as homework sheets or in your extra English lessons for the Zenex learners.

Should you find any of the material suitable and would like to have this information to edit or print please feel free to contact me at [email protected] and I will forward these notes to you via email.

Regards in Education

Dawn Harrison

of 60

mailto:[email protected]


AN OVER VIEW OF LEARNING OUTCOMES AND ASSESSMENT STANDARDS GRADE EIGHT AND NINE

I have given you an over view so that you can pitch your lessons at the correct level from Grade 8 to Grade 9. I found this helpful when using resources and planning lessons for the year.

LEARNING OUTCOME ONE

LISTENING

The learner will be able to listen for information and enjoyment and respond appropriately and critically in a wide range of situations

ASSESSMENT STANDARDSGRADE EIGHT

ASSESSMENT STANDARDSGRADE NINE

1 Understands and appreciates stories including those told by other learners

Responds personally and critically asks and answers questions

Evaluates the storytelling technique and performance and gives feedback

1 Understands and appreciates stories including those told by other learners

Responds personally and critically asks and answers questions

Evaluates the storytelling technique and performance and gives feedback

2 Understands oral texts e.g. poems radio plays

Answers questions of growing complexity

Identifies point of view Retells and summarises Describes the features

of characterises of different kinds of oral texts e.g. poem or factual text

2 Understands oral texts e.g. radio talk shows texts with statistics

Answers questions Retells and summarises Identifies points of view

and is able to offer an alternative point of view

Analysis the features of characterises of different kinds of oral texts e.g. conversation or story

3 Listens for specific information

Takes own simple notes Uses information to

complete a table or

3 Listens for specific information

Takes own simple notes Uses information to

complete a table or chart

of 60


chart or label a diagram or label a diagram4 Listens actively in a discussion

Shows openness to ideas and treats the views of others with respect

Invites contributions from others and responds to their views

Is prepared to challenge others but does not interrupt them

Criticises the ideas and not the person

4 Listens actively in a discussion

Shows openness to ideas and treats the views of others critically but with respect

Invites contributions from others and responds to their views

Is prepared to challenge others but does so politely and does not interrupt them

Criticises the ideas and not the person

LEARNING OUTCOME TWO

SPEAKING

The learner will be able to communicate confidently and effectively in spoken language in a wide range of situations



1 Translates and interpretsTells stories from home language in the additional languageTranslates or interprets messages

1 Translates and interprets Tells stories from home

language in the additional language

Translates or interprets messages

Translates or interprets where necessary in a conversation

2 Interacts in additional language

Uses language for a range of functions: offers and invites e.g. Would you like? Politely refuses e.g. I am sorry etc

Takes part in role plays of different situations involving different kinds

2 Shows developing ability to use features of spoken language to communicate: word stress weak vowels intonation and rhythm.

of 60


of language e.g. reporting crime to the police.

3 Shows developing ability to use features of spoken language to communicate: word stress weak vowels intonation and rhythm.

3 Interacts in additional language

Uses language for a range of functions: makes polite requests and asks people not to do things e.g. would you mind not … Asks for help from friends or strangers e.g. Excuse me I wonder if you could etc.

4 Debates social and ethical issues

Shares roles e.g. chairperson time keeper secretary

Brings people into the discussion e.g. What do you think? Don’t you?

Interrupts politely e.g. Excuse me?

4 Debates social and ethical issues by arguing persuasively and responding critically.

Shares roles e.g. chairperson time keeper secretary

Brings people into the discussion e.g. what do you think? Don’t you?

Interrupts politely e.g. Excuse me?

Expresses opinions and supports them with reasons e.g. I’d just like to say that…because…

Expresses agreement e.g. you are right and disagreement e.g. Yes but.

Switches language where necessary.

5 Interviews someone Formulates and asks

relevant questions Uses appropriate tone

register and body language

Records responses

5 Demonstrates critical awareness of own language use

Uses language to include rather than exclude people.

Is strategic about when to use additional language and when to use home language

of 60


6 Demonstrates critical awareness of own language use

Uses language to include rather than exclude people.

Is strategic about when to use additional language and when to use home language

6 Gives short formal talk or presentation

Uses some statistics and visual effects e.g. a poster.

Uses challenging topics e.g. HIV AIDS human rights and environmental issues

7. Interacts in an additional language

Takes part in role plays of different situations involving different kinds of language e.g. a job interview

8. Is interviewed by someone e.g. a job interview

Anticipates the questions that will be asked and prepares for them

Answers questionsUses appropriate tone register and body language

LEARNING OUTCOME THREE

READING AND VIEWING

The learner will be able to read and view for information and enjoyment and respond critically to the aesthetic cultural and emotional values in texts



1Reads a text fiction or non fiction

1. Uses reading strategies:Skims texts – identifies the

of 60


Identifies purpose audience and context

Infers meaning things which cannot be found directly in the text

Explains and assesses point of view in both the written and visual parts of the text e.g. says whether the view of the world represented is fair or stereotypical

Distinguishes main points from supporting detail

With fiction demonstrates an understanding of character plot and setting

topic and key points and uses layout features e.g. illustrationsMatches different ways of reading to different texts e.g. skims newspaper articles for main ideas

2 Understands some elements of poetry e.g. similie rhythm and understands some of the terms used to describe this language e.g. similie

2. Uses language for thinking Asks and answers more

complex questions Draws conclusions

3 Reads and responds to social texts e.g. personal letters, notices


Describes features of the type of text being read e.g. personal letter

3 Reads for information Reads information texts

e.g. a short newspaper article

Reads diagrams graphs and charts of increasing complexity

Reads texts with statistics

Summarises information

4 Reads for information Follows information

texts e.g. an explanation of how something works like our kidneys

Reads diagrams graphs and charts of increasing complexity

Summarises information

4. Shows some understanding of how reference books work

Evaluates and selects books using contents pages and indexes

Uses a dictionary a simple thesaurus and an encyclopaedia

5 Analyses photographs in texts e.g. advertisements and newspapers.Identifies one subject context audience and message of the

5 Demonstrates a reading vocabulary of between 6000 and 7500 common words. Learners who will study

of 60


photoIdentifies from whose point of view the photo has been takenIdentifies what has been left out of the photo and whyJudges whether the photo is memorable and gives reasons

other Learning Areas through their additional language should aim for 7500 words.

6 Uses reading strategiesMatches different ways of reading to different texts e.g. scans a telephone directoryDevelops and evaluates reading speedUses strategies to work out the meaning of words e.g. looks at illustrations or diagrams and discusses the word in home language.

6 Reads a text fiction or non fiction


Infers meaning Identifies what is not

said in text Identifies the register

style formal informal Explains and assesses

point of view in both written and visual parts of the text and offers alternative points of view

Shows understanding of the way in which texts position readers e.g. by using the inclusive pronoun we.

Identifies topic sentences distinguishes main points from supporting detail

With fiction demonstrates an understand of character plot setting and narrator

Compares different kinds of texts and matches them with their purpose e.g. instructing persuading

7 Reads for pleasureReads fiction and nonfiction at an appropriate reading and language levelReads some new kinds of books e.g. crime thrillersReads and writes book reviews

. 7 Critically analyses media texts e.g. a short newspaper article

Identifies subject context audience and message of written and visual text

Analyses the type of text and register style e.g. newspaper articles have

of 60


headlines and use short sentences and paragraphs direct speech short and simple adjectives in order to get readers attention

8 Shows some understanding of how reference books workUses contents page and index to find informationUses a dictionary and a simple Thesaurus

8 Reads for pleasure Reads fiction and

nonfiction books at an appropriate reading and language level

Reads some new kinds of books e.g. science fictionReads and writes book reviews

9 Demonstrates a reading vocabulary of between 5000 and 6500 common words. Learners who study other Learning Areas through their additional language should aim for 6500 words.

9 Understands some elements of poetry e.g. metaphor, rhythm and understands some of the terms used to describe this language e.g. metaphor

10 Reads and responds to social texts e.g. simple business letters


Describes features of the type of text being read e.g. a simple job advertisement

Comments on register and style formal informal

Analyses points of view construction of meaning and way in which reader is positioned

LEARNING OUTCOME FOUR

WRITING

The learner will be able to write different kinds of factual and imaginative



of 60


texts for a wide range of purposes

1 Writes for social purposes Writes personal letters

e.g. politely refusing an invitation showing awareness of the text type of purpose audience and context and of register and style

Writes email messages

1 Writes creatively Translates stories and

other texts from home language tries to capture the idiom and notices how idiom and often values are different in the two languages

Shows the development in the ability to write stories poems and play scripts e.g. by working with design

2 Writes for personal reflection e.g. writes a diary

2 Writes for personal reflectionWrites a diary or a journal

3 Writes creatively Shows development in

the ability to write stories poems and play scripts e.g. by using figurative language

Translates stories and other texts from home language

3 Treats writing as a process Drafts reads and

discusses own writing critically

Uses feedback to revise edit and rewrite

Uses knowledge of grammar spelling etc to edit

Plans the layout of the text including how to incorporate graphs and pictures

Evaluates design and layout

4 Designs media texts Drafts reads and

discusses own writing critically



Pays some attention to design and layout

4 Uses developing knowledge of language structure and use

Shows an understanding of style and register e.g. rewrites story as a newspaper article

Shows an understanding of the information structure of texts

Writes coherent longer pieces of writing with introductions and conclusions

Critically evaluates own point of view

Begins to see how own writing positions the

of 60


reader5 Treats writing as a process

Drafts reads and discusses own writing critically



Pays some attention to design and layout

5 Writes for social purposes Shows awareness of text

type purpose audience context and register and style

Writes a simple business letter e.g. job application and a CV

Writes informal and more formal email messages

Writes the minutes of a meeting e.g. an SRC meeting

6 Uses developing knowledge of language structure and use

Makes text cohesive e.g. by using linking words to link paragraphs

Writes good paragraphs with one main idea a topic sentence and supporting sentences and is able to reflect on it

Writes introductions and conclusions

Adopts points of view

6 Writes to communicate information

Writes longer texts of several paragraphs describing processes and procedures giving explanations giving advantages and disadvantages arguing for and against

Writes texts that include graphs and statistics

Does a survey and writes it up e.g. as a report or a newspaper article

Writes text types required in other Learning Areas e.g. an explanation of how a circuit works for Technology

7 Designs media texts Writes simple personal

advertisements e.g. advertising something for sale

Designs magazine CD and book covers

LEARNING OUTCOME FIVE

THINKING AND REASONING



of 60


The learner will be able to use language to think and reason as well as to access process and use information for learning

1 Uses language across the curriculum

Understands some concepts from other Learning Areas and uses the vocabulary associated with them in their additional language e.g. Symptom in Life Orientation.

Understands and produces texts used in other Learning Areas e.g. an explanation of how the kidneys work or the production of a report in Natural Sciences

Produces visual or graphic material to support texts e.g. a diagram for an explanation

1 Uses language across the curriculum

Understands some concepts from other Learning Areas and uses the vocabulary associated with them in the additional language e.g. xenophobia in Social Sciences

Writes texts required in other learning areas e.g. reports and explanations in Natural Sciences

Produces visual or graphic material to support texts e.g. diagrams for explanations and reports

2 Uses language for thinking Asks and answers more

complex questions e.g. when this is changed then what else would change?

Writes definitions classifications and generalisations

Understands and uses evidence to support a theory or argument e.g. a photograph, objects from the past, an interview with a witness

2 Uses language for thinking Expands generalisations

definitions and classifications into paragraphs

Thinks of examples for general statements

Understands and uses evidence to support a theory or argument e.g. scientific evidence

Asks and answers more complex questionsDraws conclusions

3 Collects and records information in different ways:

Selects relevant

3 Collects and records information in different ways:

Selects relevant

of 60


material and takes notes organises points under headings and abbreviates words

Reads and synthesises information from two simple texts on the same topic

Transfers information from one mode to another e.g. using mind maps

information and takes notes organises key ideas under headings and subheadings uses layout such as capital letters and underlining

Reads and synthesises information from several texts on the same topic

Transfers information from one mode to another e.g. uses statistics to write paragraphs, uses mind maps.

LEARNING OUTCOME SIX

LANGUAGE STRUCTURE AND USE

The learner will know and be able to use the sounds words and grammar of the language to create and interpret texts



1 Distinguishes between verbs that can and cannot take the progressive e.g. I have a problem; NOT I am having a problem.

1Understands and uses the third conditional e.g. If I had not locked the gates the car would have been stolen.

2 Uses the future tense with when clauses e.g. When I finish work I will rest

2 Uses some language to talk about language meta – language terms such as paragraph

3 Uses the past perfect e.g. reported speech

3 Understands and uses direct and indirect speech

4 Extends use of nouns e.g. countable and uncountable nouns

4 Expands use of modals Function e.g. You should

ought to Form common mistakes

with modal verbs e.g. He can be able to do ….

Uses the modal verb “used to”

of 60


5 Extends use of determiners e.g. some and any I have some paper but I don’t have any chalk

5 Understands and uses different ways of talking about the future e.g. I am going to see him tomorrow. “I will see him tomorrow.” “I am seeing him tomorrow.” “He flies to Cape Town tomorrow.”

6 Uses modals to express politeness e.g. Can/Could I borrow a pencil?

6 Use the passive voice in the future e.g. An election will be held next month.

7 Understands and uses the second conditional language e.g. If I met the President I would ask him to build houses for everybody.

7 Expands vocabulary e.g. uses prefixes to form new words; auto bank, autobiography, automatic

8 Uses some language to talk about language meta language – terms such as pronunciation

8 Demonstrates an understanding of between 6000 to 8000 common spoken words in context by the end of Grade nine. Learners who will do some of their learning through their additional language should aim for 8000 words.

9 Expands vocabulary e.g. by mind mapping related words such as words about war

9 Uses complex sentences e.g. relative clauses.

10 Demonstrates an understanding of between 5000 and 7500 common spoken words in context by the end of Grade 8. Learners will do some of their learning through additional language and should aim for 7500 words.

10 Understands and uses the past perfect progressive tense e.g. He had been waiting for an hour by the time I arrived

INTERESTING WEBSITES

www.sitesforteachers.com; www.thutong.org; www.edhelper.com

LOOKING AT LANGUAGE

of 60

http://WWW.THUTONG.ORG/

http://www.sitesforteachers.com/


1] GROUP ACTIVITY / NOUNS / ORAL

Working in groups of four or five each member of the group needs to know their number. E.g.

No 1 No 2 No 3 No 4 No 5. These groups can be made bigger.

No 1 starts and chooses a noun beginning with A e.g. APPLE

No 2 follows and says APPLE but adds a noun beginning with B e.g. Boy

No 3 follows and says APPLE BEE and adds CANDLE

No 4 follows and says APPLE BEE CANDLE and DOG.

Continue around the group until the group gets to Z and anyone who can not repeat the list or uses a word that is not a noun is OUT.

2] INDIVIDUAL ACTIVITY / NOUNS / WORKSHEET

Find five nouns in each of these paragraphs:-

1. The gull stared at the crab. Should he lean forward to make a meal of him? His tummy grumbled. He flexed his limbs. And the crab licked his lips.

2. Early in the morning on the 30th July the small island of Unimak shuddered under the impact of yet another surprise earthquake. Buildings collapsed like empty milk cartons as people scattered in search of safety

3. Have you ever wondered why a cat’s eyes shine at night? It is because they reflect light. Their eyes have a special coating on them that reflects even the tiniest amount of light. Cats’ eyes in the road work in the same way by reflecting the light from headlamps.

3] GROUP OR INDIVIDUAL ACTIVITY / NOUNS / WORKSHEET

In your groups write down the following:-

1] FIVE letter nouns

2] FIVE feelings

3] FIVE languages

4] FIVE nouns with the vowel A in the noun

5] FIVE countries in Africa

4] WORKING IN PAIRS / VOCABULARY

PLAY THE WORD PYRAMID GAME

of 60


PENCIL

WRITE RUBBER

STORY LETTERS

A; B; C; D Dear Sir

1 – Learner one writes down any word.

2 – Learner Two writes two words that have something to do with Learner One’s words.

3 – Learner Two chooses one of the new words and writes down two related words etc.

OUTCOME – Learners are to fill their page with as many interesting words as they can.

5] INDIVIDUAL ACTIVITY / WORKSHEET/ VOCABULARY

Study the following images and using the letters before and after the image write down the correct word. The first image is done as an example for you.

of 60


AT IVE ATTENTIVE

1. SISE

of 60

http://www.google.co.za/imgres?imgurl=http://www.familytentcamping.com/members/1406228/uploaded/headquarters_rectangular_tent.jpeg.jpg&imgrefurl=http://www.familytentcamping.com/&usg=__Qc2RNAiMw8Fn1D0sHz_PjW_PqxI=&h=437&w=600&sz=28&hl=en&start=0&sig2=3u2T463MRWp_REf0q7wRFQ&zoom=1&tbnid=M7cNUqm1ukosGM:&tbnh=123&tbnw=169&ei=YFU8TaWTDNC38gOv3OWwCA&prev=/images?q=tent&hl=en&biw=1276&bih=577&gbv=2&tbs=isch:1&itbs=1&iact=hc&vpx=255&vpy=109&dur=31&hovh=192&hovw=263&tx=137&ty=110&oei=YFU8TaWTDNC38gOv3OWwCA&esq=1&page=1&ndsp=21&ved=1t:429,r:1,s:0




2. URY

3. BAG

of 60

http://www.google.co.za/imgres?imgurl=http://camelsnose.files.wordpress.com/2009/01/hand-left-500px.png&imgrefurl=http://camelsnose.wordpress.com/2009/01/&usg=__O2Ahm7LzFlJyk2XTeYQrXJT1ez0=&h=409&w=500&sz=394&hl=en&start=0&sig2=HmR9AlmNrDe5tsoFXX4gxg&zoom=1&tbnid=joGX7u9DyzU8GM:&tbnh=129&tbnw=158&ei=CIk-Tc7PLZDA8QPBpuGuCA&prev=/images?q=one+hand&hl=en&biw=1276&bih=577&gbv=2&tbs=isch:1&itbs=1&iact=hc&vpx=482&vpy=237&dur=1031&hovh=203&hovw=248&tx=130&ty=50&oei=CIk-Tc7PLZDA8QPBpuGuCA&esq=1&page=1&ndsp=21&ved=1t:429,r:9,s:0


4.

BRAIN

5. FRIEND

6. UN ABLE

7.

HURRI

8.

CATER

9. CAR TER

of 60


10. EC E

6. GROUP WORK / VOCABULARY

Place learners in groups of five or six and choose a GROUP LEADER. This person controls the activity and determines how many marks or points the participants score.

1. Photocopy a different page out of the dictionary for each group.2. Write down each word on a separate piece of paper.3. Learners must take five to ten minutes to study the words and their meaning.4. The group leader must turn all the words upside down on the desk.5. The group leader chooses a word and holds it up to the rest of the group.6. The person who gives the correct meaning first keeps the word.7. If no one gets the correct meaning the group leader keeps the word.

This activity can be played again choosing a new group leader and different words.

7. INDIVIDUAL ACTIVITY / WORKSHEET/PUNCTUATION

An extract from ARMIENS FISHING TRIP by CATHERINE STOCK

The following extracts ONLY NEED FULL STOPS AND CAPITAL LETTERS.

1. Rewrite the following sentences and add the capital letters and full stops needed to correct the sentence. There must be TWO SENTENCES when complete.

armien breathed in the fresh salty air and waved to the people on the beach he wished that he still lived in kalk bay instead of on the hot and sandy cape flats

2. Rewrite the following sentence and add the capital letters and full stops needed to correct the sentence. There must be ONE sentence when complete.

aunt amelia was at the station to meet him

of 60


3. The following is an example of the use of direct speech [where people are talking] the punctuation has been left in for you. You only need add the capital letters and full stops. Rewrite the following sentences.

“here’s my big boy coming to spend the weekend with his old auntie!” she said hugging him warmly

armien’s eyes searched the harbour, “where is uncle faried?”

“he went out to sea at four this morning,” said aunt Amelia

8. GROUP OR INDIVIDUAL ACTIVITY / VOCABULARY

RESOURCES

A MENU FROM SPUR found on the internet - www.spur.co.za.

ACTIVITY ONE

1. All SPUR restaurants use the AMERICAN WEST as a theme. Find as many words as you can on the menu that refer to the AMERICAN WEST.

2. What does BBQ stand for?

3. In English what is an acronym and give an example.

4. What do South African people call FRENCH FRIES?

5. What is LINE FISH?

6. What is MINERAL WATER?

7. What is a LADIES FILLET?

8. What is a VEGETERIAN?

9. What would you get if you ordered a SURF AND TURF?

ACTIVITY TWO

Below are four SPUR customers, choose their meals for them. Money is not a problem.

of 60

http://www.spur.co.za/


ACTIVITY THREE

In your groups play I SPY WITH MY LITTLE EYE and choose something off the menu.

9. INDIVIDUAL WORKSHEET / VOCABULARY / SPELLING

Word scrabble. In the left hand column correct the spelling of the following animals and match them to the sound that they make in the right column.

15 MARKS

Example:

1. DOG B

1 GDO A. MOOS2 OWC B. BARKS3 TCA C. HOOTS

of 60


4 LOW D. BLEATS5 EPSHE E. MEOWS6. NAKSE F. SQUEAKS7. ORHSE G. HISS8. OUSME H. NEIGHS9. BDIR I. CHATTERS10. NOIL J. TWITTERS11. KEYMON K. ROARS12. KUDC L. LAUGHS13. DKEYON M. QUACKS14. ENAHYHE N. CROWS15. VEDO O. BRAYS16. OORSTER P. COOES

10 INDIVIDUAL ACTIVITIES / CREATIVE WRITING

When we write or talk we use sentences. Complete the following sentences about sentences. Use the words in the block above the sentences to guide you.

VERB CAPITAL LETTER WORDS SPACES ORDER FULL STOP NOUN

ACTIVITY ONE

1. When sentences are written down they begin with a ____________ and end with a ________

2. Sentences are groups of ____________ that make sense.

3. The words in sentences must be in the right ______________.

4. There are always_____________between the words in a sentence.

5. Most sentences have at least one___________ and one____________in them.

ACTIVITY TWO

Read through the following paragraph about the Antelope. You cannot tell where one sentence ends and the next begins. Fill in the capital letters and full stops so that you can read the sentences properly.

there are many types of antelope that live in the grasslands of Africa they are herbivores [ which means plant eaters ] their brown colour makes them almost invisible in the tall dry grass all the different species of antelope have horns but each type has its own special shape

of 60


ACTIVITY THREE

In the following paragraph the full stops have been put in the wrong places. Rewrite the paragraph so that it makes sense.

Insects live all over the world. In every country and in every type. Of environment there are more insects. In the world than there are any other. Kind of animal all insects have six legs. And three body parts. The head, thorax and the abdomen most insects have. Wings they have no bones but have tough hard skin that protects. Their soft bodies and this is called an exoskeleton if it is on the outside insects lay eggs.

ACTIVITY FOUR

The first few sentences of any story are very important. When you write a story you must think carefully about how your story is going to begin. Choose ONE idea from the following list and write THREE different beginnings. You only need to write three or four sentences for each beginning.

1. The first day of the new term …

2. As I was walking in the dark …

3. Around the mountain…

4. Under the bed one night…

5. Turn the pages and…

GENERIC EXAMPLES; TYPES OF ASSESSMENT TASKS

The purposes can be linked to different types of assessment of which the following five are listed in the National Curriculum Statement (GET: Gr. R – 9)

Type of assessment Description and uses

Baseline Assessment Baseline assessment is assessment usually used at the beginning of a phase, grade or learning experience to establish what learners already know. It assists educators with the planning of Learning Programmes and learning activities.

SUGGESTIONSWORKSHEETS INDIVIDUALPOSTERS INDIVIDUALTRUE / FALSE QUESTIONS INDIVIDUALORAL PRESENTATION PAIRS

of 60


Formative Assessment Formative assessment is also called "assessment for learning". The purpose of this type of assessment is to improve learners' ability to learn. Formative assessment is planned so that it provides information about learners that they can use to deepen their understanding and the teacher can use to shape future learning. The information must be used by both teacher and learner in a process of reflection and self-assessment. Thus it improves teaching and learningby giving teachers direction and enables them to adapt to learners' needs.

SUGGESTIONSORALS GROUP/INDIVIDUALPOSTERS GROUP/INDIVIDUALWORKSHEETS INDIVIDUALESSAY’S INDIVIDUALASSIGNMENTS GROUP/PAIRS/INDIVIDUAL

Summative Assessment Summative assessment gives an overall picture of learners' progress at a given time, for example, at the end of a term. It usually results in judgments about learner performance and can involve high stakes for learners (e.g. Senior Certificate). There is still a place for summative assessment in the NCS – but its role will be reduced.

SUGGESTIONSTESTS INDIVIDUALESSAY INDIVIDUALEXAM INDIVIDUALPROJECT GROUP/PAIRS/INDIVIDUALASSIGNMENT GROUP/PAIRS/INDIVIDUAL

Diagnostic Assessment Diagnostic assessment is similar to formative assessment, but its application will always lead to some form of intervention or remedial action or programme. It shows up either learners' strengths and weaknesses or inappropriate teaching methodology. When it is used to find out about the nature and cause of medical barriers to learning it should be administered by specialists and then followed by expert guidance, support and intervention strategies.

SUGGESTIONSREFER LEARNER TO SPECIALIST TEACHER TO REFER LEARNER TO

SPECIALIST

of 60


Systemic Assessment Systemic assessment is an external way of monitoring the education system by comparing learners' performance to national indicators of learner achievement. It involves monitoring of learner attainment at regular intervals, using nationally or provincially defined measuring instruments. This form of evaluation compares and aggregates information about learner achievements so that it can be used to assist in curriculum development and evaluation of teaching and learning. For the General Education and Training Band Systemic Evaluation willbe conducted at the phase exit levels i.e. Grade 3, Grade 6 and Grade 9.

SUGGESTIONSCLUSTER GROUP MODERATION TEACHERS IN IMMEDIATE

SURRONDING AREAREGIONAL MODERATION PROVINCIALNATIONAL MODERATION ONE GROUP TO MODERATE WORK

FROM ALL PROVINCES

of 60


TYPES OF ASSESSMENT TASKS

It is important to understand that the types of assessment are closely linked with the reason for assessment. And that assessment

should always be part of the learning process and should not be seen as a separate activity at any stage or in any situation.

Type of assessment

Purpose When/Timing

Type of instrument

Who is involved

How the results are used

Base-line assessment

To find out

what learners

already know

about a topic.

To make

judgements

about

teaching

strategies.

To gain an

idea of the

stage at

which to

begin a new

topic with a

At the

beginning of

each new

section of

work

Oral or

written

questions

done with

individuals,

pairs, groups

or class.

Interviewing.

Self-

assessment

Peer

assessment

Teacher

Individual

Group

Peers

Plan activities according to what learners know or don't know.

of 60


class or a

group.

To find out if

learners have

adequate

knowledge of

specific

aspects of a

topic to

undertake a

particular

topic or task.

To gain

information

about the

degree of

differentiation

that will be

needed when

starting a

new topic.

Diagnostic assessment

To find out

the nature

When

learners

Appropriate,

approved,

Teacher/

other

Plan a supporting strategy

of 60


and cause of

learning

difficulties or

other

diagnostic

situations

appear to be

having

difficulties

with some

work

standardised

tests

professionally

qualified

person

Formative assessment (also referred to as assessment for learning)

To monitor and support the learning process.

To develop appropriate competencies required to achieve the respective outcomes of a learning programme

Continuously

and

repeatedly

Various:

Informal

monitoring,

informal

observation,

formal

assessments

(tasks,

activities)

Teacher(s)

Individual

learner

Pairs

Groups

Contributes to a record of performance throughout the learning programme. The evidence is displayed into a portfolio.

Summative assessment (also referred to as assessment of learning)

To establish

and record

overall

progress of

the learners

towards

stated

outcomes

At the end of

a period of

time, end of a

section of

work or

learning

programme.

To reveal that

A number of

ways: formal,

standardised

tests,

standardised

examinations.

Teachers

Other internal

and external

role players

Make a judgement about the level at which a learner is working.

Collect evidence of attainment.

Produce a profile ;

select work for a portfolio (various)

of 60


the learner

has achieved

al the

required

learning from

a programme.

of 60

GENERIC RESOURCES GRADE 8 ENGLISH

WHO ASSESSES?

Teachers

The teacher will have overall responsibility to assess the learners on all the

achievements of the Learning Outcomes. This professional assessment focuses on

the individual's progress and performance and involves a partnership between

teacher, learner and parents or care givers as well as educational support services.

The individual learner

The chief beneficiary of assessment must be the learner. And the main purpose

must be for growth and development of the learner. However, the decision of who

should be involved will be determined by the actual form of assessment undertaken.

In order to achieve a balance, some assessment may rely mainly on the teacher,

some on the learner and some on the learner’s peers or parents. Some assessment

should be based on working individually, some on working in pairs and some on

working in groups or teams. Individuals are mainly involved in self- assessment.

Groups or pairs

Groups or pairs are involved in peer assessment. This mutually benefits the

assessed and the learners who assess when they use a rubric that empowers them

to evaluate their own and other's performances.

of 60


Peer assessment should include the following evidence of the aspects:

Evidence

Input Process OutputTime

Resources

Various skills, including

manual, social, thinking

and other skills

Co-operation

Assistance

Division of work

Other group dynamics

Time management

Resource management

Planning

Combine contributions

Product

Process

Performance

Significant others (Parents, guardians, principals, advisors, etc.)

The type of assessment and the purpose of the assessment will determine the

partnership and the weighting of role players. Teachers are requested to refer to the

national, provincial and school policy documents that will provide guidance in this

matter, e.g. three-way assessment. Three-way assessment allows learners to share

their progress with their teacher and parent or care givers. People's responses are

recorded by means of a comment, date and signature. This may lead to a meeting

where the learner's progress, barriers to learning or further development can be

discussed and planned.

You may want to use the following questions to clarify your assessment planning and

preparation:

Does the task match the instructional intention?

of 60


Does the task adequately represent the skills, knowledge and values you

expect the learner to attain?

Does the task enable learners to demonstrate their progress and

capabilities?

Does the assessment use authentic, real-world tasks?

Does the task lend itself to an interdisciplinary approach?

Can the task be structured to provide measure of several learning

outcomes?

Does the task match an outcome which reflects complex thinking skills?

Does the task pose an enduring problem type - the type the learner is

likely to have to repeat?

Is the task fair and free of bias?

Will the task be meaningful and engaging to learners so that they will be

motivated to show their capabilities?

Will the task be seen as meaningful by important stakeholders?

EXEMPLARS

ASSESSMENT TASK ONE - ENGLISH FIRST ADDITIONAL LANGUAGE

SUMMATIVE ASSESSMENT

LEARNING OUTCOME 1 LISTENINGAS1;2 RESOURCE:

TITLE OF ASSESSMENT

SKAV’S ASSESSMENT

LISTENING AND DISCUSSION TECHNIQUES

SkillAttitude

CHECKLIST/GROUP/TEACHER

ASSESSMENT

Checklist / group and teacher assessment

INSTRUCTIONS

of 60


In groups have a class discussion about the Olympic Games and the relevance thereof.

Discussion title is “The importance of the Olympic Games in Modern life and is it a waste of money?”

NAMES:

GRADE:

DATE:

CHECKLIST

CRITERIA YES NO

Did the learners listen carefully with one person speaking at a time?

If they disagreed did the learners wait their turn to speak?

Were different opinions expressed politely and respectfully?

Were the learners’ tones of voice appropriate and positive?

Were the learners’ facial expressions and body language appropriate and positive?

Did the learners try to reach an answer that everyone could be happy with?

COMMENTS

of 60


ASSESSMENT TASK TWO GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE

LEARNING OUTCOME 6 LANGUAGE STRUCTURE AND USE

AS 8 RESOURCE:

TITLE OF ASSESSMENT SKAVS ASSESSMENT

When and when not to speak in another language choosing the right language at the right time

Skills

Attitude / respect

WORKSHEET

Discuss and answer questions in pairs

ASSESSMENT

Worksheet and questions in pairs.

INSTRUCTIONS

In pairs briefly discuss when you think it is appropriate to speak in your home language and when do you think it is important to speak English only

NAME:

GRADE:

DATE:

1. Briefly discuss when you think it is appropriate or not appropriate to speak in your home language. When do you think it is appropriate to speak in English Only?

2. In pairs practise the following using colloquial language and formal language in each of the following situations:

A] Offer to deliver a message to the front office at school for your teacher.

B] Invite your friend to a party that you are having.

of 60


C] Politely refuse the invitation to your friend’s party. Start with the words “I am sorry...”

D] Invite your Mother to a prize giving function at school. Start with the words: “Would you like to ……..

Write down your findings:-

ASSESSMENT TASK THREE GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE AND SUMMATIVE

LEARNING OUTCOME 2 SPEAKING

AS 4;6 RESOURCE


Taking part in a debate Skill

Knowledge

RATING SCALE

ASSESSMENT

of 60


Teacher / rating scale

INSTRUCTIONS

Consider the topic your class decided to debate as well as the research you did for homework. Mind map the entire main points about your topic and add an example or evidence to support each point.

Now choose one side of the argument either for or against and write out all the points in full sentences combining them to form a paragraph. Give your paragraph a heading.

RATING SCALE

NAME:

GRADE:

DATE:

CRITERIA

5

EXCELLENT

4

GOOD

3

SATISFACTORY

2

BELOW AVERAGE

1

POOR

There are at least two completely different points either in favour or against the topic

Each main point is supported with a convincing example or evidence

The ideas are written in full

of 60


sentences that are grammatically correct

The ideas are arranged logically so that the paragraph appears well written

There is a suitable heading for the paragraph that shows that the paragraph contains arguments either for or against the topic

TOTAL OUT OF 25 / ________________________________

COMMENTS

of 60


ASSESSMENT TASK FOUR GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE

FORMATIVE

LEARNING OUTCOME 1 LISTENING

AS 1;2 RESOURCE

TITLE OF ASSESSMENT SKAV’S ASSESSMENT

What is a story? Skill

Knowledge

PEER

CHECKLIST

ASSESSMENT

Peer/ checklist

INSTRUCTIONS

1. Work in pairs and look at each of the following titles of stories. Discuss what you think each story will be about?

A] Women are from Venus Men are from Mars

B] The KITE RUNNER

C] Gogo goes to vote

D] The Dark Knight

E] PREY

2. Now work in pairs and tell your partner a story about something good that happened to you or someone else and what you have learned from that story.

of 60


NAME:

GRADE:

DATE:

ANSWERS

A

B

C

D

E

YOUR STORY

ASSESSMENT TASK FIVE GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE

SUMMATIVE

LEARNING OUTCOME 1 LISTENING

AS 1-10 RESOURCE

of 60



Storytelling Attitude

Knowledge

Skill

RUBRIC

ASSESSMENT

Rubric / individual

INSTRUCTIONS

Tell a story of your choice and make sure that you use your voice effectively.

of 60


NAME:

GRADE:

DATE:

RUBRIC

CRITERIA

5

OUTSTANDING

4

MERITORIOUS

3

GOOD

2

SATISFACTORY

1

NOT ACHIEVED

Structure of story

Clear beginning middle and end introduction hooks audience immediately

Logical flow of story but does not draw audience in immediately

Ideas follow quite logically with a few flaws little attempt to draw audience into situation

Ideas follow logically at times with flaws very little attempt to draw audience into situation

Ideas do not follow logically with many flaws no attempt to draw audience into situation

Volume and voice

Totally appropriate in situation

Mostly appropriate in situation

Quite appropriate in situation

Fairly appropriate in situation

Not appropriate in situation

Tempo of voice

Totally appropriate in situation

Mostly appropriate in situation

Quite appropriate in situation

Fairly appropriate in situation

Not appropriate in situation

Total effect of storytelling

Audience completely attentive and convinced by atmosphere of the story

Audience fairly attentive and convinced by atmosphere of the story

Audience mostly attentive and convinced by atmosphere of the story

Audience sometimes attentive and convinced by atmosphere of the story

Audience not attentive and not convinced by atmosphere of the story

TOTAL OUT OF 20 / ____________________

of 60


ASSESSMENT TASK SIX GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE

SUMMATIVE

LEARNING OUTCOME 4 WRITING

AS 4 RESOURCES


Writing a report Skill

Knowledge

CHECKLIST

TEACHER

ASSESSMENT

Checklist / Teacher

INSTRUCTIONS

1. Write out the plan for your report

2. Do the necessary research

3. Interview at least two people about the matter you are investigating

4. Write the report for homework

5. Hand in the final report to your teacher

of 60


CHECKLIST

NAME:

GRADE:

DATE:

CRITERIA YES NO

Does the report have a headline?

Have the date and the reporter’s name?

Have a summarising opening paragraph

Report on a matter that is of interest to other learners

Report on the facts of the matter as fairly as possible

Include relevant peoples opinion and at least two using direct speech

Give the names of the people whose opinions are quoted and say what they do

Flow logically and is easy to understand

Uses formal English

ASSESSMENT TASK SEVEN GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE

SUMMATIVE


AS 4 RESOURCE


Writing a poem Skills SELF

of 60


Knowledge CHECKLIST

ASSESSMENT

SELF/ CHECKLIST

INSTRUCTIONS

1. Write an acrostic poem

2. Write a cinquain poem

3. Write a shape poem

THE WASHING MACHINE by Jeffrey Davies

it goes fwunkety

then slunkety

as the washing goes around

The water spluncheses

and it sluncheses


As you pick it out it splocheses

and it flocheses


But in the end it schlopperies

and then it flopperies

as the washing goes round

of 60


NOISE by Jessie Pope

I like noise

The whoop of a boy, the thud of a hoof,

The rattle of rain on a galvanised roof,

The hubbub of traffic, the roar of a train,

The throb of machinery numbing the brain,

The switching of wires in an overhead tram,

The rush of the wind, a door on the slam,

The boom of the thunder, the crash of the waves,

The din of a river that races and raves,

The crack of a rifle, the clank of a pail,

The strident tattoo of a swift-slapping sail,

From any old sound that the silence destroys,

Arises a gamut of soul-stirring joys.

I like noise.

Write your own sound poem using the following pattern.

Use these titles or make up your own. You can use well known sound words or make up your own.

I like_________________________________

The_________________of_______________________

The_________________of_______________________

The_________________of_______________________

The_________________of_______________________

The_________________of_______________________

The_________________of_______________________

I like_________________________________

of 60


I don’t like_________________________________

The_________________of_______________________

The_________________of_______________________

The_________________of_______________________

The_________________of_______________________

The_________________of_______________________

The_________________of_______________________

I don’t like_________________________________

ASSESSMENT TASK EIGHT GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE

SUMMATIVE


AS 4 RESOURCE

TITLE OF ASSESSMENT SKAV’S ASSESSMENT

Writing a play Skill

Knowledge

Checklist

Teacher

ASSESSMENT

Checklist / Teacher

INSTRUCTIONS

In your groups write a short play. It should be a maximum of two written pages

NAMES:

GRADE:

of 60


DATE:

CHECKLIST

CRITERIA YES NO

Play has a beginning a climax and an ending

Characters have been identified

The play is the correct length in content

The following play can be used in a variety of ways to assess learners. E.g. The content can be used as an exercise in direct and indirect speech.

Also as a case study regarding bullying at schools.

AIRS AND GRACES

Written by Dawn Harrison

CHARACTERS

Roger

Sbu

Ossie

Phoebe

Margery

Shirley

Duminsani

Teacher

Duminsani is a new boy in the school, he has been home schooled for the past two years. It is break time and a group of teenagers are standing together in the quad chatting and eating their lunch.

of 60


ROGER: So…….what do you think about that new kid?

SBU Who? ……………………….Haircut!! (All burst out laughing except Margery and Ossie)

ROGER: Yes, HAIRCUT is a really good name for him. He looks like something out of the sixties. Really weird if you ask me.

SBU I think he looks like a nerd.

OSSIE: Cool it guys, give the man a chance. You don’t even know him yet he only arrived last week.

ROGER: Huh, stuck up and toffee nosed if you ask me anything.

PHOEBE: I think he’s kind of creepy. Look at the way he walks (she imitates his walk) and not to mention the way he answers questions in class. He is just trying to act like a ”larny.”

MARGERY: Well I think he is very clever. He knows all the answers in Maths.

OSSIE: Hmmm…. I rather like him myself.SHIRLEY: I don’t. The first time I saw him I wanted to hit him.

OSSIE: Come on Shirley, why? You don’t even know him.

SHIRLEY: Because he thinks he’s so GOOD!

OSSIE: You’re talking rubbish Shirley.

SHIRLEY: Oh yes he does. All those airs and graces and his fancy v.o.c.a.b.u.l.a.r.y. I would love to send him right back where he came from.

MARGERY: Where does he come from?

SHIRLEY: I believe he was “HOME SCHOOLED.”

PHOEBE: I have heard that home schooling is for retards and PEOPLE who can’t get on with others, you know, the social misfits in our society.

OSSIE: He certainly does not appear to be a social misfit to me.

MARGERY: I wish I were as good as he is at Maths.OSSIE: You should see him play soccer, he is really good.

ROGER; yeah, yeah. I think we should discuss some sort of initiation for him, you know, welcome to the family. (All snigger, Margery and Ossie look uncomfortable.)

SBU Great idea! Work him over a bit, YEBO!

ROGER: Make him look really stupid for a change.

OSSIE: Come on guys, what do you want to do that for?

ROGER: A good laugh Ossie, a good old laugh and if you want to stick up for him you can join him if you want to.

of 60


PHOEBE: It’s just the way he looks at you, all-superior – I hate that sort of person. Gives me bad vibes.

ROGER: Well come on then, let’s think of something.

OSSIE: You can count me out!

PHOEBE: Let’s lock him in the girls change rooms and we will tell the Head that he is a pervert and he locked himself in there!

SHIRLEY: Phoebe, you are so BLONDE GIRLFRIEND! Who would lock themselves in a change room and think that anyone would believe that someone else did it?

PHOEBE: I’m just trying to be nasty.

SHIRLEY: Well give it up because you are really no good at it.

ROGER: Yeah, that is just not good enough.

MARGERY: I really think you are ALL being very childish.

SBU Then you keep out of it.

ROGER: We have to show him who is boss around here.

SHIRLEY: Hey, shhh, isn’t that him over there?

SBU Sure is, you can spot him a mile off.

ROGER: On his own as usual…..Creep.

MARGERY: I honestly feel…..well, I feel sorry for him. He is all on his own and how would you like it if you were at a new school and everyone was ganging up on you.

ROGER: Nice try Marge, but I think he should come over here and join our crowd or just go straight back to home schooling, with his Mama where he belongs.

OSSIE: Yes guys, how would you like being picked on?

ROGER: I’VE HAD ENOUGH, come on Graham lets go over drag the creep over here and kick his head in.

SBU YEBO GOGO, let’s go.

MARGERY: I can’t believe you are going to do this to him, you can’t just do this to him!ROGER: Well, just watch and see.

OSSIE: You are a swine!

ROGER: Oh just shut up Ossie or you will be next.

(Roger and Graham go across to Duminsani who is sitting quietly by himself eating his lunch.)

ROGER: Howzit…..HAIRCUT

of 60


DUMINSANI My name is DUMISANI, Hello. (he holds out his hand to shake Roger’s hand but Roger pulls his hand away)

ROGER: Is that so, WELL, your name is HAIRCUT to me.

DUMINSANI: (Very cool and calm) Well as you wish.

SBU Where you come from anyway?

DUMINSANI: What does that matter?

ROGER: Bend down and polish my shoes HAIRCUT!

DUMINSANI: I beg your pardon?

ROGER: You heard me. Bend down and polish my shoes boy!

SBU Yeah, you heard him, don’t ask questions, just DO IT!

OSSIE: Watch out here comes a teacher!

SHIRLEY: Don’t let him get away with it, JUST HIT HIM!

ROGER: (under his breath) don’t think you have got away just coz a teacher’s here….HAIRCUT! (under his breath) I have not finished with you yet.

TEACHER ARRIVES.

TEACHER: What is going on here? You are not making trouble again are you Williams?

ROGER: Ooooooooooo nooooooooooo, Sir, there is no trouble at all.

TEACHER: Really Williams? (Addressing Duminsani) Are they picking on you young man?

DUMINSANI: No Sir, they are inviting me to share their lunch.

oooooooooooooooooooooooooooooooooooooooooooooooooo

ASSESSMENT TASK NINE GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE

SUMMATIVE


AS 1 RESOURCE

of 60



Doing things with verbs Knowledge Teacher / Marking Memo

ASSESSMENT

Teacher / Marking Memo

INSTRUCTIONS

Verbs are an important part of sentences. They are the words that tell you what someone is doing what state something is in or what is happening. Verbs also carry tense which means that they tell you when something has taken place in the distant past; past; present started in the past and continues to happen now or will happen in the future.

Complete the following sentences by choosing the correct form of verbs in brackets

NAME:

GRADE:

DATE:

1. Choose the correct form of the verb in brackets

A] I [was/were] walking in the park yesterday.

B] Tomorrow they [are/were] leaving for the Cape.

C] I [am/was] so irritated by that test last week.

D] Is it possible that she [is/are] part of the group?

E] If you {were/was] me, you would do the same thing!

2. Say whether each of the following sentences is correct. Correct any sentence that you think is wrong.

A] I am liking what I see.

B] She likes jogging in the rain.

C] We are needing larger number of TB clinics each year.

D] I are hungry.

of 60


E] I cannot complete my food due to fullness.

3. Correct any verbs that are in the wrong tense in the following sentences.

A] I will not go if they told me to.

B] I am so angry that I could break a chair.

C] Can’t they just see that they were making a big mistake?

D] Just wait and see – I was going to spoke to them about all this nonsense!

E] I will tie my dog loose.

TOTAL 15 MARKS ____________________________________

MARKING MEMO

A was

B are

C was

D is

E were

A I like what I see

B this is correct

C We need a larger number of TB clinics

D I am hungry

E I am full so I will not be able to finish my food

A I would not go

B I was so angry

of 60


C Couldn’t they see

D I am going to speak

E I will untie my dog.

ASSESSMENT TASK TEN GRADE EIGHT – ENGLISH FIRST ADDITIONAL LANGUAGE

SUMMATIVE


AS 4 RESOURCE


Naming things with nouns Knowledge Peer / Match the table

ASSESSMENT

Peer / match the nouns in the table below

INSTRUCTIONS

1. In pairs write down as many nouns as you can think of that relate to the people; places; ideas that you encounter within your school.

2. Complete the table.

Nouns can be divided into different types

1. Common nouns Name things we can touch see and smell e.g. your school BAG the WALL in the classroom a FLOWER in the park or the AIR that you breathe.

2. Abstract nouns Name ideas or qualities that are difficult to touch or even understand sometimes like LOVE; SADNESS; POLITICS.

3. Proper nouns Are the actual names of people or places, books,

of 60


organisations, countries.

4. Collective nouns Refer to a group or a set or a collection of things like a kit of tools or a flock of sheep or a congregation of worshippers.

In your pairs complete the follow table with the nouns you wrote down in task 1 making sure you place them in the correct columns.

NAME:

GRADE:

DATE:

COMMON NOUN ABSTRACT NOUN PROPER NOUN COLLECTIVE NOUN

of 60


SET WORK BOOK / LORD OF THE FLIES

LORD OF THE FLIES

Objectives

Students will understand the following:

1.

On a literal level, Lord of the Flies deals with what happens to a group of boys stranded on an island with no adult supervision.

2.

On a symbolic level, Lord of the Flies investigates what happens to civilized people when the structures of civilization disappear.

Materials

For this lesson, you will need:

• The novel Lord of the Flies

Procedures

1.

Throughout discussions about the novel, guide students to focus on what happens on the literal level in the book and what that development means on the symbolic level. That is, what happens literally to the boys and what is the

of 60


author saying metaphorically about the structures of civilization?

2.

With the preceding discussion as background, divide your students into three groups:

One group is the rescued boys who should look at the entire time on the island through Jack's point of view.

One group is the rescued boys who should look at the entire time on the island through Ralph's point of view.

One group will act as an audience of adult judges—parents, police, and other authority figures; this group will ask questions of the two groups of boys and pass judgment on them.

3.

While the group acting as judges prepares questions for both groups, the groups supporting Jack and Ralph should consider the following questions by way of preparing for questions from the adults:

What happened? What events does each boy have firsthand knowledge of? What events did each boy only hear about? Which actions will each boy defend the most emphatically? What will each boy say about the others?

4.

The group acting as judges should prepare questions for both groups. In order to come to a fair judgment, what do the judges need to find out? How can they look beyond the boys' personalities and leadership styles to find an accurate depiction of what happened on the island? Explain that the judgment group must create questions that elicit both objective and subjective answers.

5.

After the adults have interrogated each boy, the judges should meet to formulate their conclusion: Who was responsible for each development during the boys' stay on the island? To what degree? Why do the judges hold specific boys responsible?

6.

Judges should give out punishments—and possibly rewards—based on their findings. They may be creative in crafting consequences for each boy and may also consider making recommendations so that in the future society at large can avoid another destruction of a civilized group.

Adaptations

Ask students to write papers in which they explain what Ralph and Jack represent and why some boys followed each.

Discussion Questions

of 60


1.

Lord of the Flies has been called "a fable in which the characters are symbols for abstract ideas." Explain this statement by analyzing each of the major characters (Ralph, Jack, Piggy, Simon, and Roger) in terms of his distinctive character traits and the human quality he might symbolize.

2.

Defend and/or criticize Ralph's actions as leader. What were his motivations? Did he contribute to the tragedy in any way? Could he have acted to prevent any of the deaths? What would you have done differently in his situation?

3.

Describe the religious imagery in Lord of the Flies: the forces of good and evil, a fall from grace, a saviour, and eventual redemption. How does Golding's depiction of the island compare to the Garden of Eden?

4.

Analyze the student population in your school and the various groups or cliques that exist. Discuss whether there are certain mannerisms, clothing preferences, behaviour codes, or other qualities that characterize each group. Have you ever known a group member outside the context of his or her group? Did that person behave differently when not under the direct influence of the group?

5.

Some readers of Lord of the Flies have argued that each and every one of the boys' actions is nothing more than an attempt to survive in difficult conditions. Think about the mounting of the sow's head, Simon's ascent up the mountain, and the murder of Piggy in particular, as well as any other key scenes that stand out for you. Is it fair to say that the boys' actions were merely the result of the human survival instinct? Why or why not? If so, can you use these examples to draw some general conclusions about the human instinct to survive?

6.

Suppose the plot of Lord of the Flies involved a planeload of marooned girls, or a mixed group of girls and boys, instead of all boys. Do you think the same violent and cruel tendencies would have emerged on the island? Explain your answer in detail. If you think the outcome would have been different, explain how and why.

Evaluation

You may evaluate students on their participation in each group. Note which students have prepared questions and planned answers and which have not. Pay attention, too, to the clarity and smoothness with which each student speaks.

Extensions

On the Return of the Lost Boys

of 60


Have your students write a news story or produce a news video about the boys' return to England. As reporters, students should pretend they have conducted four or five interviews with the surviving boys, the adult who rescued them, their parents, teachers, and child psychology experts as well as the man on the street. They should prepare statements made by "interviewees." Overall they should organize their story or video to cover the "five W s and H "— Who? What? Where? When? Why? and How? If students are shooting a video, they can add to its realism by dressing actors in clothing that fits their roles.

Design a Curriculum Ask your students to imagine that they and their fellow students may one day have to face a challenge like that confronted by the boys in Lord of the Flies . Ask, "Would you be prepared to find yourself on a deserted tropical island with no adult supervision?" Then ask students to design a curriculum for a school semester that would teach the knowledge, values, and skills they would need to surmount all the challenges they would face. What content would the course include? What skills would be emphasized? What texts would be assigned to be read? How would the students be graded?

Suggested Readings

Lord of the Flies: Modern Critical Interpretations Harold Bloom, ed. Chelsea House Publishing, 1998.In this interpretative companion to Lord of the Flies, students are introduced to Golding's brilliant work through a classic study of the book's structure, symbolism, and drama.

Peace in the Streets: Breaking the Cycle of Gang Violence Arturo Hernandez. Child Welfare League of America, 1998.This novel-like firsthand look at youth gangs provokes discussion about the parallels between Golding's fictional adventure and inner-city gangs of today.

LINKS

Poems About Lord of the Flies Two poems that enhance the understanding of Lord of the Flies. Lord of the Flies: Story Analysis.

Lord of the Flies Low Fat Version Symbolism, character analysis, a map and more.

Lord of the Flies A great site with a map of the island in Lord of the Flies, character sketches, and information on the author.

of 60


VOCABULARY

Click on any of the vocabulary words below to hear them pronounced and used in a sentence.

apprehension

Definition: Suspicion or fear especially of future evil.Context: The travellers’ apprehension grew as the turbulence on the airplane became more violent.

depravity

Definition: A corrupt act or practice; moral corruption.Context: Natural human depravity often surfaces in times of war.

epilepsy

Definition: Any of various disorders marked by disturbed electrical rhythms of the central nervous system and typically manifested by convulsive attacks usually with clouding of consciousness.Context: The medication that controlled his epilepsy allowed Frank to safely drive a car.

irony

Definition: The use of words to express something other than and especially the opposite of the literal meaning.Context: It is a common irony—that the poorest people are sometimes the most generous.

profane

Definition: Serving to debase or defile what is holy.Context: Years ago, it was considered profane for women to attend church hatless.

prudent

Definition: Marked by wisdom or judiciousness; shrewd in the management of practical affairs.Context: The family turned to Aunt Cecilia, a prudent and trusted adviser, who could resolve their differences.

of 60


redemption

Definition: The act or process of freeing from the consequences of sin.Context: In the Christian tradition, baptism offers people redemption from original sin.

sadist

Definition: One who delights in cruelty.Context: The neighbourhood bully was clearly a sadist who teased all of the younger children until they cried.

of 60

eventsonline.co.zaeventsonline.co.za/drupal/sites/default/files/grade ei… · web...

Documents