First Additional Language

Grade 6
Management Document

Term 4

Edition 5, 2023
TABLE OF CONTENTS

Alignment to RATP 2023 -2024 3

Curriculum Trackers 4
Programme of Assessment 13

2
 Alignment to RATP 2023 – 2024

RATP CYCLE PSRIP ALIGNMENT CYCLE

T4 WEEKS 1-2 T4 WEEKS 1-2 (Honesty)

L&S: Listens to and discusses a folklore L&S: Listens to and discusses a folklore
R: Reads a folklore R: Reads a folklore
W: Writes a folklore W: Writes a folklore
T4 WEEKS 3-4 T4 WEEKS 3-4 (Games & Activities)
L&S: Listens to and discusses an instructional text L&S: Listens to and discusses an instructional text
R: Reads an instructional text R: Reads an instructional text
W: Writes a summary of an instructional text W: Writes a summary of an instructional text
T4 WEEKS 5-6 T4 WEEKS 5-6 (The Power of Poetry)
L&S: Listens to and discusses poems L&S: Listens to and discusses poems
R: Reads a poem R: Reads a poem
W: Writes a poem W: Writes a poem
T4 WEEKS 7-8 T4 WEEKS 7-8
Revision Revision

Curriculum Tracker
Use the following tables to keep track of your curriculum coverage.
Complete the reflection at the end of every cycle as part of this process.

Thank you!

3
 WEEK 1

Day CAPS content, concepts, skills Date completed

THEME: HONESTY
Monday Activity 1: ORAL ACTIVITIES
• Activate background knowledge
• Start KWL chart
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Monday Activity 2: LISTENING ACTIVITY
• Listening Text: The boy who cried wolf
• Three read
• Model comprehension skill: Making inferences
• Oral comprehension
Tuesday Activity 1: SPEAKING ACTIVITY
• Small group discussions to respond to text
Tuesday Activity 2: PHONICS REVIEW
• /kn/ /ea/ /ow/
• Word find
Tuesday Activity 3: SHARED READING Pre-Read
• DBE Workbook 2 page 42: Is honesty really
important?
• Discuss and predict
• Read text aloud
Wednesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Wednesday Activity 2: SHARED READING First Read
• DBE Workbook 2 page 42: Is honesty really
important?
• Model comprehension skill: Making inferences
• Oral comprehension
Thursday Activity 1: SHARED READING Second Read
• DBE Workbook 2 page 42: Is honesty really
important?
• Model comprehension skill: making inferences
• Oral comprehension
• Formulate a question about the text
Thursday Activity 2: TEACH THE COMPREHENSION STRATEGY
• Teach comprehension strategy: Making inferences
Friday Activity 1: SHARED READING Post-Read
• Complete activity: Written comprehension
Friday Activity 2: TEACH THE GENRE
• Folklore - Legend
• Sample text: The Legend of the Star Child

4
 Friday Activity 3: END OF WEEK CONSOLIDATION
• Update KWL chart

WEEK 2

Day CAPS content, concepts, skills Date completed

THEME: HONESTY
Monday Activity 1: WRITING Planning
• Genre: Folklore - Legends
• Topic: Write a legend with a lesson or moral about
honesty
• Planning Strategy: List
Monday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Tuesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Tuesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Wednesday Activity 1: LSC & WRITING Drafting
• LSC: Articles: ‘a’ ‘an’ ‘the’
• Use plan to draft
Wednesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Thursday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Thursday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 1: WRITING Editing and Publishing
• Edit using checklist
• Publish and share writing
Friday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 3: CONCLUSION
• Review word find
• Update KWL chart

5
 THEME REFLECTION: HONESTY

1. What went well this cycle?

2. What did not go well this

cycle? How can you
improve on this?

3. Did you cover all the work

for the cycle? If not, how
will you get back on track?

4. Do you need to extend

some learners? If so,
which learners, and how
do you plan to do this?

5. Do you need to further

support some learners? If
so, which learners, and
how do you plan to do
this?

SMT Comment

SMT name and signature Date

6
 WEEK 3

Day CAPS content, concepts, skills Date completed

THEME: GAMES AND ACTIVITIES

Monday Activity 1: ORAL ACTIVITIES
• Activate background knowledge
• Start KWL chart
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Monday Activity 2: LISTENING ACTIVITY
• Listening Text: How to prepare for the game General
Knowledge
• Three read
• Model comprehension skill: Following instructions
• Oral comprehension
Tuesday Activity 1: SPEAKING ACTIVITY
• Small group discussions to respond to text
Tuesday Activity 2: PHONICS REVIEW
• /oi/ /oy/ /ar/
• Word find
Tuesday Activity 3: SHARED READING Pre-Read
• DBE Workbook 2 page 58: Go fly a kite
• Discuss and predict
• Read text aloud
Wednesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Wednesday Activity 2: SHARED READING First Read
• DBE Workbook 2 page 58: Go fly a kite
• Model comprehension skill: Making evaluations
• Oral comprehension
Thursday Activity 1: SHARED READING Second Read
• DBE Workbook 2 page 58: Go fly a kite
• Model comprehension skill: Making evaluations
• Oral comprehension
• Formulate a question about the text
Thursday Activity 2: TEACH THE COMPREHENSION STRATEGY
• Teach comprehension strategy: Making evaluations
Friday Activity 1: SHARED READING Post-Read
• Complete activity: Making a summary
Friday Activity 2: TEACH THE GENRE
• Summary of an instructional text
• Sample text: Summary of game: Simon Says
Friday Activity 3: END OF WEEK CONSOLIDATION
• Update KWL chart

7
 WEEK 4

Day CAPS content, concepts, skills Date completed

THEME: GAMES AND ACTIVITIES

Monday Activity 1: WRITING Planning
• Genre: Summary of an instructional text
• Topic: Write a summary of the game: Kick the Can
• Planning Strategy: List
Monday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Tuesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Tuesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Wednesday Activity 1: LSC & WRITING Drafting
• LSC: Present perfect tense
• Use plan to draft
Wednesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Thursday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Thursday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 1: WRITING Editing and Publishing
• Edit using checklist
• Publish and share writing
Friday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 3: CONCLUSION
• Review word find
• Update KWL chart
• Reflect on learning

8
 THEME REFLECTION: GAMES AND ACTIVITIES

1. What went well this cycle?

2. What did not go well this

cycle? How can you
improve on this?

3. Did you cover all the work

for the cycle? If not, how
will you get back on track?

4. Do you need to extend

some learners? If so,
which learners, and how
do you plan to do this?

5. Do you need to further

support some learners? If
so, which learners, and
how do you plan to do
this?

SMT Comment

SMT name and signature Date

9
 WEEK 5

Day CAPS content, concepts, skills Date completed

THEME: THE POWER OF POETRY

Monday Activity 1: ORAL ACTIVITIES
• Activate background knowledge
• Start KWL chart
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Monday Activity 2: LISTENING ACTIVITY
• Listening Text: Why teenagers should express their
feelings
• Three read
• Model comprehension skill: Making inferences
• Oral comprehension
Tuesday Activity 1: SPEAKING ACTIVITY
• Small group discussions to respond to text
Tuesday Activity 2: PHONICS REVIEW
• /qu/ /ow/ /aw/
• Word find
Tuesday Activity 3: SHARED READING Pre-Read
• Learner Book: Luca’s Words
• Discuss and predict
• Read text aloud
Wednesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Wednesday Activity 2: SHARED READING First Read
• Learner Book: Luca’s Words
• Model comprehension skill: Making inferences
• Oral comprehension
Thursday Activity 1: SHARED READING Second Read
• Learner Book: Luca’s Words
• Model comprehension skill: Making inferences
• Oral comprehension
• Formulate a question about the text
Thursday Activity 2: TEACH THE COMPREHENSION STRATEGY
• Teach comprehension strategy: Making inferences
Friday Activity 1: SHARED READING Post-Read
• Complete activity: Making a summary
Friday Activity 2: TEACH THE GENRE
• Poem (Free verse)
• Sample text: Friendship / Rage
Friday Activity 3: END OF WEEK CONSOLIDATION
• Update KWL chart

10
 WEEK 6

Day CAPS content, concepts, skills Date completed

THEME: THE POWER OF POETRY

Monday Activity 1: WRITING Planning
• Genre: Poem (Free verse)
• Topic: Write a poem to express your feelings
• Planning Strategy: List
Monday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Tuesday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Tuesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Wednesday Activity 1: LSC & WRITING Drafting
• LSC: Similes
• Use plan to draft
Wednesday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Thursday Activity 1: ORAL ACTIVITIES
• Teach song/rhyme/poem
• Teach theme vocabulary
• Question of the day
• Use personal dictionaries
Thursday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 1: WRITING Editing and Publishing
• Edit using checklist
• Publish and share writing
Friday Activity 2: GROUP GUIDED READING
• Whole class do paired reading: Learner Book Texts
• Work with 1-2 small groups
Friday Activity 3: CONCLUSION
• Review word find
• Update KWL chart
• Reflect on learning

11
 THEME REFLECTION: THE POWER OF POETRY

1. What went well this cycle?

2. What did not go well this

cycle? How can you
improve on this?

3. Did you cover all the work

for the cycle? If not, how
will you get back on track?

4. Do you need to extend

some learners? If so,
which learners, and how
do you plan to do this?

5. Do you need to further

support some learners? If
so, which learners, and
how do you plan to do
this?

SMT Comment

SMT name and signature Date

12
 Programme of Formal Assessment

1. There are 3 formal assessment tasks for Grade 6 Term 4 2023.

2. Please complete these tasks as detailed below.

TASK DESCRIPTION MARKS

CREATIVE WRITING PROJECT
FAT 7 Stage 3: Oral presentation (Learners do the oral presentation of their project) 20 marks
Continuation from Term 3. Marks to be recorded in Term 4.
TRANSACTIONAL WRITING
FAT 8 End of year examination - Paper 3. Written before the end of the year
examination 10 marks
RESPONSE TO TEXTS (End of year controlled test)
Question 1: Literary/ non-literary text (20 marks)
FAT 9 Question 2: Visual text (10 marks) 50 marks
Question 3: Summary (5 marks)
Question 4: Language structures and conventions (15 marks)

‘Response to Texts’ developed by: Ms Gladys Ntlailane.

All assessment tasks and tools may be changed in accordance with directives from the province or
district.

13
 ASSESSMENT RUBRIC TASK 7 Stage 3: Oral Presentation 20 marks

Speaking Level Descriptors

Criteria
5 4 3 2 1

Excellent structure. Good structure; good Tried to structure the Weak structure – not Weak or no
Structure: Proper introduction introduction and presentation; tried to all components done; structure; greetings
introduction and concluding concluding greetings; do have appropriate weak introduction not done; limited or
greeting; good good research done; introduction and and concluding no research done; no
of topic, research done; good connection concluding greetings; greetings; some connection between
research, choices well between the average research research done but the poem/song and
poem/song explained; well poem/song and done; average not convincing; weak movie.
and thought-through links movie; solid connection between or no connection
between poem/song understanding of the the poem/song and between the
conclusion and movie; thorough genre. movie. Some poem/song and
understanding of the understanding of the movie.
genre. genre.

Excellent Good pronunciation, Fair pronunciation, Some issues with Many issues with
Delivery: pronunciation, articulation and voice articulation, voice pronunciation, pronunciation,
pronunciation, articulation, voice projection and projection and articulation, voice articulation, voice
projection and volume. Good volume. Fair projection and projection and
articulation, volume. Excellent expression and expression and volume. An attempt volume. No attempt
and expression and emotion in voice. emotion in voice. to use expression and to use expression and
expression emotion in voice. emotion in voice. emotion in voice.

Appropriate Excellent use of body Good use of body Good use of body Some issues with use Body language
body language, gestures language, gestures language, gestures of body language, inappropriate for the
language: and facial AND facial OR facial expressions. gestures and facial presentation. Limited
expressions. expressions. expressions. or no use of facial
eye contact expressions.
with audience,
posture,
gestures and
facial
expression

Use of Very good use of

Unsatisfactory use of
Limited to no use of
resources, Good use of poster Average use of resources – poster or
poster and props to resources – no effort
and props to add to resources to help props used but did
visual cues create excellent
presentation. presentation. not add value to
to use poster or
and props presentation. props.
presentation.

14
 EXAMPLES OF RUBRICS for TASK 8: Transactional writing

TASK 8 TRANSACTIONAL WRITING: Review

MARKS Maximum total of 10

OBJECTIVE Writes a review

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. The irrelevant to the topic.
expectations. It includes a learner has attempted to give an
quotation from the text and opinion and recommendation
the learner’s opinion and about the text.
recommendation about the
text.

STRUCTURE 2 1 0

The learner has used the The learner has attempted to The learner’s review has no
paragraphs logically to review structure the review into logical logical structure or flow.
different aspects of the text. paragraphs. Paragraphs have not been used.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has included all The learner has included most of The learner has not included the
the necessary information the necessary information about necessary information about the
about the text. The language the text. There is an attempt at an text. The stye of the language is
clearly shows the opinion of opinion with reason to justify. The not correct.
the writer and gives a good learner has edited their work to
The learner does not edit the
sense of the text being correct grammar, spelling and
work. Or, the learner attempts
reviewed. The learner punctuation, but there are still
to edit the work, but there are
successfully edits their own some errors.
many errors remaining.
work to correct grammar,
spelling and punctuation.

15
 TASK 8 TRANSACTIONAL WRITING: Informal / Friendly Letter

MARKS Maximum total of 10

OBJECTIVE Writes an informal / friendly letter

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. It includes the
writer’s thoughts and
feelings.

STRUCTURE 2 1 0

The learner has used the The learner has attempted to The learner’s letter has not
correct structure and layout structure the letter correctly. followed the correct structure.
of a friendly letter (including
sender’s address, date,
greetings).

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has used informal The learner’s style of language is The learner has not written in a
register with the correct mostly correct. The learner has suitable style. The appropriate
greeting and farewell. All the attempted to use the correct greetings have not been used.
necessary information is greeting and farewell.
The learner does not edit their
included. The learner
The learner edits their own work to own work. Or, the learner
successfully edits their own
correct grammar, spelling, and attempts to edit their own work,
work to correct grammar,
punctuation, but there are still but there are many errors
spelling and punctuation.
some errors. remaining.

16
 TASK 8 TRANSACTIONAL WRITING: Instructional Text

MARKS Maximum total of 10

OBJECTIVE Writes an instructional text

CONTENT & 5 4 3 2 1
STRUCTURE

The learner’s The learner’s The learner’s The learner’s The learner’s
response is response is response is relevant response does not response is
interesting, interesting and to the topic. The show a good irrelevant to the
relevant and relevant to the instructions have understanding of topic. The
exceeds topic. The logical the topic. The instructions are
expectations. The instructions are points/paragraphs, instructions have not organised into
instructions are organised into but they are not attempted to points/paragraphs.
well-organised logical fully developed. The follow the There is no
with logical points/paragraphs ideas are not totally structure and use connection linking
paragraphs. The that work connected and paragraphs. But the ideas
learner has used together well. more thought into many ideas seem presented.
the structure to The ideas are the overall idea is to be missing. The
enhance the text. connected, and needed. Some ideas are not
All the necessary the brief is important connected.
information is creatively information has
included. structured. Most been left out.
of the information
is there.

PLANNING & 5 4 3 2 1
EDITING / LSC

The learner The learner The learner makes a The learner makes The learner does
makes a plan makes a plan plan before writing. a plan before not make a plan
before writing. before writing. The learner uses writing. The OR the learner’s
The learner uses The learner uses some ideas from learner attempts plan is irrelevant.
the plan to inform their plan to their plan to inform to use their plan. The learner has
their drafting and inform their their drafting. The The learner has not used the
expands on the drafting. The learner attempts to not used the active and passive
plan with learner uses use the active and passive voice. The voice. The learner
creativity. The active and passive passive voice. The learner attempts does not edit their
learner uses voice mostly learner edits their to edit their own own work
active and passive correctly. The own work to correct work, but there
voice correctly. learner edits their style, grammar, are many errors
The learner own work and spelling and remaining.
successfully edits mostly corrects punctuation, but
their own work to their style, there are still some
correct style, grammar, spelling errors.
grammar, spelling and punctuation.
and punctuation.

17
 TASK 8 TRANSACTIONAL WRITING: Speech

MARKS Maximum total of 10

OBJECTIVE Writes a speech

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. There is a
main point supported by
reasons, evidence and
examples.

STRUCTURE 2 1 0

The opening of the speech The learner has attempted to The learner’s letter has no
captures attention and structure the speech with a logical coherent structure.
introduces the topic. The flow. Stays on topic all the way
learner has structured the through. There is an introduction
speech so that the points flow and a point made and a conclusion.
logically, (intro, main points
and/or argument and a strong
conclusion). Leaves the
audience with a strong final
thought.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has used The learner’s style of language is The learner has not written in a
persuasive and emotive mostly correct. There is a main suitable style. There is no
language to convince the idea. There is an attempt at emotive or persuasive language.
audience. All points are well persuasive language. The learner does not edit their
argued. own work. Or, the
The learner edits their own work to
The learner successfully edits correct grammar, spelling and Learner attempts to edit their
their own work to correct punctuation, but there are still own work, but there are many
grammar, spelling and some errors. errors remaining.
punctuation.

18
 TASK 8 TRANSACTIONAL WRITING: Newspaper Article

MARKS Maximum total of 10

OBJECTIVE Writes a newspaper article

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. The facts
(questions: who, what, where
when and why) of the
incident are all clear.

STRUCTURE 2 1 0

There is a headline The learner has attempted to The learner’s article has no
(appropriate and catching) structure the article in paragraphs. coherent structure.
and a by-line, a blurb (tells Stays on topic all the way through.
the reader what the article is
about and appears directly
below the headline) and well-
structured paragraphs with
the necessary information.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has used a formal The learner’s style of language is The learner has not written in a
register, in the third person mostly correct. The article is suitable style. The register and
with in/direct speech in the written in a formal register, in the tone are incorrect and the
active voice. The learner third person with an attempt at necessary LSCs and details have
successfully edits their own in/direct speech. The learner not been included. The learner
work to correct grammar, edits their own work to correct does not edit their own work.
spelling and punctuation. grammar, spelling and punctuation, Or, the Learner attempts to edit
but there are still some errors. their own work, but there are
many errors remaining.

19
 TASK 8 TRANSACTIONAL WRITING: Advertisement

MARKS Maximum total of 10

OBJECTIVE Writes an advertisement

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. The
advertisement works well to
sell the product/service using
relevant verbal and visual
texts. There is a clear target
market.

STRUCTURE 2 1 0

Different fonts and sizes of The learner has attempted to The learner’s article has no
fonts are used. An structure the article in paragraphs. coherent structure.
appropriate image has been Stays on topic all the way through.
included. The learner has
worked hard to create a
visually appealing and
relevant text.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has used The learner has attempted to use The learner has not used
persuasive and emotive persuasive language and an persuasive language. There is no
language and an image appropriate visual has been visual image.
effectively. included.
The learner does not edit their
The learner successfully edits The learner edits their own work to own work. Or, the
their own work to correct correct grammar, spelling and
Learner attempts to edit their
grammar, spelling and punctuation, but there are still
own work, but there are many
punctuation. some errors.
errors remaining.

20
 TASK 8 TRANSACTIONAL WRITING: Dialogue

MARKS Maximum total of 10

OBJECTIVE Writes a dialogue

CONTENT 3 2 1

The learner’s response is The learner’s response is The learner’s response is

interesting and exceeds relevant to the topic and irrelevant to the topic.
expectations. The dialogue interesting.
sounds like a real
conversation.

STRUCTURE 2 1 0

Stage directions are in The learner has attempted to The learner’s dialogue has
brackets before the speaker structure the dialogue correctly. not followed the correct
talks to show their feelings layout and structure.
and actions. The speakers’
names are on the left-hand
side followed by a colon
before their words.

Each new speaker starts on a

new line. The words spoken
by the characters all line up.

All the speakers’ lines are in

the correct chronological
order.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the
their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The learner has created a The learner has attempted to show The learner has not used the
realistic sounding dialogue the feelings and actions of the correct layout. The conversation
(vocabulary and tone). The speakers. The characters words does not sound realistic.
stage directions give a good sound like a real conversation. The
The learner does not edit their
sense of the speakers’ layout is mostly correct. The
own work. Or, the learner
feelings and actions as they learner edits their own work to
attempts to edit their own work,
speak (use of adverbs and correct grammar, spelling and
but there are many errors
adjectives). The learner punctuation, but there are still
remaining.
successfully edits their own some errors.
work to correct grammar,
spelling and punctuation.

21
 TASK 8 TRANSACTIONAL WRITING: Diary Entry

MARKS Maximum total of 10

OBJECTIVE Writes a diary entry

CONTENT 3 2 1

The learner’s response is The learner’s response is relevant The learner’s response is
interesting and exceeds to the topic and interesting. irrelevant to the topic.
expectations. The diary
sounds like the thoughts of
the ‘character’ and describes
the events in a subjective and
emotional way.

STRUCTURE 2 1 0

There is a date at the top of The learner has attempted to The learner’s diary has no
the entry. There is a structure the diary entry. Stays on coherent structure.
salutation/ greeting (e.g. Dear topic all the way through.
Diary) at the start. Paragraphs
are used to organise the entry
logically.

PLANNING 2 1 0

The learner makes a plan The learner makes a plan before The learner does not make a
before writing. The learner writing. The learner uses some plan OR the learner’s plan is
uses the plan to inform their ideas from their plan to inform irrelevant.
drafting and expands on the their drafting.
plan with creativity.

EDITING / LSC 3 2 1

The diary entry is written in The learner has attempted to write The learner has not written as
the first-person (‘I’), in the as the ‘character’. The diary is in though they are the ‘character’.
past tense. Careful use of the first person and in the past They style and language are
vocabulary have been chosen tense. Some descriptive vocabulary incorrect.
to show the correct tone helps to show the feelings of the
The learner does not edit their
(feeling) of the writer. writer.
own work. Or, the
The learner successfully edits The learner edits their own work to
Learner attempts to edit their
their own work to correct correct grammar, spelling and
own work, but there are many
grammar, spelling and punctuation, but there are still
errors remaining.
punctuation. some errors.

22
 TASK 9: RESPONSE TO TEXTS
EXEMPLAR TASK
Marks: 50
Duration: 2 hours
Date: November 2023

TERM 4 TASK 9 TOTAL MARKS LEARNER’S MARK

1. Reading Comprehension 20

2. Visual Literacy 10

3. Summary 5

4. Language Structures & Conventions 15

TOTAL 50

Instructions for the learner:

1. This task consists of FOUR questions.
QUESTION 1: Reading comprehension (20)

QUESTION 2: Visual Literacy (10)

QUESTION 3: Summary (5)

QUESTION 4: Language Structures and Conventions (15)

TOTAL (50)

2. Answer ALL the questions.

3. For multiple choice questions, circle only the letter of the correct answer.
4. Answer in your own words unless specifically asked to quote.
5. Pay special attention to spelling and sentence construction.
6. Write neatly and legibly.
7. Good luck!

23
Question 1: Reading Comprehension
TEXT A: NEWSPAPER ARTICLE
Read the following text and answer the questions that follow.

A story of human kindness and teamwork

1. One hot afternoon, a group of children were playing in the park when they suddenly
they heard a dog barking loudly. They ran towards the sound and found a small dog
trapped in a broken fence beside the road. The children were concerned about the dog's
safety and knew they needed to help.

2. Without wasting any time, they started to work

together to untangle the dog from the fence.
They also noticed that the dog had a collar with
a contact number on it. The children knew that
they needed to find the owner for the dog to
ensure its safe return.

3. They carried the dog and took him to a nearby

veterinary clinic. At the clinic, the veterinarian
instructed the children to hang up posters
around the neighbourhood, with a picture of the
dog and a contact number for the owner to call.
The children made sure to put in extra effort
and hung posters on shop fronts, telephone
poles, and even distributed flyers to their
neighbours.

4. Through their relentless efforts and to the joy of everyone, they received a call from the
dog's owner. The children were ecstatic! They made their way to reunite the dog with its
owner.

5. The dog's owner was relieved by the children's kindness and the effort they put in to
secure the safe return of the dog. The owner thanked the children and even gave them
some treats as a token of appreciation.

6. The children's bravery, kindness, and perseverance saved the dog and helped provide
relief to the worried owner. It was an unforgettable moment and a heart-warming story
that illustrates the true power of human kindness and teamwork.

24
1.1 What time of the day were the children playing in the park? (1)

_________________________________________________________________

1.2 What did the children hear? (1)

_________________________________________________________________

1.3 Explain in your own words what the children saw. (Paragraph 1) (2)

_________________________________________________________________

_________________________________________________________________

1.4 ‘The children were concerned about the dog's safety…’

The word ‘concerned’ means…

A connected

B worried

C unbothered

D angry (1)

1.5 The children took some time before they could help the dog.

State whether the statement above is True of False.

Give a reason for your response. (2)

_________________________________________________________________

_________________________________________________________________

1.6 What helped the children to identify the owner of the dog? (2)

_________________________________________________________________

1.7 Find a word in paragraph 3 that means the same as ‘an animal doctor’. (1)

_________________________

25
1.8 Using your own words explain how the children found the owner of the dog. (2)

_________________________________________________________________
_________________________________________________________________

1.9 The owner of the dog gave the children ‘a token of appreciation’. (Paragraph 5)

This means the owner was…

A unpleased

B surprised

C grateful

D secure (1)

1.10 Provide TWO words that means the same as ‘ecstatic’, (paragraph 5)

1.10.1 _______________________ (1)

1.10.2 _______________________ (1)

1.11 What is the purpose of this story? (1)

_________________________________________________________________

1.12 Would you help a strange dog if you found it lost or trapped? (2)

Explain your answer fully.

_________________________________________________________________

_________________________________________________________________

1.13 The story takes place in different places. Give ONE setting of the story. (2)

_________________________________________________________________

Total Question 1 (20)

26
Question 2: Visual Literacy

Study the advertisement below and answer the questions that follow.

THE FASHIONISTA SHOP

BEST FASHION DEAL OF THE YEAR

WINTER FASHION SALE

25% OFF ON ALL CHILDREN’S CLOTHES,

JERSEYS, BOOTS AND HATS

FURTHER 30% OFF IF YOU BUY TWO OR MORE ITEMS

FROM 17 AUGUST 2023 TO 31 AUGUST 2023

Hurry while stock lasts!

Corner Jay and Ray Street

27
2.1 What is the name of the company that is advertising their winter sale?

_________________________________________________________________ (1)

2.2 What is the advertisement about?

_________________________________________________________________ (1)

2.3 List at least two items that you can buy.

2.3.1 ____________________________ (1)

2.3.2 ____________________________ (1)

2.4 Why are the words ‘WINTER FASHION SALE’ written in big and bold letters?

A For buyers with bad eyesight

B To attract the attention of the buyers

C To make the clothes cheap

D For the buyers with good taste (1)

2.5 Write out the words from the advertisement that will make people want to buy
from the Fashionista Shop.

_________________________________________________________________
(2)

2.6 How many days does the sale last?

_________________________________________________________________ (1)

2.7 Who do you think will be interested in the advertisement?

Give a reason for your answer.

_________________________________________________________________

_________________________________________________________________ (2)

Total Question 2 (10)

28
Question 3: Summary

TEXT C: INFORMATION TEXT

Read the following information text and write a summary on FIVE important benefits of
reading.

Remember:

1. Your summary should be between 40 – 50 words.

2. Write only important facts.

3. Use your own words as much as possible.

4. Write the number of your words at the end.

The benefits of reading

Reading has many benefits, but it’s a skill that even a lot of adults do not use enough. Let us
look at some other benefits of reading.

Reading helps you discover the world. It is a gateway to learning anything about
everything. It helps you discover new things and educate yourself in any area of life you are
interested in.

Reading develops your imagination and creativity. A book is just words on a page, and our
minds have to do the work, imagining the words coming to life. Reading improves
vocabulary and communication. Giving one access to a world of words is one of the best
ways to improve one’s vocabulary and spelling skills.

Reading helps with building a good self-image and playing well with others. It also has social
benefits. Children can discuss stories with others and form friendships over shared interests.

Reading improves concentration and reduces stress. It makes you concentrate on what you
read. Getting completely involved in a book can help us relax and feel calm.

Adapted from: https://www.worksheetcloud.com/blog/why-is-reading-

important/#:~:text=Reading%20improves

29
3.1 _________________________________________________________________

_________________________________________________________________

3.2 _________________________________________________________________

_________________________________________________________________

3.3 _________________________________________________________________

_________________________________________________________________

3.4 _________________________________________________________________

_________________________________________________________________

3.5 _________________________________________________________________

_________________________________________________________________

Number of words used: _______

Total Question 3 (5)

30
 Question 4: Language Structure and Conventions

TEXT D: INFORMATION TEXT

Read the information text below and answer the questions that follow.

A young man who lived about a day’s journey from Mabopane went to visit the city of
Johannesburg. He came to a street of many shops. Entering the first shop, he saw a wall
covered with mirrors sparkling in the sunshine. ‘They must be silver moons,’ he said to
himself, for he had never seen a mirror before. Moving close, he took one in hand and
gazed into it. His face turned as white as rice. ‘My father!’ he cried. ‘How did you come
here? You are not dead? But how young you look! And you move your lips although I
cannot hear what you say. You must come home with me, and we shall live happily as
before.’
Adapted by Shirlee P. Newman
‘Faces in the Mirror’

4.1 Choose the correct form of the verb from the two in brackets.

He (come/ comes) to a street of many shops.

___________________ (1)

4.2 ‘…he saw a wall covered with sparkling mirrors in the sunshine.’

The underlined word in the sentence above is…

A an adverb

B a verb

C a noun

D an adjective (1)

31
4.3 The young man was walking in the city slowly.

The word ‘slowly is an…

A adverb of time.

B adverb of manner.

C adverb of place.

D adverb of frequency. (1)

4.4 ‘He had never seen a mirror before.’

Change the sentence above to present perfect tense.

_________________________________________________________________ (2)

4.5 ‘A young man who lived about a day’s journey from Mabopane went to visit the
city of Johannesburg.’

The sentence above is a (complex/ simple) sentence. Choose the correct answer
from the two in brackets.

_______________________
(1)

4.6 The young man said, ‘They are silver moons.’

Change the sentence above to indirect speech.

The young man ____________________________________________________

_________________________________________________________________ (2)

4.7 Identify two proper nouns in Text D.

4.7.1 ___________________________ (1)

4.7.2 ___________________________ (1)

4.8 You must come home with me and we shall be the (happy) family.

Change the word in brackets to the correct degree of comparison.

________________________________________________________________
(1)

32
4.9 How did you come here?

The sentence above is …

A an exclamation

B a command

C a question

D a statement (1)

4.10 ‘His face turned as white as rice.’

What figure of speech is used in the sentence above?

___________________________________________ (1)

4.11 ‘…he took one in hand and gazed into it.’

What is a synonym of the word ‘gazed’ as used in the sentence above?

________________________________ (1)

4.12 Identify a phrase that means the same as the word ‘talking’ in Text D.
_________________________________________________________________ (1)
Total Question 4 (15)
Grand Total 50

33
TASK 9: RESPONSE TO TEXTS
EXEMPLAR TASK
MARKING GUIDELINES
Marks: 50

Item Possible Answer Mark Level of Cognitive

no. difficulty level
Question 1: Comprehension
1.1 It was in the afternoon ✔ 1 E 1 Literal

1.2 The children heard a dog barking.✔ 1 E 1 Literal

1.3 They saw a dog ✔ that was trapped ✔ in a fence 2 E 2

Reorganisation
1.4 B- worried✔ 1 M 3 Inference
1.5 False, they did not waste any time before untying 2 M 3 Inference
the dog.✔✔
(Award full marks only when ‘False’ a correct
motivation has been given. No mark for False
only.)
1.6 The dog had a collar that had contact numbers.✔ 1 E 1 Literal
1.7 Veterinarian ✔ 1 M 3 Inference

1.8 They put up posters ✔ with the telephone number 2 E 2

at the shops. ✔ Reorganisation
OR
They put up posters ✔ with the telephone number
on telephone poles. ✔
OR
They gave flyers ✔ to the neighbours. ✔
(Any ONE of these)
1.9 C- grateful. ✔ 1 M 3 Inference
1.10 1.10.1 Happy ✔ 1 M 3 Inference
1.10.2 pleased ✔ 1 M 3 Inference
/cheerful/blissful/elated/joyful
(Accept any two correct synonyms of ecstatic)
1.11 The purpose is to make the reader aware of the 2 D 4 Evaluation
importance of kindness.
OR✔✔

34
 The purpose is to teach the reader about doing the
right thing. ✔✔
(Accept any response that shows evaluation and
understanding of the story).
1.12 Yes, I would because it is the right thing to do. ✔✔ 2 D 5 Appreciation
No, I would not because the dog could be
dangerous. ✔✔
(Open ended responses Learners answers will
differ: Accept Yes/No with a valid reason)
1.13 In the park✔ 1 E 1 Literal
OR
At the veterinary clinic✔
OR
At the shops✔
OR
Around the neighbourhood✔
(Any one relevant setting)
Total Question 1 20
Question 2: Visual Literacy

2.1. The Fashionista Shop. ✔ 1 E 1 Literal

2.2 It is about winter fashion sale. ✔ 1 E 1 Literal

2.3 2.3.1 jerseys✔ 1 E 1 Literal

2.3.2 boots ✔ 1 E 1.Literal

OR Hats
(Accept any two)

2.4 B- To attract the attention of the buyers ✔ 1 M 3. Inference

2.5 ‘Best Fashion Deal of the Year’✔✔ 2 M 3 Inference

OR
‘25% off on all children’s clothes’ ✔✔
OR
‘Further 30% off if you buy two items or more’ ✔✔
OR
‘Hurry while stock lasts!’ ✔✔
(Any one of the given answers, with or without

35
 quotation marks. Award full marks only when the
whole phrase is quoted or given.)

2.6 15 days✔ (fifteen days) 1 M 3- Inference

2.7 Parents and children ✔because they will save 2 D 4- Evaluation

money. ✔

Hawkers ✔because they will go and sell to get

profit. ✔
(Open-ended responses. Accept any learners’
responses that have relevant motivation.)

Total Question 2 10

Question 3: Summary

3.1 You can discover the word through reading. ✔ 1 E 2-

Reorganisation

3.2 Reading helps one to be imaginative and creative. 1

✔

3.3 Reading improves our 1

vocabulary/communication/spelling skills. ✔

3.4 Reading can build one’s self-image.✔ 1

3.5 Reading can help you to make friends. ✔ 1

3.6 Reading lowers stress by relaxing. ✔ 1

(Accept learners’ FIVE facts that are important.

Learners might use different words. Do not
penalise for direct quoting.)

Total Question 3 5

Question 4: Language Structures and Conventions

4.1 comes ✔ 1 E 1 Knowledge

4.2 D- an adjective. ✔ 1 E 1 Knowledge
4.3 B- adverb of manner. ✔ 1 M 3 Conceptual
4.4 He has never seen a mirror before✔✔ 2 D 5- Application

36
 (The sentence must be correct.)
4.5 complex ✔ 1 M 3- Conceptual
4.6 The young man said that they were✔ silver 2 D 5 Application
moons.✔
(Award full marks only when the sentence is
correct and quotation marks removed.)
4.7 4.7.1 Mabopane✔ 1 E 1 Knowledge
4.7.2 Johannesburg ✔ 1

4.8 Happiest ✔ 1 E 1 Knowledge

4.9 C – a question.✔ 1 E 1 Knowledge
4.10 a simile ✔ 1 M 3 Conceptual
4.11 Looked✔ 1 M 3 Conceptual

stared
(Accept any correct synonym of ‘gazed’ in
context)
4.12 ‘move your lips’ ✔ 1 M 3 Conceptual

Total Question 4 15

GRAND TOTAL 50

37